Multiple Intelligences - Download Now PowerPoint by pengxiang


									Woodridge Local Schools
April 7, 2011

  Terri Sigler, Director of Curriculum/Gifted Coordinator
 Laura Rorrer, Middle School Gifted Program Coordinator
        Sally Murphy, Gifted Intervention Specialist
   Howard Gardner’s
    Theory on Multiple
     Please take a copy of
      the presentation and
      “How do you eat an
      Oreo” handout.
     Help yourself to an
      Oreo cookie.
 Nothing really. It
  just provided a
good excuse to eat
Oreos with you 
   Let’s look closer at the
    Oreo eating styles after
    learning about Howard
    Gardner’s eight Multiple
                                               Began studying psychology at
                                                Harvard under the influence of
                                                Erickson (a developmental
                                                psychologist), who became his
                                               Eventually focused on cognitive
                                                developmental psychology.
                                               Defines himself as a social
                                               His multiple intelligences theory
                                                is more widely accepted in the
                                                realm of education and social
                                                policy than in clinical psychology.

For more information on Howard Gardner visit:
   The ability to learn and use
    language to accomplish certain
   This intelligence includes an
    individual’s ability to use language
    either rhetorically or poetically to
    his/her advantage and as a way to
    remember information.
   Writers, speakers, poets, and
    lawyers tend to have high
    linguistic intelligence.
   The ability to analyze problems
    logically, carry out mathematical
    operations, and investigate
    issues scientifically.
   According to Gardner, this means
    the ability to see patterns, use
    logic and deductive reasoning to
    process and understand
    Scientists and mathematicians
    have high logical/mathematical
   Involves skills in
    performing, composing
    music, and an appreciation
    of musical patterns.
   The ability to recognize
    musical pitches, tones, and
   Musicians, choral directors,
    and conductors must have
    high musical intelligence.
   Very high command of bodily
    motions and fine motor skills.
   The ability to manipulate tools
    along with the body to solve
   The ability to watch a
    and replicate it easily.
   Usually have a high sense of
    direction and timing.
   Dancers, surgeons, athletes
    usually have a high sense of
    this intelligence.
   A sensitivity to the relationship
    between line, color, shape, space
    and form.
   Have the ability to use the ‘mind’s
    eye’ to picture, rotate and
    manipulate objects well.
   Have the ability to manipulate and
    understand the components of
   Graphic artists, architects, map
    makers are examples of people
    who excel in this intelligence.
                               This intelligence includes an
                                individual’s desires to
                                understand other people.
                               Includes the ability to work well
                                and cooperatively with others.

   Being in-tune with the needs of others and using that
    information to respond to those needs by modifying
   Salespeople, educators, religious and political leaders
    have high interpersonal intelligence.
   Deep understanding of self.

   Understands and appreciates
    one’s own feelings, fears and

   Have the ability to analyze
    strengths and weaknesses

   Writers, philosophers, theorists
    all have heightened
    intrapersonal intelligence.
   Heightened sensitivity to
    changes in environment.

   In tune with nature and
    interested in exploring and
    learning about nature and
    elements associated with

   Biologists, conservationists,
    gardeners usually have high
    levels of naturalistic
    tp/client_ftp/ ks3/ict/multiple_int/index.htm


Intelligence Type          Teacher Centered                         Student Centered
                    Present content verbally            Student Presents Material
                    Ask questions aloud and look for    Students read content and prepare a
                    student feedback                     presentation for his/her classmates
Verbal/Linguistic   Interviews                          Students debate over an issue

                    Provide brain teasers or            Students categorize information in logical
                    challenging questions to begin       sequences for organization.
                    lessons.                             Students create graphs or charts to explain
                    Make logical connections            written info.
                    between the subject matter and       Students participate in webquests
   Logical/         authentic situations to answer the   associated with the content
 Mathematical       question "why?"
                    Use props during lecture            Students use computers to research
                    Provide tangible items pertaining   subject matter.
                    to content for students to examine   Students create props of their own
                    Review using sports related         explaining subject matter (shadow boxes,
                    examples (throw a ball to someone    mobiles, etc...)
                    to answer a question)                Students create review games.
Intelligence Type             Teacher Centered                                   Student Centered
                    When presenting the information, use         Have students work individually or in groups to create
                    visuals to explain content:PowerPoint         visuals pertaining to the information:
                    Slides, Charts, Graphs, cartoons, videos,     Posters; timelines; models; powerpoint slides; maps;
 Visual/Spatial     overheads, smartboards                        illustrations, charts; concept mapping

                    Play music in the classroom during           Create a song or melody with the content embedded
                    reflection periods                            for memory
                    Show examples or create musical rhythms      Use well known songs to memorize formulas, skills,
                    for students to remember things               or test content

                    Be aware of body language and facial         Encourage collaboration among peers
                    expressions                                   Group work strengthens interpersonal connections
                    Offer assistance whenever needed             Peer feedback and peer tutoring
                    Encourage classroom discussion               Students present to the class
                                                                  Encourage group editing
                    Encourage journaling as a positive outlet    Journaling
                    for expression                                Individual research on content
                    Introduce web logging (blogs)                Students create personal portfolios of work
                    Make individual questions welcome
 Intrapersonal      Create a positive environment.

                    Take students outside to enjoy nature        Students organize thoughts using natural cycles
                    while in learning process (lecture)           Students make relationships among content and the
                    Compare authentic subject matter to          natural environment (how has nature had an impact?)
                    natural occurrences.                          Students perform community service
                    Relate subject matter to stages that occur
                    in nature (plants, weather, etc)


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