Visual/Spatial Intelligence by k1o2xO7

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									Visual/Spatial Intelligence

ability to perceive the visual. These learners tend to think in pictures and need to create vivid
mental images to retain information. They enjoy looking at maps, charts, pictures, videos, and
movies.

Their skills include:

puzzle building, reading, writing, understanding charts and graphs, a good sense of direction,
sketching, painting, creating visual metaphors and analogies (perhaps through the visual arts),
manipulating images, constructing, fixing, designing practical objects, interpreting visual images.

Possible career interests:

navigators, sculptors, visual artists, inventors, architects, interior designers, mechanics, engineers

Verbal/Linguistic Intelligence

ability to use words and language. These learners have highly developed auditory skills and are
generally elegant speakers. They think in words rather than pictures.

Their skills include:

listening, speaking, writing, story telling, explaining, teaching, using humor, understanding the
syntax and meaning of words, remembering information, convincing someone of their point of
view, analyzing language usage.

Possible career interests:

Poet, journalist, writer, teacher, lawyer, politician, translator

Logical/Mathematical Intelligence

ability to use reason, logic and numbers. These learners think conceptually in logical and
numerical patterns making connections between pieces of information. Always curious about the
world around them, these learner ask lots of questions and like to do experiments.

Their skills include:

problem solving, classifying and categorizing information, working with abstract concepts to figure
out the relationship of each to the other, handling long chains of reason to make local
progressions, doing controlled experiments, questioning and wondering about natural events,
performing complex mathematical calculations, working with geometric shapes

Possible career paths:

Scientists, engineers, computer programmers, researchers, accountants, mathematicians

Bodily/Kinesthetic Intelligence

ability to control body movements and handle objects skillfully. These learners express
themselves through movement. They have a good sense of balance and eye-hand co-ordination.
(e.g. ball play, balancing beams). Through interacting with the space around them, they are able
to remember and process information.

Their skills include:

dancing, physical co-ordination, sports, hands on experimentation, using body language, crafts,
acting, miming, using their hands to create or build, expressing emotions through the body

Possible career paths:

Athletes, physical education teachers, dancers, actors, firefighters, artisans

Musical/Rhythmic Intelligence

ability to produce and appreciate music. These musically inclined learners think in sounds,
rhythms and patterns. They immediately respond to music either appreciating or criticizing what
they hear. Many of these learners are extremely sensitive to environmental sounds (e.g. crickets,
bells, dripping taps).

Their skills include:

singing, whistling, playing musical instruments, recognizing tonal patterns, composing music,
remembering melodies, understanding the structure and rhythm of music

Possible career paths:

musician, disc jockey, singer, composer

Interpersonal Intelligence

ability to relate and understand others. These learners try to see things from other people's point
of view in order to understand how they think and feel. They often have an uncanny ability to
sense feelings, intentions and motivations. They are great organizers, although they sometimes
resort to manipulation. Generally they try to maintain peace in group settings and encourage co-
operation.They use both verbal (e.g. speaking) and non-verbal language (e.g. eye contact, body
language) to open communication channels with others.

Their skills include:

seeing things from other perspectives (dual-perspective), listening, using empathy, understanding
other people's moods and feelings, counseling, co-operating with groups, noticing people's
moods, motivations and intentions, communicating both verbally and non-verbally, building trust,
peaceful conflict resolution, establishing positive relations with other people.

Possible Career Paths:

Counselor, salesperson, politician, business person

Intrapersonal Intelligence

ability to self-reflect and be aware of one's inner state of being. These learners try to understand
their inner feelings, dreams, relationships with others, and strengths and weaknesses.
Their Skills include:

Recognizing their own strengths and weaknesses, reflecting and analyzing themselves,
awareness of their inner feelings, desires and dreams, evaluating their thinking patterns,
reasoning with themselves, understanding their role in relationship to others

Possible Career Paths:

Researchers, theorists, philosophers

http://www.ldpride.net/learningstyles.MI.htm#Learning%20Styles%20Explained


Seven kinds of intelligence would allow seven ways to teach, rather than one. And
powerful constraints that exist in the mind can be mobilized to introduce a particular
concept (or whole system of thinking) in a way that children are most likely to learn it
and least likely to distort it. Paradoxically, constraints can be suggestive and ultimately
freeing. (op. cit.)

http://www.infed.org/thinkers/gardner.htm


How can the Multiple Intelligences be implemented in the classroom?

To implement Gardner's theory in an educational setting, I organized my third grade
classroom in Marysville, Washington, into seven learning centers, each dedicated to one
of the seven intelligences. The students spend approximately two-thirds of each school
day moving through the centers - 15 to 20 minutes at each center. Curriculum is thematic,
and the centers provide seven different ways for the students to learn the subject matter.

Each day begins with a brief lecture and discussion explaining one aspect of the current
theme. For example, during a unit on outer space, the morning's lecture might focus on
spiral galaxies. In a unit about the arts of Africa, one lecture might describe the Adinkra
textile patterns of Ghana. After the morning lecture, a timer is set and students - in groups
of three or four - start work at their centers, eventually rotating through all seven.

All students learn each day's lesson in seven ways. They build models, dance, make
collaborative decisions, create songs, solve deductive reasoning problems, read, write,
and illustrate all in one school day. Some more specific examples of activities at each
center follow:

       In the Personal Work Center (Intrapersonal Intelligence), students explore the
        present area of study through research, reflection, or individual projects.
       In the Working Together Center (Interpersonal Intelligence), they develop
        cooperative learning skills as they solve problems, answer questions, create
        learning games, brainstorm ideas and discuss that day's topic collaboratively.
      In the Music Center (Musical Intelligence), students compose and sing songs
       about the subject matter, make their own instruments, and learn in rhythmical
       ways.
      In the Art Center (Spatial Intelligence), they explore a subject area using diverse
       art media, manipulables, puzzles, charts, and pictures.
      In the Building Center (Kinesthetic Intelligence), they build models, dramatize
       events, and dance, all in ways that relate to the content of that day's subject
       matter.
      In the Reading Center (Verbal/Linguistic Intelligence), students read, write, and
       learn in many traditional modes. They analyze and organize information in
       written form.
      In the Math & Science Center (Logical/ Mathematical Intelligence), they work
       with math games, manipulatives, mathematical concepts, science experiments,
       deductive reasoning, and problem solving.

http://www.context.org/ICLIB/IC27/Campbell.htm


Critics of the theory say that:

      It's not new. Critics of multiple intelligence theory maintain that Gardner's work
       isn't groundbreaking -- that what he calls "intelligences" are primary abilities that
       educators and cognitive psychologists have always acknowledged.
      It isn't well defined. Some critics wonder if the number of "intelligences" will
       continue to increase. These opposing theorists believe that notions such as bodily-
       kinesthetic or musical ability represent individual aptitude or talent rather than
       intelligence. Critics also believe that M.I. theory lacks the rigor and precision of a
       real science. Gardner claims that it would be impossible to guarantee a definitive
       list of intelligences.
      It's culturally embedded. M.I. theory states that one's culture plays an important
       role in determining the strengths and weaknesses of one's intelligences. Critics
       counter that intelligence is revealed when an individual must confront an
       unfamiliar task in an unfamiliar environment.
      It defeats National Standards. Widespread adoption of multiple intelligence
       pedagogy would make it difficult to compare and classify students' skills and
       abilities across classrooms.
      It is impractical. Educators faced with overcrowded classrooms and lack of
       resources see multiple intelligence theory as utopian.


http://www.thirteen.org/edonline/concept2class/mi/index_sub4.html

Intelligence Test
http://literacyworks.org/mi/assessment/findyourstrengths.html

								
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