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MULTIPLE INTELLIGENCE SUMMARY

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MULTIPLE INTELLIGENCE SUMMARY Powered By Docstoc
					              MULTIPLE
            INTELLIGENCES
It is not how smart you are, but
       how you are smart!

Verbal Linguistic    Logical /              Visual / Spatial        Body /          Musical /       Interpersonal        Intrapersonal
                     Mathematical                                Kinaesthetic       Rhythmic




    MULTIPLE INTELLIGENCE SUMMARY
   We have the ability to enhance and amplify our intelligence
   Not only can intelligence change, it can also be taught to others
   Intelligence is a multiple reality that occurs in different parts of the brain / mind system
   "Intelligence - the ability to solve problems, or to create products, that are valued within one or more cultural settings" (Dr Howard
    Gardiner)
   Gardiner's research has identified seven intelligences - seven distinct ways that we learn and know about reality -- and he believes
    there may be more
   Each of us have all of these intelligences, but not all of them are developed equally
   It is not "how smart you are, but rather how you are smart that counts
   Traditionally, our culture has valued language and logic skills, so it has developed educational curricula and methods that favour
    students gifted in these two domains.
   According to MI theory, even students not gifted in these can improve, but they may need to by drawing on their stronger
    intelligence
   Multiple intelligence theory does not imply that traditional goals need to be disregarded, however, that there may be more than one
    way to achieve these goals

                                              Source : Lazear, David, "Seven ways of knowing : Teaching for the multiple intelligences"

                    INTELLIGENCE                                        CAPACITIES                       LEARNING EXPERIENCES
                                            VISUAL SPATIAL (Picture                              Perceiving objects accurately                   Artwork
                                                                                                 Recognising relationships between objects       Photographs
                                                    Smart)                                       Representing something graphically              Maths manipulatives
                                       This intelligence, which relies on the sense of
                                                                                                 Manipulating images                             Graphic Organisers
                                       sight and being able to visualize an object,
                                                                                                 Finding one’s way in space                      Posters, charts
                                       includes the ability to create internal mental
                                                                                                 Forming mental pictures                         Illustratrations
                                       images/pictures
                                                                                                 Imagining (Active imagination)                  Cartoons
                                       These children who learn best visually and                Accurate perceptions from different angles      Props for plays
                                       organizing things spatially. They like to see what        Recognising relationships and objects in        Use of overhead/ b-board
                                       you are talking about in order to understand.              space                                           Story boards
                                       They enjoy charts, graphs, maps, tables,                  Graphic representation                          Videos
                                       illustrations, art, puzzles, costumes - anything          Image manipulation                              Murals
CONCRETE (Object based intelligence)




                                       eye catching.                                                                                              Scultures
                                                                                                                                                  Models

                                         BODY / KINAESTHETIC (Body                               Connecting mind and body                        Field trips / excursions
                                                                                                 Using mimetic abilities                         Role playing
                                                   Smart)                                        Improving body functions                        Learning centres
                                       This intelligence is related to physical movement
                                                                                                 Controlling movements previously learned        Labs
                                       and the knowings/wisdom of the body, including
                                                                                                 Controlling voluntary movements                 Sports / games
                                       the brain’s motor cortex, which controls bodily
                                                                                                 Expanding whole body’s awareness                Co-operative learning
                                       motion.
                                                                                                 Mimetic abilities                               Experiments
                                       These children who experience learning best                                                                Interviews
                                       through activity: games, movement, hands-on                                                                Pantomiming
                                       tasks, building. These children were often                                                                 Presentations
                                       labelled "overly active" in traditional classrooms                                                         Dances
                                       where they were told to sit and be still!                                                                  Aerobics
                                          LOGICAL / MATHEMATICAL                                 Recognising abstract patterns                   Puzzles
                                                                                                 Reasoning inductively                           Outlines
                                          (Number, Reasoning Smart)                              Reasoning deductively                           Timelines
                                       Often called “scientific thinking” this intelligence
                                                                                                 Discerning relationship and connections         Analogies
                                       deals with inductive and deductive thinking /
                                                                                                 Performing complex calculations                 Patterns
                                       reasoning, numbers and the recognition of
                                                                                                 Reasoning scientifically                        Problem Solving
                                       abstract patterns.
                                                                                                                                                  Lab experiments
                                       Those children who display an aptitude for                                                                 Formulas
                                       numbers, reasoning and problem solving. This is                                                            Abstract symbols
                                       the other half of the children who typically do                                                            Venn Diagrams
                                       well in traditional classrooms where teaching is                                                           Mind Maps
                                       logically sequenced and students are asked to                                                              Computer Games
                                       conform.



                                          VERBAL LINGUISTIC (Word                                Analysing own use of language                   Speeches
                                                                                                 Remembering                                     Debates
                                                  Smart)
SYMBOLIC (Object-less




                                                                                                 Using humour                                    Story telling
                                       This intelligence, which is related to words and
                                                                                                 Explaining, teaching, learning                  Reports
                                       language - written and spoken – dominates
                                                                                                 Understanding syntax and meaning of             Crosswords
                                       most western educational systems
                                                                                                  words                                           Newspapers
                                                                                                 Convincing someone to do something              Internet
                                       Those hildren who demonstrate strength in the
                                       language arts: speaking, writing, reading,                                                                 Research
intelligence)




                                       listening. These students have always been                                                                 Biographies
                                       successful in traditional classrooms because                                                               Autobiographies
                                       their intelligence lends itself to traditional                                                             Lists of books read
                                       teaching.
              MUSICAL/RYHTHMIC (Music                              Sensing tonal qualities                         Background music
                                                                   Creating melodies and rhythms                   Songs about books, people,
                      Smart)                                       Being sensitive to sounds                           countries, historical events
           This intelligence is based on the recognition of                                                         Raps
                                                                   Using “scehmas” to hear music
           tonal patterns, including various environmental
                                                                   Understanding the structure of music            Jingles
           sounds, and on a sensitivity to rhythm and beats.
                                                                                                                    Lyric poems
                                                                                                                    Choral reading
           These children learn well through songs,
           patterns, rhythms, instruments and musical                                                               Tone patterns
           expression. It is easy to overlook children with                                                         Trios/quartet
           this intelligence in traditional education.                                                              Choirs
                                                                                                                    Cheers
                INTERPERSONAL (People                              Creating and maintaining synergy                Group video, film, slides
                                                                   Seeing things from others’ perspectives         Team computer games
                       Smart)                                      Working co-operatively in a group               Think – pair – share
           This intelligence operates primarily through
                                                                   Noticing and making distinctions among          Co-operative tasks
           person to person relationship and
                                                                    others                                          Jogswas
           communication
                                                                   Communicating verbally and no-verbally          Wrap arounds
                                                                   Understanding other people                      e-mail
           Those children who are noticeably people
           oriented and outgoing, and do their learning                                                             Class discussions
           cooperatively in groups or with a partner. These                                                         Conversations
           children may have typically been identified as                                                           Interviews
           "talkative" or " too concerned about being social"                                                       Conferences
           in a traditional setting.

            INTRAPERSONAL (Self Smart)                             Concentrating                                     Reflective journals
           This intelligence relates to the inner states of        Being mindful                                     Goal setting
           being, self-reflection, metacognition (ie thinking      Evaluating own thinking                           Independent reading
           about thinking) and awareness of spiritual              Being aware of and expressing various             Silent reflection time
           realities                                                feelings                                          Self evaluation
                                                                   Understanding self in relationship to others      Poetry writing
PERSONAL




           These children are especially in touch with their       Higher order thinking / reasoning skills          Meditations
           own feelings, values and ideas. They may tend           having an understanding of yourself, of           Concentration exercises
           to be more reserved, but they are actually quite         knowing who you are, what you can do,
           intuitive about what they learn and how it relates       what you want to do, how you react to
           to themselves.                                           things, which things to avoid, and which
                                                                    things to gravitate toward.
             NATURALIST (Nature Smart)                             discriminate among living things (plants,         Outdoor education
           Children who love the outdoors, animals, field           animals)                                          Environmental studies
           trips. More than this, though, these students love      sensitivity to other features of the natural      Field trips (farm zoo)
           to pick up on subtle differences in meanings.            world (clouds, rock configurations).              Bird Watching
           The traditional classroom has not been                  The kind of pattern recognition valued in         Nature Walk
           accommodating to these children.                         certain sciences may also draw upon the           Weather Forecastring
                                                                    naturalist intelligence.                          Star Gazing
           This ability was clearly of value in our                                                                   Exploring nature
           evolutionary past as hunters, gatherers, and                                                               Ecology studies
           farmers; it continues to be central in such roles                                                          Identifying leaves and rocks
           as botanist or chef.
                                 Think of your students….
                 Where do you think their strengths lie???
Verbal Linguistic
Use language to persuade, inform,
communicate, solve problems, aid
memory, acquire new knowledge
Logical / Mathematical
Recognise and explore patterns,
categories and relationships in a logical,
ordered and sequential way
Visual / Spatial
The ability to create visual - spatial
representations of the world and to
transfer those representations either
mentally or concretely
Body / Kinaesthetic
Involves using the body to solve
problems, to create products, and to
convey ideas and emotions.
Musical / Rhythmic
Abilities to produce and appreciate
rhythm, pitch and timbre; appreciation
of the forms of musical expressiveness
Interpersonal
Ability to sense needs of others, build
relationships, work collaboratively, and
effectively as a team member
Intrapersonal
Access to one's own feelings and the
ability to discriminate among them and
draw upon them to guide behaviour;
knowledge of one's own strengths,
weaknesses, desires and intelligences.
                                           Place the Occupations….
Verbal Linguistic
Use language to persuade, inform,
communicate, solve problems, aid memory,
acquire new knowledge

Logical / Mathematical
Recognise and explore patterns, categories
and relationships in a logical, ordered and
sequential way

Visual / Spatial
The ability to create visual - spatial
representations of the world and to transfer
those representations either mentally or
concretely
Body / Kinaesthetic
Involves using the body to solve problems, to
create products, and to convey ideas and
emotions.
Musical / Rhythmic
Abilities to produce and appreciate rhythm,
pitch and timbre; appreciation of the forms of
musical expressiveness

Interpersonal
Ability to sense needs of others, build
relationships, work collaboratively, and
effectively as a team member
Intrapersonal
Access to one's own feelings and the ability to
discriminate among them and draw upon them
to guide behaviour; knowledge of one's own
strengths, weaknesses, desires and
intelligences.
   Comedian        Dramatic acting /                       Psychiatrist
                       mime

    Novelist         PE teacher                             Surgeon


 News reporter          Dance              Gymnast         scriptwriters
                    choreographer

   architects       Music teacher           editor          Scientists


 Bank manager      Music composer      Racing car driver     Lawyer


Legal assistance      Politician            Athlete        Navigators

    Painter        Religious leader      Philosopher       Piano tuner

   Sculpture          Counsellor           Teacher           Inventor
                                                     Society and Environment and English Plan
                                                                    Weeks 1-4
                                                                             WHALES
 STRAND                              STUDENT OUTCOMES                                                    SPECIFIC OBJECTIVES
                                         The students will;                                                   The students will;
    S&E            PS 2. Understand that places are characterised by their location          Name and locate the oceans and seas
  Place and        and specific natural and built features.                                  Identify the differences between oceans/seas
    Space
                   PS 3. Understands that the features of places are influenced by            (temperature, pollution)
 Features of       various natural processes.                                                Identify which whales migrate to which seas/oceans
   Places                                                                                    Identify when whales migrate

 SCIENCE           LL 2 Understands that needs, features and functions of living             Describe the features of whales
 Life and Living   things are related and change over time.                                  Compare and contrast different species of whales
                   LL 3 Understands that living things have features that form               Compare and contrast whales to fish and octopi
                   systems which determine their interaction with the environment.
 ENGLISH           W2.1 Writes brief imaginative and factual texts which include             Understand the features of a report
    Writing        some related ideas about familiar topics.                                 Include a minimum of 3 ideas in each report heading
                   W3.1 Experiments with interrelating ideas and information when         
 Use of Texts
                   writing about familiar topics.
 ENGLISH           W2.2 Recognises some of the purposes and advantages of                     Differentiate between informational and fiction texts
    Writing        writing.                                                                    (also in library time) they have written
                   W3.2 Recognises that certain text types are associated with                When writing, differentiate between the writing styles
 Contextual
Understanding      particular audiences and purposes.                                          of informational and fiction texts

 ENGLISH           W2.3 Uses some basic linguistic structures and features so that            Use headings and sub headings accurately
    Writing        writing can be readily interpreted by others.                              Use commas accurately
                   W3.3 Controls most basic features of written language and                  Understand THRASS wh/w, a-e/a/, l/ll phoneme
 Conventions
                   experiments with some organisational and linguistic features of            Understand and use Homonyms
                   different text types.                                                      Revise Homophones
 ENGLISH           W2.4 Demonstrates an awareness of processes and strategies for             Use the computer to check spelling (right mouse
    Writing        planning and reviewing own writing.                                         button and tools spelling)
                   W3.4 Applies familiar strategies and experiments with new
Processes and
  Strategies       strategies for planning, drafting and reviewing own writing.

 ENGLISH           R2.1 Constructs and retells meaning from short written texts and           Comprehend whale information from fiction (Story)
   Reading         familiar vocabulary, predictable structures and frequent                    and informational texts
                   illustrations.                                                             Answer inferential and evaluative questions
 Use of Texts
                    R3.1 Interprets and discusses some relationships between ideas,
                   information and events in texts with familiar content and which
                   include some unfamiliar words of linguistic structures and features.
 ENGLISH           R2.2 Understands that print texts are constructed by people and            Differentiate between informational and fiction texts
   Reading         represent real and imaginary experience.                                    (also in library time)
                    R3.2 Identifies simple symbolic meanings and stereotypes in texts         Differentiate between the writing styles of
 Contextual
Understanding      and discusses their purpose and meaning.                                    informational and fiction texts

 ENGLISH           R2.3 Recognises and interprets basic linguistic structures and             Identify headings and sub headings and their
   Reading         features of texts.                                                          purposes
                    R3.3 Identifies and uses the linguistic structures and features           Identify commas and their purpose
 Conventions
                   characteristic of a range of text types to construct meaning.

 ENGLISH           R2.4 Uses basic strategies for selecting texts, making meaning             Use the comma to take a short breath when reading
   Reading         and maintaining continuity of understanding.                               Use Index, headings and subheadings to locate
                    R3.4 Integrates a variety of strategies for interpreting texts and         information
Processes and
  Strategies       uses some strategies for identifying resources and finding
                   information in texts.
  VALUES           5.4 Diversity of Species. Each person should recognise a need to           Develop an opinion on whale hunting
 Environmental     preserve native habitats and arrest the extinction of presently-           Explain their feelings on whales becoming extinct and
 Responsibility
                   surviving native species.                                                   being a protected species
R = Receive Info




                                                        Mathematical




                                                                                                              Interpersonal



                                                                                                                               Intrapersonal
                                                                                  Kinaesthetic
E= Express Info




                                           Linguistic




                                                                                                 Rhythmic
                                                                                                 Musical /
                                                          Logical /



                                                                       Visual /
                                                                       Spatial
                                             Verbal




                                                                                     Body /
        Society and
      Environment and
        English Plan
         Weeks 1-4

      WHALES
1. KWL Individually, write down what
chn already know about whales,
sharks and dolphins and what they            E                                                                                E
want to find out (as questions)
2. Reading Comprehension
½ class work individually on
bookshelf “whales” text to answer          R, E
questions, ½ class work with teacher
modeling how to find answers
3. Text Features
Discuss as class text features of
“Whales” text, index, headings, sub
headings and how they help us. How
they are different to story books.          R                           E
Make graphic organizer as whole
class (large brown paper) to show
features.

Commas, identify commas in text and
why the are there. Class to clap once
for comma and twice for full stop as
text is read out. Chn to make a
comma (eg, “Connor the Comma”)
which has a small rhyme to                                              E           E
remember where they are used.
Present commas to small groups,
then some present to whole class.
Display.
4. Whale Origami Procedure
Individually, revise procedure text
type. Chn follow a written procedure        R                           E                                                     R,E
to make a whale.
5. Whale maths problems
Solve maths problems to answer             R,E          R,E
whale quiz
6. Whale Web Quiz
Use Enchanted Learning site and on
line dictionary to solve whale             R,E                          R
research questions.
7. Whale Semantic Grid
Utilize web and texts to find brief info
on different types of whales, in report    R,E                          E                                    R,E
headings. Work with partner
                                                           Mathematical




                                                                                                                Interpersonal



                                                                                                                                Intrapersonal
                                                                                     Kinaesthetic
                                              Linguistic




                                                                                                    Rhythmic
                                                                                                    Musical /
                                                             Logical /



                                                                          Visual /
                                                                          Spatial
                                                Verbal




                                                                                        Body /
 Society and Environment
    and English Plan
        Weeks 1-4

        WHALES
8. Whale Semantic Grid – Oceans
Discuss world globe, continents and
oceans. Children use a balloon to make
their own globe, drawing and labeling
oceans.                                        R                           E         R,E
Cut out 5 different types of whales and
blue tac on to the balloon. Move balloons
around as seasons change, to show
whale migration
9. Oceans – Mapping
On world map, using atlas, chn mark in
continents, oceans and seas. Choose            R             E
one whale and show migration park with a
dotted line.
10. Video – Whale Migration
After viewing,in small groups, chn identify
5 key points determine a heading for each
point (if they were written in a book).
Choose 3 of these to act out to class.                                     R           E
Class to choose what the heading will be.
If heading matches group heading
(previously written down), group gets a
point.
10. Whale Report
In pairs, chn choose a whale each to
create a report on. Chn draft report
pages then publish on PowerPoint (using
headings and sub headings)
                                              R,E                          E           E             E
Chn write a jingle for their whale by
changing the words to a common song
(text innovation) Include in Powerpoint
and perform to class.
11. Whale Sounds
Chn hear whale sounds on internet and
what they mean. Chn invent their own                                                                R,E
whale sounds and meaning. Record and
add to PowerPoint.
12. Whale extinction
Brainstorm as a class reasons for and
against whale hunting. Express their
views using a “line up”. Complete 6
thinking hats on “Whale hunting” as a          E                                                                R               E
whole class. (rotate around room).
Chn write letter to someone,
explaining their thoughts using 6 hats
framework (ie, paragraph on each hat)
   Verbal
 Linguistic

  Logical /
Mathematical


  Visual /
  Spatial


   Body /
Kinaesthetic

 Musical /
 Rhythmic


Interpersonal



Intrapersonal
                                  PHONEME FOCUS
  THRASS /
                                        vowels
 PHONEMIC                               w
                                        r
AWARENESS                               sh
             (Ongoing)

               Verbal Linguistic                               Logical / Mathematical


         Add words to THRASS dictionary                      THRASS words in crossword (sh)
       Use THRASS dictionary for spelling                      Tic Tac Toe (with phonemes)
    Rhymes to remember words (eg The fish drank                   Bingo (with phonemes)
         the coffee and turned into a dolphin)        Classify words according to graph/digraph/trigraph
                Brainstorm words                               Classify words into phonemes
            Word search in newspaper                     Graph how many phonemes in class names
       THRASS booklet (look, trace, write)



                 Visual / Spatial                                Body / Kinaesthetic


       Draw a picture incorporating all spelling              Make phonemes with people
      choices for a phoneme (eg, cat, kitten, duck,       Make phonemes and words with spaghetti
             school, queen in one picture)               Act out or mime meaning of THRASS words,
    Concetration / memory with THRASS pictures                          class to guess
         and words (three way with new word)                                
                                                                           


              Musical / Rhythmic                                      Interpersonal


        THRASS Rap (Phoneme and Consonant)                          Listen to instructions
                                                           Collaborate in groups to brainstorm word lists
                                                                    Peer tutor on phonemes
                                                                               


                  Intrapersonal



              Self assess THRASS progress
              “THRASS” checklist for yr 3
                FOCUS
                   




Verbal Linguistic       Logical / Mathematical




 Visual / Spatial        Body / Kinaesthetic


                                   




Musical / Rhythmic          Interpersonal




  Intrapersonal
             LEARNING CENTRE’S
                CONTENT
                   Fire Safety
                  
                  




    READING CENTRE                   MATHS CENTRE




      ART CENTRE                    BUILDING CENTRE


                                           




     MUSIC CENTRE                 PERSONAL WORK CENRE




WORKING TOGETHER CENTRE
                                                    Verbal / Linguistic
                     Bodily / Kinaesthetic
Musical / Rhythmic




 Visual / Spatial

                             Theme / Concept
                                                   Logical / Mathematical




  Interpersonal
                                   Intrapersonal
                                              EVALUATION
                                Show how much you are      Action Plan!
                                      providing?
Verbal Linguistic
The intelligence of words.



Logical / Mathematical
The intelligence of numbers
and reasoning.



Visual / Spatial
The intelligence of pictures
and images.



Body / Kinaesthetic
The intelligence of the whole
body and the hands.



Musical / Rhythmic
The intelligence of tone,
rhythm, and timbre.



Interpersonal
The intelligence of social
interactions



Intrapersonal
The intelligence of self-
knowledge

				
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