Multiple Intelligences Web-Based Instruction by nfy87895


									                 Multiple Intelligences & Web-Based Instruction

   •   Traditional educational contexts (typically) narrowly define and assess intelligence and learning.
   •   Howard Gardner held that our educational system strongly privileges logical-mathematical and
       linguistic learners.
   •   Studies reveal that animals raised with a wide variety of “toys” develop more complex neural
       connections. (This is good ☺ )
   •   Gardner stresses that 1) the intelligences are not ranked and 2) they work in concert, not in
Web-based teaching environments offer advantages when it comes to accommodating other than logical-
mathematical and linguistic learners. We can integrate images; drawing, modeling, & spreadsheet
programs; sound files, collaborative tools/settings, and sheer flexible private work time into our sites and
our curricular design. AND, we can provide more than one means or mode of exercising the same skill.
American Education Network Corporation’s online reference for identifying the 7 main intelligences

Here is a site of a good self-assessment of dominant intelligence type:

Here is a “fun” site that provides links to web-based activities / learning modules supposedly designed to
accommodate the various intelligences

Here is a summary of the first seven Gardner intelligences (“Naturalistic”is left off), including comments
on leveraging a web environment to accommodate ach one. (This list was taken from the “Multiple
Intelligences and Technology”

Verbal/Linguistic Intelligence
The capacity to use words effectively, either orally or in writing.

Highly developed in: story-tellers, orators, politicians, poets, playwrights, editors, and journalists.

Students with a high degree (of verbal linguistic intelligence): Think in words; Learn by listening,
reading, and verbalizing; Enjoy writing; Like books, records, and tapes; Have a good memory for verse,
lyrics, or trivia

They may benefit from: Word processors that allow voice annotations; Desktop publishing programs;
Programs with speech output; Programs which encourage them to create poetry, essays, etc.; Multimedia
authoring; Using videodiscs and barcode programs to create presentations; Tape recorders;
Telecommunications/electronic networking
Visual/Spatial Intelligence
The ability to perceive the world accurately and to perform transformations upon one's perceptions.

Highly developed in: guides, interior designers, architects, artists, and inventors,

Students with a high degree (of spatial intelligence):; Think in images and pictures; Like mazes and
jigsaw puzzles; Like to draw and design things; Like films, slides, videos, diagrams, maps, charts

They may benefit from: Draw and paint programs; Reading programs that use visual clues such as rebus
method or color coding; Programs which allow them to see information as maps, charts, or diagrams i.e.
charting capability of spreadsheet program; Multimedia programs; Science probeware

Musical Intelligence
The capacity to perceive, discriminate, transform, and express musical forms.

Highly developed in: musical performers, aficionados, and critics.

Students with a high degree (of musical intelligence): Learn through rhythm and melody; Play a musical
instrument; May need music to study; Notice nonverbal sounds in the environment; Learn things more
easily if sung, tapped out, or whistled

They may benefit from: Programs that combine stories with songs; Reading programs which associate
letter/sounds with music; Programs which allow them to create their own song; Constructing
presentations using CD audio discs, videodisc player, and barcode program; Sing along videodisc
programs that display word "karaoke" style

Logical/Mathematical Intelligence
The capacity to use numbers effectively and to reason well.

Highly developed in: mathematicians, tax accountants, statisticians, scientists, computer programmers,
and logicians.

Students with a high degree (of logical/mathematical intelligence): Reason things out logically and
clearly; Look for abstract patterns and relationships; Like brain teasers, logical puzzles, and strategy
games; Like to use computers; Like to classify and categorize

They may benefit from: Database and spreadsheet programs; Problem solving software; Computer
programming software; strategy game formats/simulations; Calculators; Multimedia authoring programs

Bodily-Kinesthetic Intelligence
Expertise in using one's whole body to express ideas and feelings, and facility in using ones hands to
produce or transform things.

Highly developed in: actors, mimes, athletes, dancers, sculptors, mechanics, and surgeons.
Students with a high degree (of bodily-kinesthetic intelligence):; Process knowledge through bodily
sensations; Move, twitch, tap, or fidget while sitting in a chair; Learn by touching, manipulating, and
moving; Like role playing, creative movement

They may benefit from: Software requiring alternate input such as joystick, mouse, or touch window;
Keyboarding and word processing programs; Animation programs; Programs which allow them to move
objects around the screen; Science probeware

Interpersonal Intelligence
The ability to perceive and make distinctions in the moods, intentions, motivations, and feelings of other

Intelligence can include: sensitivity to facial expressions, voice, and gestures, as well as the ability to
respond effectively to such cues.

Students with a high degree (of interpersonal intelligence): Understand and care about people; Like to
socialize; Learn more easily by relating and cooperating; Are good at teaching other students

They may benefit from: Telecommunications programs; Programs which address social issues; Programs
which include group presentation or decision making; Games which require two or more players; TV
production_team approach

Intrapersonal Intelligence

Self-knowledge and the ability to act adaptively on the basis of that knowledge.

Intelligence can include: having an accurate picture of one's strengths and limitations, awareness of one's
moods and motivations, and the capacity for self-discipline.

Students with a high degree (of intrapersonal intelligence): Seem to be self-motivating; Need their own
quiet space; March to the beat of a different drummer; Learn more easily with independent study, self-
paced instruction, and individualized projects and games.

They may benefit from: Computer assisted instruction/ILS labs; Instructional games in which the
opponent is the computer; Programs which encourage self-awareness or build self-improvement skills;
Any programs which allow them to work independently; Brainstorming or problem solving software.

         These notes are from an Instructional Design for Web-Intensive Courses Workshop
                            Sponsored by: The Ohio Learning Network
                   Presented by: Dr. Kate E. Jansak - Shawnee State University

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