Multiple Intelligences Career Chart Multiple Intelligence Class presentation June 15th 2007 Vic Chaney Laurie by ohn13006

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									 Multiple Intelligence
               Class presentation
                June 15th, 2007




     Vic Chaney, Laurie McClure, Lori Noyes



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Enter their world


   Teach outside of the box




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 Goal and Objective


   goal: teach to different learning abilities.

   objective: identify learning styles. develop
    multiple strategies to meet the needs of all
    learners.




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          Today’s   learners….
   Teachers should not assume that all
    students will benefit from a single strategy.--
    -In the box
   Student A does not learn at the same pace
    as student B.

 Multiple Intelligences--- outside of the box




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    Learning Styles
-different approaches or alternative ways of learning


   What are the Learning styles

   Visual
   Auditory
   Kinesthetic




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    Learning styles

    Visual Learners:
     learn through seeing...
    These learners need to see the teacher's body language and facial
     expression to fully understand the content of a lesson. They tend to
     prefer sitting at the front of the classroom to avoid visual
     obstructions (e.g. people's heads). They may think in pictures and
     learn best from visual displays including: diagrams, illustrated text
     books, overhead transparencies, videos, flipcharts and hand-
     outs. During a lecture or classroom discussion, visual learners
     often prefer to take detailed notes to absorb the information.




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Learning styles

     Auditory Learners:
    learn through listening...
    They learn best through verbal lectures, discussions, talking things through
      and listening to what others have to say. Auditory learners interpret the
      underlying meanings of speech through listening to tone of voice, pitch,
      speed and other nuances. Written information may have little meaning until it
      is heard. These learners often benefit from reading text aloud and using a
      tape recorder.





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          Learning styles
     Tactile/Kinesthetic Learners:

     learn through , moving, doing and touching...



     Tactile/Kinesthetic persons learn best through a hands-on approach, actively
      exploring the physical world around them. They may find it hard to sit still for
      long periods and may become distracted by their need for activity and
      exploration.




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Background:
   What is Intelligence?
     According to Robert Sternberg, Intelligence is one’s ability to
    know his own strengths and weaknesses and how to capitalize on
    his strength and make adaptation to compensated for his
    weaknesses. He also states that intelligence is the ability to react
    intuitively, creatively and constructively to a plethora of
    experiences. ( Sterberg, Robert, Pg 270) Gardner defined it as an
    ability to use a skill, fashion an artifact or solve a problem. He also
    stipulates that it must must be associated within the culture were a
    particular person resides. (Gardner, Howard, Pg 208)




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   . Gardner and T. Hatch   describe 8 multiple intelligences as
    logical/mathematical, linguistic, musical, naturalist, spatial, bodily-
    kinesthetic, interpersonal, and, intrapesonal.

      Gardner believes concepts must be taught in a variety of ways which call
    for the use of many different types of intelligence. ( Gardner, H and Hatch,
    page 126-127)




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What are the types of multiple intelligence?
   seven different ways to demonstrate intellectual ability. Howard Gardner
   Visual/Spatial Intelligence
   Verbal/Linguistic Intelligence
   Logical/Mathematical Intelligence
   Bodily/Kinesthetic Intelligence
   Musical/Rhythmic Intelligence
   Interpersonal Intelligence
   Intrapersonal Intelligence




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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




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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 .




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     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




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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




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    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




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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




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Intrapersonal Intelligence
ability to self-reflect and be aware

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




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Discover their world

   Discover the learners’
    intelligence
   Construct an engaging
    environment




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Graphic Organizer
   Multiple Intelligence chart




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Annotated Bibliography

   Armstrong, T. (2000). Multiple intelligences in the classroom. Alexandria, VA: ASCD.
   This book provides an overview of Gardner’s theories. It contains a multitude of resources f or the classroom teacher
    who wants to implement Multiple Intelligences theories in his/her instruction. There are ideas f or teaching the theory
    directly to students, ways to identif y student strengths, and strategies f or assessment.


   Hodge, E.E. (2005). A Best-Evidence Synthesis of The Relationship of Multiple Intelligence Instructional Approaches
    and Student Achievement Indicators In Secondary School Classrooms. Cedarville, Ohio. (retrieved June 12, 2007
    f rom Eric Document Service, ERIC no. ED490019).
   A master’s thesis studying the relationship between MI instruction and achievement. The study notes the lack
    research in this area especially in secondary situations. The author f ound that there was evidence that MI theory has
    a positive impact on student learning.

   Multiple Intelligences. Retrieved June 12, 2007, Web site:
    http://www.bgf l.org/bgfl/custom/resources_ftp/client_ftp/ks3/ict/multiple_int/index.htm
   Interactive web-site allows users to test themselves and discover which intelligences they are stronger/weaker in.





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Annotated Bibliography

   Multiple Intelligences Teacher Inventory. Retrieved June 12, 2007, from Multiple intelligences teacher inventory Web site:
    http://jeffcoweb.jeffco.k12.co.us/high/wotc/confli3.htm
   Printable checklist for teachers to give older students or record observations of students to determine their strong areas.

   Pociask, A. and Settles, J. (2007). Increasing Student Achievement through Brain -Based Strategies. (retrieved June 12, 2007
    from Eric Document Service, ERIC no. ED496097).
   A master’s thesis studying the effect of MI based instruction on student learning. The study found that student engagement
    increased and negative classroom behaviors were drastically reduced after the implementation of these strategies.



   Guignon, Anne (1998). Curriculum: Multiple Intelligences: A Theory for Everyone.
   Education World. Retrieved 6/12/07. http://www.education-world.com/a_curr/curr054.shtml.
   This article takes a closer look at how teachers can encourage their students to enhance student learning through an increase d
    knowledge of intelligence types. By implementing Gardner’s Multiple Intelligences Theory into classroom curriculum we will
    increase student comprehension of standards.





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Annotated Bibliography
   Thomas, John (2000). Collaborative Groups: A Review of Research on Project-based
   Learning. Autodesk Foundation. Retrieved 6/12/07.
   http://imet.csus.edu/imet2/stanfillj/workshops/pbl/groups.htm .
   Teachers are encouraged to apply this theory to give students the opportunity to use their strengths and develop their weakne sses.
    The prescribed model is to create project-based learning classrooms where teachers group students with diverse intelligences to
    foster motivation and support for learning.

   Sternberg, R. (Ed.). 1998. Super Teaching San Diego: The Brain Store Inc email: edubrain@connectnet.com
   This article examined the role of human intelligence. It examined how multiple intelligence react creativity, intuitively, a s well as
    constructively.

   Sternberg, R. (Ed).2001 Educational Psychology N Y: Mc Graw Individuals Variation, Theories of Multiple Intelligences,
    Triarchic Theory(1986) This article looks at three levels of intelligences. The triarchic theory states intelligence come in three
    forms: analytical, creative, and practical.

   Gardner, H. (Ed.) 2001 Super Teaching San Diego: The Brain Store Inc. email: edubrainedubrain@connectnet.com
   This article examined how multiple intelligence differ from culture to culture. Intelligences are grouped into seven categ ories.
   Gardner, H and Hatch, T (Ed.)1989 Education Psychology Theory And Practice Boston: Allyn & Bacon “Multiple Intelligence
    goes to school.” Educational Researcher, 18(8), p.6. 1989 by the American Education Research Association. Researchers
    discover multiple intelligences imply that a teacher must employ a variety of strategies to ensure the success of every stude nt.




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