Transcript Multiple Intelligence, Entry Points, and Compass Points

Multiple Intelligences (MI)
Edward Garcia Fierros, Ph.D.
Villanova University
Learning Objectives:
• Discuss intelligence or g (i.e., general
intelligence).
• Define Gardner’s theory of MI.
• Formulate strategies for incorporating MI into
curriculum.
• Consider the intersection of MI, Differentiated
Instruction, and Special Education.
What do you know well?
Think of something you know well. How did
you come to know it?
IQ Score Distribution
Dunn & Dunn (1987)
Learning Styles
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Auditory Learners
Visual Learners
Tactile Learners
Kinesthetic Learners
Tactile/Kinesthetic Learners
McCarthy’s (1990) 4Mat Model
• Type I :Imaginative Learner
– (Experiencing)
• Type II: Analytical Learner
– (Conceptualizing)
• Type III: Common-Sense Learner
(Applying)
• Type IV: Dynamic Learner
– (Creating)
Differentiated Instruction
• A philosophy that enables teachers to plan
strategically in order to reach the needs of
diverse learners.
• DI is not a set of tools, but a philosophy
that a teacher embraces to reach the
unique needs of every teacher.
Intelligence
intelligence is an ability to solve
problems or create products that are
valued in at least one culture
Source: Howard Gardner Frames of Mind
1983
Multiple Intelligences
• Linguistic
syntax, phonology, semantics, pragmatics
• Musical
pitch, rhythm, timbre
• Logical-mathematical
number, categorization, relations
• Spatial
accurate mental visualization, mental
transformation of images
Multiple Intelligences
• Bodily-kinesthetic
control of one's own body, control in handling
objects
• Interpersonal
awareness of others' feelings, emotions, goals,
motivations
• Intrapersonal
awareness of one's own feelings, emotions, goals,
motivations
• Naturalist
recognition and classification of objects in the
environment
Multiple Intelligences
• While all humans possess the eight
intelligences, each person has his/her
own particular blend or amalgam of the
intelligences.
Criteria for Intelligences
1. potential isolation by brain damage
2. existence of savants, prodigies, and other
exceptional individuals
3. an identifiable core set of operations--basic kind of
information-processing operations or mechanisms
that deal with one specific kind of input
4. a distinctive developmental history, along with a
definite set of "end-state" performances
5. an evolutionary history and evolutionary
plausibility
6. support from experimental and psychological tasks
7. support from psychometric findings
8. susceptibility to encoding from a symbol system
Why do educators use/like MI?
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MI fits with existing philosophies
and/or practices
MI validates what teachers already
know and do
MI provides a framework for thinking
about practice
It helps educators extend their
practice
It provides a vocabulary
Howard Gardner’s Myths
and Realities about MI
• Myth #1 Now that eight intelligences have
been identified, one can – and perhaps
should – create eight tests and secure
eight scores.
• Reality #1: MI Theory is a critique of
“psychometrics as usual.” A battery of MI
tests is inconsistent with the major tenets
of the theory.
Howard Gardner’s Myths
and Realities about MI
• Myth #2 An intelligence is the same as a
domain or discipline
• Reality #2: An intelligence is a new kind of
construct and should not be confused with
a domain or a discipline.
– A domain is an organized set of activities
within a culture with a specific symbol system
and operations. Any domain can be put to
work through several intelligences.
Howard Gardner’s Myths
and Realities about MI
• Myth #3. An intelligence is the same as a
“learning style”
• Reality #3. The concept of style designates a
general approach that an individual can apply
equally to every conceivable content. In
contrast an intelligence is a capacity, with its
component process, that is geared to a
specific content in the world (i.e., musical
sounds).
Howard Gardner’s Myths
and Realities about MI
• Myth #4. MI theory is not empirical (based on
research)
• Reality #4. MI theory is based wholly on
empirical evidence and can be revised on the
basis of new empirical findings.
• Read the book!
Howard Gardner’s Myths
and Realities about MI
• Myth #5. MI theory is incompatible with g
(general intelligence), hereditarian accounts,
or with environmental accounts of the nature
and cause of intelligence.
• Reality #5. MI theory questions not the
existence but the province and explanatory
power of g.
• There is a centrality of genetic/environmental
interactions.
Howard Gardner’s Myths
and Realities about MI
• Myth #6. MI theory so broadens the notion of
intelligence that it includes all psychological
constructs and thus vitiates (make something
ineffective) the usefulness of the term.
• Reality #6. MI theory is about the intellect, the
human mind in its cognitive aspects. MI is not
about morality, attention, motivation, or other
psychological constructs.
Howard Gardner’s Myths
and Realities about MI
• Myth #7. There is a single educational
approach based on MI theory.
• Reality #7. MI theory is in no way an
educational prescription. There is always a
gulf between psychological claims about how
the mind works and educational practices.
• Educators are in the best position to
determine the uses to which MI theory can
and should be put.
Compass Point Practices
• Engage students’ multiple
intelligences
• Help teachers to foster knowledge
and skills across a range of students.
Project SUMIT – Compass Points
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Culture
Readiness
Tool
Collaboration
Controlled Choice
Arts
Culture
• A supportive environment for educating
diverse learners.
– Belief in students strengths and potential
– Joy in learning
– Educators work hard
Readiness
• Awareness-building before implementation
– Learn about MI prior to implementation
Tool
• MI is a means to foster high-quality
student work
– MI is used as a route to promote students’
skills and understanding
– MI is NOT an end in itself or an additional
piece of the curriculum
Collaboration
• Informal and Formal Exchanges
– Educators readily share ideas
– Provide constructive suggestions
– Complement their own areas of strength
– Draw on the knowledge and strength of others
Controlled Choice
• Meaningful curriculum and assessment
options
– Students have options for learning and for
demonstrating their knowledge that are both
meaningful for the student and the wider
society
– Teachers choose the curriculum and
assessment options and give students
“guided choices”
Arts
• A significant role in the life of the school
– The arts are used to develop students’ skills
and understanding within and across
disciplines
Entry Points
• Different doorways all leading to the same
room.
• Each entry point allows learners to
encounter the substantive knowledge,
concepts, and skills of the disciplines.
Entry Points
• Narrative
Entry Points
• Logical-Quantitative
Entry Points
• Aesthetic
Entry Points
• Experiential
Entry Points
• Interpersonal
Entry Points
• Existential/Foundational