Transcript Highly Effective Teaching

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8 WAYS OF BEING SMART
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Understanding the Multiple Intelligences
Highly Effective Teaching ~ Sue Pearson
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WELCOME
HISTORY
8 MULTIPLE
INTELIGENCES
CLOSURE
HET
APPLICATION
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Intelligence: Historically
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France
1904
Psychologist Alfred Binet
Differentiate between school children
who were intellectually normal and
those who were inferior
• Scale was designed to serve as a
GUIDE for identifying students who
could use extra help in school (Binet)
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Enter: Project Zero
• 1967
• Harvard Graduate School of Education
• Study and Improve education in the arts
• 1972
• Howard Gardner/David Perkins
• Co-directors
• 1983
• Frames of Mind-Gardner
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Gardner views intelligence as
“the capacity to solve problems
or to fashion products
that are valued in one or more
cultural settings.”
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http://www.infed.org/thinkers/gardner.htm
Clarification #1
Gardner chooses not use the terms
“strength” or “weakness” when
discussing intelligences.
Instead he prefers “developed ” and
“less developed” as descriptors.
Paper presented at the American Educational Research
Association, Chicago, Illinois, April 21, 2003, p.9.
http://pzweb.harvard.edu/PIs/HG_MI_after_20_years.pdf
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Clarification #2
• Multiple intelligences involves
our preferences for “giving
back information ” as
compared to learning styles
which involves our
preferences for “taking in
information”.
Paper presented at the American Educational Research
Association, Chicago, Illinois, April 21, 2003, p.9.
http://pzweb.harvard.edu/PIs/HG_MI_after_20_years.pdf
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In other words, the various
intelligences are
sets of know-how;
procedures for doing things.
Frames of Mind: The Theory of Multiple Intelligences
Howard Gardner, 1983, p. 69.
http://www.infed.org/thinkers/gardner.htm
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Eight Criteria
1. Potential isolation by
brain damage.
2. The existence of
savants and prodigies/
other exceptional
individuals.
3. An identifiable core
operation or set of
operations.
4. Susceptibility to
encoding in a symbol
system.
5. A distinctive development
history, along with a
definable set of 'end-state'
performances.
6. Support from experimental
psychological tasks.
7. Support from psychometric
findings.
8. An evolutionary history and
evolutionary plausibility.
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Gardner’s MULTIPLE INTELLIGENCES
Logical-mathematical
(logic/number smart)
Spatial
(picture smart)
Musical
(music smart)
Interpersonal
(people smart)
Linguistic
(word smart)
Bodily-kinesthetic
(body smart)
Intrapersonal
(self smart)
Naturalist
(nature smart)
EE Ch. 3
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“Intelligences are not skills;
they are biological potentials
which are realized
to a greater or lesser extent
depending upon
opportunities and motivation.”
http://tinyurl.com/ylc6xvs
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Multiple Intelligences
• All human beings possess all intelligences in varying
amounts
• Each person has a different intellectual composition
• We can improve education by addressing the multiple
intelligences of our students
• These intelligences are located in different areas of the
brain and can either work independently or together
• These intelligences may define the human species
• Multiple intelligences can be nurtured and strengthened,
or ignored and weakened
• Each individual has eight intelligences (and maybe more
to be discovered)
Paper presented at the American Educational Research
Association, Chicago, Illinois, April 21, 2003, p.9.
http://pzweb.harvard.edu/PIs/HG_MI_after_20_years.pdf
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Spatial (Picture Smart)
Is Strong In:
reading, maps, charts, drawing,
mazes, puzzles, making
images, visualization
Likes To:
design, draw, build,
create, daydream, think
in pictures
Learns Best Through:
working with pictures and colors, visualizing, using the minds eye, drawing
Famous Examples:
Leonardo DaVinci, Frank Lloyd Wright, Walt Disney, Georgia O’Keefe, Claude Clark
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Akiane Kramarik
Age 8
Age 8
“I teach and they run away.
Age 9
I listen and they come.
My strength is my silence.”
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Spatial (Picture Smart)
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Animated Movie
Board Game
Brochures
Bulletin Board
Design
Collage
Diorama
Display
Flipbook
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Immersions
Mosaic
Mural
Photo Essay
Political Cartoon
Power point
Presentation
• Story Cube
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Bodily-Kinesthetic (Body Smart)
Is Strong In:
touching, moving, processing
knowledge through bodily
sensations
Likes To:
move around, touch and
talk, use body language,
learn through movement
Learns Best Through:
athletics, dancing, acting, crafts, using tools
Famous Examples:
Sandra Bullock, Sean White, Charlie Chaplin, Gregory Hines, Roberto Clemente
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Bodily-Kinesthetic (Body Smart)
• Being There (study
trip)
• Body-mapping
• Charades
• Crafts
• Dance
• Demonstration
• Diorama
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Experiments
Models
Mural
Martial Arts
Pantomime
Paper Mache
Puppet show
Role Play
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Musical (Music Smart)
Is Strong In:
singing, picking up sounds,
remembering melodies,
rhythms
Likes To:
sing, hum, play an
instrument, listen to
music
Learns Best Through:
rhythm, melody, singing, listening to music and melodies
Famous Examples:
Leonard Bernstein, Mozart, Ella Fitzgerald, Gustavo Dudamel, Alicia Keyes
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Musical (Music Smart)
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Ballads
Chants
Composing Songs
Choral Reading
Creating New Lyrics
Discographies
Identifying
Environmental
Sounds
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Instruments
Musical Performance
Percussion
Poems
Raps
Rhythms
Scores
Tonal Patterns
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Interpersonal (People Smart)
Is Strong In:
understanding people, leading,
organizing, communicating,
resolving conflicts, selling
Likes To:
have friends, talk to
people, join groups
Learns Best Through:
sharing, comparing, relating, interviewing, cooperating
Famous Examples:
Mohandas Gandhi, Oprah Winfrey, Jimmy Carter, Mother Theresa,
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Interpersonal (People Smart)
• Assigning group
roles
• Choral Reading
• Creating group
procedures
• Debate
• Demonstration
• Editorial Essay
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Interviews
Museum Exhibit
Pamphlet
Petition
Plays and
simulations
• Press conference
• Write new law
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Intrapersonal (Self Smart)
Is Strong In:
understanding self,
recognizing strengths and
weaknesses, setting goals
Likes To:
work alone, reflect,
pursue interests
Learns Best Through:
working alone, doing self-paced projects, having space, reflection,
Famous Examples:
Thomas Merton, Sigmund Freud, Bill Gates, Eleanor Roosevelt,
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Intrapersonal (Self Smart)
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Australia
Autobiography
Diary
Essay
Family Tree
Feeling masks
Goal Setting
• Independent Study
(yearlong
research project)
• Journaling/Logs
• Learning Center
• Monologue
• Reflection
• Self-assessments
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Naturalist (Nature Smart)
Is Strong In:
understanding nature,
making distinctions,
identifying flora and fauna
Likes To:
be involved with nature,
make distinctions
Learns Best Through:
working in nature, exploring living things, learning about plants and natural events
Famous Examples:
Jane Goodall, John Muir, Rachel Carson, Theodore Roosevelt,
George Washington Carver
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Naturalist (Nature Smart)
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Being Theres
Collections
Classifying Objects
Designing Nature
Trails
Diorama
Environment Issues
Gardens
Nature Calendars
• Photo essay
• Tracking Natural
Events
• Recording Nature
Sounds
• Science tools
• Scientific Drawing
• Star Gazing
• Weather reports
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Verbal-Linguistic (Word Smart)
Is Strong In:
reading, writing, telling stories,
memorizing dates, thinking
words
Likes To:
read, write, tell stories,
talk, memorize, word
puzzles, journal
Learns Best Through:
reading, hearing and seeing words, speaking, writing, discussing and debating
Famous Examples:
T.S. Eliot, Shakespeare, Rabindranath Tagore, Abraham Lincoln, Maya Angelou
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Verbal-Linguistic (Word Smart)
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Advertisements
Comic Strips
Codes
Debates
Diaries
Editorials
Interviews
Jingles
Letters to Editor
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Newspapers
Oral Reports
Pamphlets
Poems
Press Conferences
Radio Programs
Skits
Slogans
Story Telling
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Logical-Mathematical (Number Smart)
Is Strong In:
math, reasoning, logic,
problem-solving, patterns
Likes To:
solve problems,
question, work with
numbers, experiment
Learns Best Through:
working with patterns and relationships, classifying, categorizing, working
with the abstract
Famous Examples:
Albert Einstein, John Dewey, Susanne Langer, Ada Lovelace, Benjamin Banneker
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Logical-Mathematical Strategies
• Advertisement
• Annotated
Bibliography
• Chart
• Collection
• Computer Program
• Detailed Illustration
• Experiment
• Family Tree
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Graph
Maps/legend
Maze
Petition
Prototype
Recipe
Survey
Time Line
Venn Diagram
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EXISTENTIALIST INTELLIGENCE
A
9th
intelligence?
PHILOSOPHICAL LEARNER
 Learns in the context of where
humankind “stands” in the big
picture of existence
 Sensitive to BIG questions like
“Why are we here?” and “What
is our role in the world?”
 Tackles deep questions about
human existence
 All education should start with
this (HG)
MI: http://facultyweb.cortland.edu/andersmd/learning/MI%20Theory.htm
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Your Turn
Do you know which of your intelligences
are most/least developed?
Why is it important for you to understand
your preferences?
As the teacher, you need to provide
CHOICE for your students ~ choices
that honor their preferences!
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MI Survey Websites
• TheCenter4Learning.com
> Resources > Weblinks > Multiple Intelligences
• Multiple Intelligences - Pie chart
http://tinyurl.com/3elu79
• Multiple Intelligences
http://surfaquarium.com/MI/inventory.htm
• MI survey: for teacher/parent and child
http://tinyurl.com/yf3b9vf
• Multiple Intelligence: Students (online)
http://www.mitest.com/omitest.htm
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WHAT’S IMPORTANT?
In the HET model, assessment is based
on two questions:
• What do you want students to understand?
• What do you want them to do with what they
understand?
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Real World TESTS of Mastery
• The ability to use the language of the
discipline or subject in complex situations and
social interactions
• The ability to perform appropriately in
unanticipated situations
• The ability to solve real problems using the
skills and concepts
• The ability to show, explain or teach the
idea or skill to another person who has a real
need to know
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Sample Inquiry: Gr. K-1
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Research an animal that lives in our area.
Illustrate the growth of your animal in its
different lifecycle stages. Cut out each stage
of your animal lifecycle. Exchange your
animal lifecycle with a partner, sequence the
lifecycle, discuss similarities and differences
between your animal lifecycle and their
animals lifecycle. Cut out and place your
animal on the immersion wall. (V, S, BK, LM)
Sample Inquiries: Gr. 2-3
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Bring 1 item from home that will fit in a
lunch bag that has labels showing where it
was made. Mill to music to find a partner.
Share item with your partner, discuss
where it was made. Record the
information in your passport. As a learning
club, take turns marking the location your
items were made on your desk world map.
Discuss the results with the class. (BK, VL,
S)
Lonnie B. Nelson, Columbia, SC
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Sample Inquiry: Gr. 4-5
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With a partner research and identify which level (local,
state, federal) of government you would contact to get
help with the following dilemmas:
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Pothole in the road in front of your house
Speed limit on TN interstate should be reduced/increased
More money should be spent on cancer research
Record your findings on the chart in your “First Steps: A
Responsible Citizens Guide” journal labeled “Where Do I
Go?” Share answers with your Learning Club. (L, S,
LM)
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Loxy Bell, Blount County, TN
ASSIGNMENT ASSESSMENT
What intelligences did this assignment
address?
Which students seemed most interested
and intrigued?
Which students seemed disinterested?
Were there any behavior problems during
the Assignment? Were these problems
possibly related to an intelligence?
What other assignments could I have
provided to address multiple intelligences
preferences?
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“I can say that I do not have any
interest in a test that claims it
assesses one intelligence
or another. I am interested in
those abilities which
we need to be good workers
and good citizens.”
~Professor Howard Gardner, November 22, 1999~
http://disney.go.com/disneylearning/teachercenter/community/gardnerarchive.html
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MI Resources
• Exceeding Expectations: A User’s
Guide to Implementing Brain
Research in the Classroom, Susan
J. Kovalik & Karen D. Olsen
• Kagan’s Multiple Intelligences
Smart Card
Order from:
http://www.books4educ.com/
• Email: [email protected]
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