Transcript Connections and Intersections: Multiple Intelligences
Addressing Multiple Learning Styles in Assignment Design
Addressing Multiple Learning Styles in Assignment Design Lynn Wright Pasadena City College
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I have a general understanding of Multiple Intelligences and how to apply it in the classroom.
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Learning Outcomes
Understand the concept of Multiple Intelligences (MI) Relate class activities and assessments to Multiple Intelligences Create a lesson incorporating MI
Multiple Intelligences (Gardner)
“Intelligence is displayed, discovered, and developed through the context of meaningful, culturally significant activities.” Howard Gardner
Who said that “Intelligence is displayed, discovered, and developed through the context of meaningful, culturally significant activities”? 1.
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John Smith Jackson Browne Howard Gardner Ava Gardner
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Seven Intelligences
Linguistic Logical-Mathematical Spatial Musical Bodily-Kinesthetic Intrapersonal Interpersonal
How many intelligences are there?
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Two Ten Fifteen Five Seven
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Verbal/Linguistic Intelligence
Highly developed auditory skills and are generally elegant speakers
Think in words rather than pictures
Skills include listening, speaking, writing, story telling, explaining, teaching, using humor, analyzing language usage, etc.
Logical/Mathematical Intelligence
Think conceptually in logical and numerical patterns making connections between pieces of information
Curious about the world around them, ask lots of questions & like to do experiments
Skills include problem solving, classifying and categorizing information, working with abstract concepts, etc.
Visual/Spatial Intelligence
Tend to think in pictures and create vivid mental images to retain information
Enjoy looking at maps, charts, pictures, videos, and movies
Skills include puzzle building, reading, writing, understanding charts and graphs, sketching, painting, manipulating images, constructing, fixing, designing practical objects, interpreting visual images
Musical/Rhythmic Intelligence
Tend to think in musical sounds, rhythms, and patterns
Respond to music
May be sensitive to environmental sounds (e.g. crickets, bells, dripping taps)
Skills include singing, whistling, playing musical instruments, recognizing tonal patterns, composing music, remembering melodies, understanding the structure and rhythm of music
Bodily/Kinesthetic Intelligence
Tend to express themselves through movement
Tend to have a good sense of balance and eye-hand co-ordination (e.g., ball play, balancing beams)
Remember and process information through movement
Skills include dancing, physical co-ordination, sports, hands on experimentation, using body language, crafts, acting, miming, using their hands to create or build
Intrapersonal Intelligence
Try to understand their inner feelings, dreams, relationships with others, and strengths and weaknesses
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
Interpersonal Intelligence
Try to see things from other people's point of view in order to understand how they think and feel
Tend to be organizers, encourage cooperation; try to maintain peace in group settings
Skills include seeing things from other perspectives (dual-perspective), listening, using empathy, noticing/understanding other people's moods and feelings, counseling, communicating both verbally and non-verbally, building trust, peaceful conflict resolution, establishing positive relations with others
Developing a Unit
Goal: explore learning through all intelligences Design lessons to approach all intelligences Use range of activities (individual problem solving, working as a team) Assess learning through multiple measures
Backward Design
Where are you headed? (outcomes)
Activities should be
SMART
Specific Measurable Achievable Realistic Time Bound
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ctivities should be. . .
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SMART SWOT FRANK SILLY DO-ABLE
Assessment (multiple measures)
Tests must measure what we value (learning outcomes) Every unit should have multiple measures of assessment (e.g., tests, essays, presentations, portfolios) Assessments should have corresponding rubrics
Bloom’s Taxonomy
Levels go from lowest to highest: Knowledge Evaluation Knowledge = Remembering Comprehension = Understanding Application = Solving Analysis = Analyzing Synthesis = Creating Evaluation = Judging Benjamin Bloom
Activity: Design a Lesson
Select a lesson Identify the lesson’s outcome(s) Choose 3 intelligences to apply to lesson Incorporate these 3 intelligences into lesson’s presentation/activities Design outcome(s) assessments that employ multiple measures
Teaching Resources
http://honolulu.hawaii.edu/intranet/committees/ FacDevCom/guidebk/teachtip/teachtip.htm
I have a general understanding of Multiple Intelligences and how to apply it in the classroom.
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