Transcript MULTIPLE INTELLIGENCES - LEARNING ENGLISH WITH TANIA

MULTIPLE
INTELLIGENCES
“How smart we are doesn’t much
matter, but how we are smart
really counts.”
Definition
 This
theory of human intelligence,
developed by psychologist Howard
Gardner, suggests there are at least seven
(now eight) ways that people have of
perceiving and understanding the world.
Gardner labels each of these ways a
distinct "intelligence"--in other words, a set
of skills allowing individuals to find and
resolve genuine problems they face.

Gardner defines an "intelligence" as a group of
abilities that:
Is somewhat autonomous from other human
capacities,
Has a core set of information-processing
operations,
Has a distinct history in the stages of
development we each pass through,
Has plausible roots in evolutionary history.
MI Theory

Multiple Intelligences theory is based on
high-tech observations of the brain and
what is going on inside as people perform
different tasks. Each intelligence, with the
exception of Naturalist, operates in a
different part of the brain. These
intelligences deal with how the brain
processes information and uses it to solve
problems or produce products.
 If
students are having difficulty processing
information using one intelligence,
providing inquiries or activities that focus
on a different intelligence will activate a
different part of the brain. Moving from
intelligences where students show
strength to those in which they struggle
will help build their capacity to solve
problems across all curricular areas.
Logical-Mathematical
Intelligence
 consists
of the ability to detect patterns,
reason
 deductively and think logically. This
intelligence is most often associated with
scientific
 and mathematical thinking.
Linguistic Intelligence
 involves
having a mastery of language.
This intelligence includes
 the ability to effectively manipulate
language to express oneself rhetorically or
poetically.
 It also allows one to use language as a
means to remember information.
Visual / Spatial Intelligence
 gives
one the ability to manipulate and
create mental images in order to solve
problems. This intelligence is not limited to
visual domains. Gardner notes that spatial
intelligence is also formed in blind
children.
Musical Intelligence
 encompasses
the capability to recognize
and compose musical pitches, tones, and
rhythms. (Auditory functions are required
for a person to develop this intelligence in
relation to pitch and tone, but it is not
needed for the knowledge of rhythm.)
Bodily-Kinesthetic Intelligence
 is
the ability to use one's mental abilities to
coordinate one's own bodily movements.
This intelligence challenges the popular
belief that mental and physical activity are
unrelated.
Interpersonal Intelligence
 is
the ability to notice and make
distinctions among other individuals and,
in particular, among their moods,
temperaments, motivations, and
intentions.
Intrapersonal Intelligence
 is
the ability to distinguish and identify
various personal thoughts and feelings
and to use them to understand one's own
behavior
Ecology / Environmental
 is
the ability to discern similarities and
differences and make classifications
among the living organisms in one’s
environment
 Although
these intelligences are different
from each other, they rarely operate
separately from each other. And each
individual can have more than one
intelligence and more developed
intelligence than others.
How Multiple Intelligences
Impact Learning
 Curriculum:
Traditional schooling heavily
favors the verbal-linguistic and logicalmathematical intelligences. Gardner
suggests a more balanced curriculum that
incorporates the arts, self-awareness,
communication, and physical education.
 Instruction:
Gardner advocates
instructional methods that appeal to all the
intelligences, including role playing,
musical performance, cooperative
learning, reflection, visualization, story
telling, and so on.
 Assessment:
This theory calls for
assessment methods that take into
account the diversity of intelligences, as
well as self-assessment tools that help
students understand their intelligences.
A Love Story
 1.
put the pictures in order before you read
the story.
 2.read the story and check your guesses.
 3.write a possible ending to the story.

4.guess how the story ends:
 a) the man can’t write a poem on their
anniversary an they separate.
 b) Pat finds out about and falls in love with the
computer.
 c) The computer writes poems for their wedding
anniversary and then destroys itself.

Act out
 Now
choose a character from the story
and act the story with other characters.
Thank you