Transcript intelligence.

© Mridula Ranade 2004
Presented by
P.G.Dept. of Education, S.N.D.T., Pune.
This presentation is meant to be used as
self-learning material for the study of the unit
“Multiple Intelligences” for all students of Education.
It has also been found to be very effective when used
by a teacher-educator as visual aid for her talk.
Multiple Intelligences
The theory of Multiple intelligences is
based on research by Dr. Howard
Gardner of Harvard University.
M
D
R
Multiple Intelligences are different ways of
demonstrating intellectual ability.
Definition of Intelligence
“The capacity to solve
problems or to fashion
products that are valued in one
or more cultural settings”
(Gardner & Hatch, 1989).
MD
R
In addition to mathematical and linguistic
(language) ability, Gardner expanded the
concept of intelligence to include areas such
as music, spatial relations, interpersonal
knowledge, and knowledge about self.
There is both a Biological and
Cultural basis for multiple
intelligences.
Biological basis for multiple
intelligences.
•
•
•
•
•
The Brain is a massive net containing trillions of
cells called neurons.
The neurons are connected to each other by
synapses.
Electric impulses can pass from one neuron to
another if a synapse connects them.
Learning involves destruction, creation or
strengthening of synapses between these
neurons.
Different type of learning affects synaptic
connections in different areas of the brain.
Cultural basis for the multiple
intelligences.
• All societies value different types of
intelligences.
• Culture motivates and hones multiple
intelligences
• Cultural differences are reflected in degree of
development of these intelligences
For example:
Spartans valued Martial Arts
over logical-mathematical skills.
Indians and Japanese value interpersonal and intra-personal skills.
The slides that follow present information about
each type of intelligence under four headings:
1. Characteristics of people high on that
intelligence
2. Their skill sets
3. Their possible career interests
4. Implications in education
It will help to actively take notes while reading
about these intelligences.
Take notes in this summary format:
Intelligence
Mathematical
/ Logical
Verbal /
Linguistic
Visual /
Spatial
Musical /
Rhythmic
Bodily /
Kinesthetic
Interpersonal
Intrapersonal
Characteristics Skill sets
Possible
career
interests
Educational
implications
Seven distinct intelligences were initially
identified by Gardner.
These intelligences constitute the
ways in which:
• Individuals take in information
• Retain and manipulate that
information
• Demonstrate their understanding
(and misunderstanding) to
themselves and others
The 7 types of Intelligences
1. Logical / Mathematical
2. Verbal / Linguistic
3. Visual / Spatial
4. Musical
The 7 types of Intelligences
(cont…)
5. Bodily-Kinesthetic
6. Inter-personal
7. Intra-personal
Mathematical / Logical Intelligence
Intelligence most often associated with
scientific and mathematical thinking
Mathematical / Logical
Characteristics of people with
Mathematical / Logical Intelligence
•
•
•
•
•
Use reason, logic and numbers
Seek and detect patterns
Reason deductively and think
logically
Make connections between pieces of
information
Be curious about the world around
and ask lots of questions
Mathematical / Logical
Skill Sets …
People with Mathematical / Logical
intelligence are good at …
•
Problem solving
•
Inductive and deductive reasoning
•
Classifying and categorizing information
•
Working with abstract concepts
•
Doing controlled experiments
•
Performing complex mathematical
calculations
•
Working with geometric shapes
Mathematical / Logical
Possible Career Interests of People with
Mathematical/Logical Intelligence
• Scientists
• Engineers
• Researchers
• Computer Programmers
• Accountants
• Mathematicians
Mathematical / Logical
Mathematical/Logical Intelligence
Educational Implications
•
They are strong in Mathematics and
Sciences
•
They like working with abstractions
•
They enjoy questioning, working
with numbers, and experimenting
•
They use problem solving methods
for any subject
•
They learn best when taught using a
logical flow of reasoning
Mathematical / Logical
Verbal / Linguistic Intelligence
Mastery of language is a defining
characteristic
Verbal / Linguistic
Verbal /
Linguistic Intelligence
Characteristics of people with
• Ability to express oneself rhetorically or
poetically.
• Highly developed auditory skills
• Thinking in words rather than in pictures
It was a
. day
sunny
and the trees
were green.
• Impressive oratory skills
Verbal / Linguistic
Skill sets of people with Verbal /
Linguistic Intelligence
• Speaking
• Listening
• Teaching
• Writing
• Story telling
• Explaining
Verbal / Linguistic
Skill sets of people with
Verbal/Linguistic Intelligence
• Using humor
• Understanding the syntax
and meaning of words
• Remembering information
• Convincing someone of their
point of view
• Analyzing language usage
Verbal / Linguistic
Possible Career Interests…
• Poet
• Journalist
• Writer
• Teacher
• Lawyer
• Politician
• Translator
Verbal / Linguistic
Educational Implications
Most effective teaching
techniques include …
• Verbal lectures
• Reading books
• Debating
• Discussions
Verbal / Linguistic
Test your understanding
1. People who like to deal with abstract concepts and solve
problems show _______________ intelligence.
2. Lawyers, translators, poets, journalists are likely show
high _________ intelligence.
3. People high on _____________ intelligence think in
words rather than in pictures.
4. Logically presented subject matter is preferred by
people who show high ___________ intelligence.
Check your answers
Visual/Spatial Intelligence
Ability to perceive the visual
Visual / Spatial
Characteristics of people with
Visual/Spatial Intelligence
• 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
Visual / Spatial
Skill sets of People with
Visual / Spatial Intelligence
Puzzle building
A good sense of direction
Understanding charts, graphs and
maps
Visual / Spatial
Skill sets of People with
Visual / Spatial Intelligence
Sketching and painting
Constructing, fixing, designing objects
Manipulating images
Interpreting visual images
Visual / Spatial
Possible career interests of
People with Visual / Spatial Intelligence
• Sculptors
• Mechanics
• Visual artists
• Architects
• Interior designers
•Engineers
•Navigators
Visual / Spatial
Educational Implications
These students prefer sitting at
the front of the classroom since
they need to see the teacher's
body language and facial
expression to understand the
lesson.
Visual / Spatial
Educational Implications
• Prefer to take detailed notes to
absorb the information
• Enjoy drawing, designing and
visualizing
Visual / Spatial
Educational Implications
• Learn best from visual displays
(diagrams,overhead transparencies,
charts, videos, hand-outs, etc.)
Visual / Spatial
Musical/Rhythmic Intelligence
Ability to produce and appreciate music
Musical / Rhythmic
Characteristics of people with
Musical/Rhythmic Intelligence
They immediately respond to
music either appreciating or
criticizing what they hear.
Many are extremely sensitive to
environmental sounds (e.g.
crickets, bells, dripping taps).
Musical / Rhythmic
Skill sets of people with
Musical/Rhythmic Intelligence
singing
whistling
playing musical instruments
recognizing tonal patterns
composing music
remembering melodies
understanding rhythms
Musical / Rhythmic
Possible career interests of People with
Musical/Rhythmic Intelligence
Musician
Disc jockey
Singer
Composer
Musical / Rhythmic
Educational Implications
People with Musical/Rhythmic Intelligence:
• Are musically
inclined and think in
sounds, rhythms
and patterns
• Learn better when
the content is
musically presented
Musical / Rhythmic
Bodily/Kinesthetic Intelligence
Ability to control body movements and handle
objects skillfully
Bodily /Kinesthetic
Characteristics of people with
Bodily/Kinesthetic Intelligence
These learners express themselves
through movement.
They have a good sense of balance
and hand-eye coordination. (e.g.
archery, acrobatics).
Bodily /Kinesthetic
Skill sets of people with
Bodily / Kinesthetic Intelligence
•Athletics
•Dancing
•Physical co-ordination
•Using body language for expressing
emotions: acting, miming
•Using their hands to create or build
(Good at crafts such as sewing or
woodworking)
Bodily /Kinesthetic
Possible career interests of people with
Bodily/Kinesthetic Intelligence
•Athletes
•Physical education teachers
•Dancers
•Actors
•Firefighters
•Artisans
Bodily /Kinesthetic
Educational Implications
learn through , moving, doing and
touching...
A hands-on approach, active exploration
of the physical world is best for them.
They may find it hard to sit still for long
periods and may become distracted by
their need for activity and exploration
Bodily /Kinesthetic
Interpersonal Intelligence
Ability to understand people and deal with
them
Interpersonal
Characteristics of people with
Interpersonal Intelligence
• Good at verbal and non-verbal
communication (eg. eye contact, body
language)
• Ability to listen deeply, to relate to
other people, and to understand their
perspective
Interpersonal
Skill sets of people with
Interpersonal Intelligence
• Sensitivity to others’ feelings, moods,
motivations, intentions
• Ability to work cooperatively in a group
• Ability to build trust, and peacefully resolve conflicts
• Ability to establish positive relations with
others
Interpersonal
Possible Career Interests of people
with
Interpersonal Intelligence
Counselor
Salesperson
Politician
Business person
Interpersonal
Educational Implications
• Learn best through sharing,
comparing, relating,
interviewing, cooperating
Hence, group activities and
cooperative learning
methods are best for them
• They make good group leaders for
discussions, projects, etc.
• Make good class monitors
Interpersonal
Intrapersonal Intelligence
Ability to understand oneself
Interpersonal
Characteristics of People with
Intrapersonal Intelligence
Know thyself
• Ability to self-reflect and be aware of one's
inner state of being
• Metacognitive skills: Thinking about one’s
own thought process
Intrapersonal
Skill sets of People with
Intrapersonal Intelligence
•Recognizing their own strengths and weaknesses
• Reflecting and analyzing oneself
•Evaluating one’s thinking patterns
•Reasoning with oneself
•Understanding one’s role in relationship to others
• Ability
. to control oneself
•Awareness of one’s emotions, desires and
dreams and ability to express them
Intrapersonal
Possible Career Interests of People with
Intrapersonal Intelligence
I think,
therefore I
am!
Researchers
Theorists
Philosophers
Intrapersonal
Educational Implications
• Prefer to work alone, doing
self-paced projects
• Need personal space
• Enjoy reflective lessons
Intrapersonal
Two more intelligences later added to the earlier list of
7 intelligences are:
Naturalistic Intelligence
Sensitivity to features of the natural
world and the ability to discriminate
among living things (plants and
animals)
Existential Intelligence
Individuals who like to pose questions
about life, death and ultimate realities
Applying the concept of Multiple
Intelligences and knowing the students’
preferred learning style will help the
teacher to develop strategies to
compensate for their weaknesses and
capitalize on their strengths.
Pair and Share
The artist shows __________ intelligence.
Pair and Share
The dancers show ________ intelligence.
Pair and Share
The chess players show
_________________ intelligence.
Pair and Share
Macbeth
Meghdoot
Geetanjali
Romeo and Juliet
The Three Musketeers
Tom Sawyer
The girl shows ___________________ intelligence.
Pair and Share
The boy shows __________________ intelligence.
Pair and Share
The girl shows __________________ intelligence.
Pair and Share
The girl shows __________________ intelligence.
Pair and Share
Observe the visuals and identify the intelligence shown
(More than one kind may be shown)
¼¾
%
Planning a lesson using Multiple Intelligences
Logical-Mathematical
Can I use
written or spoken
language?
Verbal-linguistic
Can I bring in numbers,
calculations, logic or
productive thinking skills?
Intrapersonal
Interpersonal
Can I give choices,
evoke personal feelings
or memories?
Can I engage students
in group activities?
Instructional Objectives
Visual-spatial
Can I use pictures,
Colors, visualization?
Musical
Can I use music, sounds,
rhythms, melodies?
Bodily-Kinesthetic
Can I include hands-on
experiences or body
movements?
Can I bring in nature?
Naturalistic
Pair and Share
Name the intelligence triggered in each activity below.
1. Teacher explains a concept
2. Decorating the classroom with potted plants
3. Students solve word puzzles
4. Meditation hour
5. Self-study time
6. Stretching exercises between two study hours
7. Information presented in the form of diagrams
or concept-maps
Pair and Share
Name the intelligence triggered in each activity below.
8. Debates
9. Organizing a concert
10. Sports day celebration
11. Discourse on religion and philosophy
12. Group projects
13. Craft work
14. Taking students’ help for keeping statistical
records of their marks
15. Preparing posters
General Educational
Implications
of Gardner’s Theory
All seven intelligences are
needed to productively
function in society
The 7 kinds of Intelligences…
For best results.
The traditional system of classroom instruction
mainly emphasized development of verbal and
mathematical intelligences.
Teachers should now consider all intelligences to be
equally important.
Teachers should structure the presentation of
material in a style which engages most or all of
the intelligences.
For example, when teaching about a WAR, a teacher
can
•show students battle maps,
•play revolutionary war songs,
•organize a role play of the events leading to the war
•have the students read a novel about life during that
period.
A presentation that activates several
intelligences
• Makes learning exciting
• Reinforces the same material in a variety of
ways
• Leads to a deeper understanding of the
subject matter.
•
We all have these seven intelligences,
although in varying degrees.
•
Students have different sets of developed
intelligences, I.e. each has a unique set of
intellectual strengths and weaknesses.
•
These determine how easily information is
absorbed, when presented in a particular
manner.
We call this the student’s learning style.
• Every student absorbs information
differently, based on his learning style
• It is impractical and impossible to design a
lesson accommodating every single
learning style
Implications in student assessment
In our education system, student achievement is
mostly measured based on skills requiring
mathematical and linguistic intelligences.
Gardner's Theory of Multiple Intelligences suggests that this
emphasis is unfair.
For example, students high on musical intelligence may be
overlooked for gifted programs or may be branded as slow-learners
because they do not have the required math or language scores.
Comprehensive assessment should provide an accurate overview
of students’ strengths and weaknesses in relation to all types of
intelligences.
Since children do not learn in the same way, they
should not be assessed in a uniform fashion.
Ideally, the teacher should create
Intelligence Profile
an "intelligence profile" for
each student learns will allow
the teacher to properly assess
the student's progress.
Scores
each student. Knowing how
100
90
80
70
60
50
40
30
20
10
0
Mathematical / Logical
Verbal/Linguistic
Visual/Spatial
Musical
Kinesthetic
Interpersonal
Intrapersonal
Intelligence Types
Individualized evaluation practice will allow a teacher
to make informed decisions on what to teach and how
to present information.
Traditional tests (e.g., multiple choice, short answer,
essay...) require students to show their knowledge in a
predetermined manner.
Based on Gardner's theory, a better approach to
assessment is to allow students to explain the material in
their own ways using the different intelligences.
Useful assessment methods include student portfolios,
independent projects, student journals, and assigning
creative tasks.
Theory of Multiple Intelligences provides a theoretical
foundation for recognizing the different abilities and talents of
students. While all students may not be verbally or
mathematically gifted, children may have an expertise in
other areas, such as music, spatial relations, or interpersonal
knowledge.
This recognition can help to develop a sense of
accomplishment and self-confidence in the students.
Approaching and assessing learning in this manner allows a
wider range of students to successfully participate in
classroom learning.
Remember: the 7 types of Intelligences are
Logical-Mathematical Intelligence
Verbal/Linguistic Intelligence
Visual/Spatial Intelligence
Musical Intelligence
Bodily-Kinesthetic Intelligence
Interpersonal Intelligence
Intrapersonal Intelligence
ADDITIONAL READING
Blythe, T., & Gardner H. (1990). A school for all Intelligences. Educational Leadership. 47(7), 33-37.
Gardner, H. (1983). Frames of Mind. New York: Basic Books Inc.
Gardner, H. (1991) The unschooled mind: how children think and how schools should teach. New York:
Basic Books Inc.
Gardner, H., & Hatch, T. (1989). Multiple intelligences go to school: Educational implications of the
theory of multiple intelligences. Educational Researcher, 18(8), 4-9.
Lazear, David. (1991). Seven ways of teaching: The artistry of teaching with multiple intelligences.
Palatine, IL: IRI Skylight Publishing Inc. (ED 382 374)
Lazear, David (1992). Teaching for Multiple Intelligences. Fastback 342 Bloomington, IN: Phi Delta
Kappan Educational Foundation. (ED 356 227)
Acknowledgements
http://www.ed.psu.edu/dept/ae-insys-wfed/insys/esd/Gardner