Multiple+Intelligence



=What are the Multiple Intelligences?=

Visual/ Spatial Intelligence

 * //Ability to perceive the visual//. 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. **


 * Their skills include: **


 * Puzzle building, reading, writing, understanding charts and graphs, a good sense of direction, sketching, painting, creating visual metaphors and analogies (perhaps through the visual arts), manipulating images, constructing, fixing, designing practical objects, interpreting visual images. **


 * Possible career interests: **


 * navigators, sculptors, visual artists, inventors, architects, interior designers, mechanics, engineers **

Verbal/ Linguistic Intelligence

 * //ability to use words and language.// These learners have highly developed auditory skills and are generally elegant speakers. They think in words rather than pictures. **


 * Their skills include: **


 * listening, speaking, writing, story telling, explaining, teaching, using humor, understanding the syntax and meaning of words, remembering information, convincing someone of their point of view, analyzing language usage. **


 * Possible career interests: **


 * Poet, journalist, writer, teacher, lawyer, politician, translator **

Logical/Mathematical Intelligence

 * //ability to use reason, logic and numbers.// These learners think conceptually in logical and numerical patterns making connections between pieces of information. Always curious about the world around them, these learner ask lots of questions and like to do experiments. **


 * Their skills include: **


 * problem solving, classifying and categorizing information, working with abstract concepts to figure out the relationship of each to the other, handling long chains of reason to make local progressions, doing controlled experiments, questioning and wondering about natural events, performing complex mathematical calculations, working with geometric shapes **


 * Possible career paths: **


 * Scientists, engineers, computer programmers, researchers, accountants, mathematicians **

Bodily/ Kinesthetic Intelligence

 * // ability to control body movements and handle objects skillfully. // These learners express themselves through movement. They have a good sense of balance and eye-hand co-ordination. (e.g. ball play, balancing beams). Through interacting with the space around them, they are able to remember and process information. **


 * Their skills include: **


 * dancing, physical co-ordination, sports, hands on experimentation, using body language, crafts, acting, miming, using their hands to create or build, expressing emotions through the body **


 * Possible career paths: **


 * Athletes, physical education teachers, dancers, actors, firefighters, artisans **

Musical/ Rhythmic Intelligence

 * //ability to produce and appreciate music.// These musically inclined learners think in sounds, rhythms and patterns. They immediately respond to music either appreciating or criticizing what they hear. Many of these learners are extremely sensitive to environmental sounds (e.g. crickets, bells, dripping taps). **


 * Their skills include: **


 * singing, whistling, playing musical instruments, recognizing tonal patterns, composing music, remembering melodies, understanding the structure and rhythm of music **


 * Possible career paths: **


 * musician, disc jockey, singer, composer **

Interpersonal Intelligence

 * //ability to relate and understand others//. These learners try to see things from other people's point of view in order to understand how they think and feel. They often have an uncanny ability to sense feelings, intentions and motivations. They are great organizers, although they sometimes resort to manipulation. Generally they try to maintain peace in group settings and encourage co-operation.They use both verbal (e.g. speaking) and non-verbal language (e.g. eye contact, body language) to open communication channels with others. **


 * Their skills include: **


 * seeing things from other perspectives (dual-perspective), listening, using empathy, understanding other people's moods and feelings, counseling, co-operating with groups, noticing people's moods, motivations and intentions, communicating both verbally and non-verbally, building trust, peaceful conflict resolution, establishing positive relations with other people. **


 * Possible Career Paths: **


 * Counselor, salesperson, politician, business person **

**Researchers, theorists, philosophers
 * //ability to self-reflect and be aware of one's inner state of being.// These learners try to understand their inner feelings, dreams, relationships with others, and strengths and weaknesses. **
 * Their 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 **
 * Possible Career Paths: **

http://www.ldpride.net/learningstyles.MI.htm#Multiple%20Intelligences%20Explained** How can applying M.I. theory help students learn better? Students begin to understand how they are intelligent. In Gardner's view, learning is both a social and psychological process. When students understand the balance of their own multiple intelligences they begin
 * Kinaesthetic - Body Smart
 * To manage their own learning
 * To value their individual strengths

Teachers understand how students are intelligent as well as how intelligent they are. Knowing which students have the potential for strong interpersonal intelligence, for example, will help you create opportunities where the strength can be fostered in others. However, multiple intelligence theory is not intended to provide teachers with new IQ-like labels for their students. Students approach understanding from different angles. The problem, "What is sand?" has scientific, poetic, artistic, musical, and geographic points of entry. Students that exhibit comprehension through **rubrics**5, **portfolios**6, or demonstrations come to have an authentic understanding of achievement. The accomplishment of the lawyer is in winning her case through research and persuasive argument, more than in having passed the bar exam. Students become balanced individuals who can function as members of their culture. Classroom activities that teach to the intelligences foster deep understanding about the essential questions of life, such as: Where do we come from? What's the world made of? What have humans achieved? What can we achieve? How does one lead a good life?

[] || Linguistic - Word Smart ||

Multiple Intelligence Theory Application to the Classroom:
Gardner says, "(I)t's very important that a teacher take individual differences among kids very seriously … The bottom line is a deep interest in children and how their minds are different from one another, and in helping them use their minds well," when he was asked about implementing his theory in the class room. Some schools are putting this theory into practice and adding into to the curriculum. One woman, Linda Campbell, found 5 ways to do this: One good way is to get students involved, by giving them a simple fun test, and then asking them how they would like to learn something, or even asking them how they would like to be assessed. If educators have a greater understanding about the multiple intelligence theory, they can help parents and students to understand as well. This way, it can be carried on into other classrooms, increasing the student's learning ability for the rest of their lives. Original Article by Anne Guignon Education World® Copyright © 2010 Education World
 * **Lesson design**
 * **Interdisciplinary units**
 * **Student projects**
 * **Assessments**
 * **Apprenticeships**
 * []

This illustration gives a good example of the students that a teacher could possibly have in their class. Each student, just like these famous figures are all representative of a different type of Multiple Intelligences that could and probably are represented in a classroom. It is important for a teacher for figure out how to best reach all of the students in their own ways so that each student has the ability to learn from a specific lesson.  ** Think of it this way: J.K. Rowling, Richard Feynmann, Lauryn Hill, Julian Schnabel, Mia Hamm, Colin Powell, Deepak Chopra, Jane Goodall, and Gary Larson are students on your seating chart.




 * J.K. is writing the next Harry Potter adventure on scraps of paper.
 * Richard is daydreaming the equations enabling a quantum computer.
 * Lauryn softly hums the tunes for the sequel to "The Miseducation of Lauryn Hill."
 * Julian has painted brilliant fall leaves on each windowpane.
 * Mia can't wait to get to PE.
 * Colin has organized the school's charity fund drive.
 * Deepak provides in-class spiritual counseling.
 * Jane adds a new animal to the class menagerie daily.
 * Gary scrawls witty absurdities in the margins of his notebook.

The next time you have a chance to reflect on your class, imagine your students as individuals who have fully realized and developed their intelligences. http://www.thirteen.org/edonline/concept2class/mi/index_sub2.html

Application in the Classroom Video [|Learning Styles: The School Connection]

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 * Multiple Intelligence Testing Site:**

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 * Website with a number of links to articles about applying Multiple Intelligence strategies.**

[|Learning Styles Don't Exist] [|Howard Gardner of The Multiple Intelligence Theory]
 * The Multiple Intelligence Debate:**

**Paragraph from Article about MI by Thomas Hoerr:** Most teachers went into education because they like working with children and playing a role in a child's growth. They also enjoy being creative, being "on stage," using their talents, and, most of all, being a problem solver. They relish the thought of figuring out a way to reach Johnny, to get Maria excited about learning, to help An-Lin begin to believe in herself. At the end of a day, when a teacher comes home physically tired and emotionally drained (an every day occurrence), satisfaction comes not from reflecting on how many workbook pages were covered or how well the teacher's guide was followed. Satisfaction, feeling like a professional, comes from knowing that you've made a difference in a child's life. It comes from knowing that you brought your curricular expertise, knowledge of pedagogy, and understanding of child development together to reach your students. MI allows teachers to do just that. When curriculum, instruction, assessment, and pedagogy are viewed through an MI perspective, there are a myriad of ways for student to learn. When MI is the palate, the teacher relies on her wisdom to find the right brush and the right colors to make learning meaningful.

http://www.newhorizons.org/strategies/mi/hoerr2.htm Multiple Intelligence