l5 - Personal Learning Style (Multiple Intelligences)

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FAH 0033THINKING SKILLS

6. GETTING MOTIVATED: MULTIPLE INTELLIGENCES

(HOWARD GARDNER)

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MULTIPLE INTELLIGENCES

IT'S NOT HOW SMART YOU ARE -

IT'S HOW YOU ARE SMART!

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Howard Gardner's MI Theory The theory of Multiple Intelligence takes into

account both biological and cultural aspects of intelligence.

Howard Gardner in his book Frames of Mind (1983) proposed that intelligence is not a single unit. His theory proposes eight distinct, relatively independent intelligences.

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1. VERBAL/LINGUISTIC INTELLIGENCE

Description: Sensitivity to language, meanings, relationship among words

Found In: Novelist, poet, copywriter, editor, public relations officer

Demonstrate strength in language: speaking, writing, reading, listening (literary aspect)

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2. LOGICAL/MATHEMATICAL INTELLIGENCE

Description: Constitutes abstract thought, precision, counting, organization, logical structure

Found in: Mathematician, scientist, engineer, accountant, animal tracker

Display an aptitude for numbers, reasoning and problem solving.

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3.VISUAL/SPATIAL INTELLIGENCE Description: Possess powers of: keen observation,

visual thinking, mental images, sense of gestalt, metaphor

Found in: Architects, painters, naturalists, theoretical physicists

Children who learn best visually enjoy charts, graphs, maps, tables, illustrations, art, puzzles, costumes – anything eye catching

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4.MUSICAL/RHYTHMIC INTELLIGENCE

Description: Sensitivity to pitch, rhythm, timbre, emotional power, complex organization.

Found in: Performer, composer, conductor, recording engineer, maker of musical instruments

Learn well through songs, patterns, rhythms, instruments and musical expression.

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5.BODY/KINESTHETIC INTELLIGENCE

Description: Control of one’s body, timing, trained responses.

Found In: Dancer, athlete, inventor, surgeon, mechanically gifted

Learn best through activity: games, movement, hands-on tasks, building things

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6.INTERPERSONAL INTELLIGENCE

Description: High level of sensitivity to others, consideration of others.

Found in: teacher, politician, religious leader, counselor, sales person

Noticeably people oriented and outgoing, and do their learning cooperatively in groups or with a partner.

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7.INTRAPERSONAL INTELLIGENCE

Description: Developed sense of self. Found in: novelist, wise elder, philosopher,

guru, counselor.

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8. NATURALIST INTELLIGENCE Children who love the outdoors, animals,

field trips. More than this, though, these students love to pick up on subtle differences in meanings. The traditional classroom environment has not been accommodating to these children.

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9. OTHER INTELLIGENCES EXISTENTIALIST - children who learn in

the context of where humankind stands in the "big picture" of existence. They ask "Why are we here?" and "What is our role in the world?" This intelligence is seen in the discipline of philosophy.

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IMPLICATIONS OF MI THEORY1. According to Gardner, the implication of the theory is that

learning/teaching should focus on the particular intelligences of each person. For example, if an individual has strong spatial or musical intelligences, they should be encouraged to develop these abilities.Unfortunately, as children grow, their passion for learning frequently seems to shrink. Learning often becomes associated with drudgery instead of delight. Thus, addressing their MI would throw a challenge to such students.

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2. Awareness of students' attitudes and beliefs about learning facilitates learning for its own sake and can assist educators in reducing student apathy.

3. A further implication of the theory is that assessment of abilities should measure all forms of intelligence, not just linguistic and logical-mathematical.

4. Students who have the freedom to choose different strategies and approaches (encourages motivation) may become more engaged in the learning process, and these students will be more likely to approach other problems with an open mind.

5. By using varied challenging projects/tasks of MI variety, students will acquire problem-solving, communication, collaboration, planning, and self-evaluation skills.

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Vellu memotong sebiji kek yang berbentuk bulatan kepada 2 bahagian seperti yang ditunjukkan dalam gambarajah. Vellu makan bahagian kek yang lebih kecil manakala bahagian yang lebih besar diberi kepada abangnya. Diberi jejari kek itu ialah 10 cm. dan sudut bagi bahagian kek yang lebih kecil ialah 100°, cari luas sektor minor itu.

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Sasser Computer Worm Creator: 18-year-old German Sven Jaschan Policewaffensen residents described Jaschan

as shy and withdrawn, and said he hoped to study computing after finishing high school.

“He only got involved when the talk turned to computers. I’ve never heard him talk about anything else.”

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Dr. Syed Othman Alhabshi “Despite completing their university education, many of

our graduates are still unemployed. Why? One reason is that the education system does not prepare graduates to create their own employment opportunities. The obstacle lies in the curriculum, which teaches students across the board, without taking into consideration the interest-area of a student. For example, if a student is inclined towards entrepreneurship, then train him in that field. Hone his skills and encourage him to become a successful entrepreneur. That way he will no longer have to depend on the Government or other sectors for work. Such graduates can generate their own employment.”

COMPULSORY READING

Lazear, D. (1991). SEVEN WAYS OF TEACHING: The Artistry of Teaching with Multiple Intelligences. Palatine, Illinois: IRI/Skylight Publishing, Inc.

Wilson, L. O. (1998). [Online]. The Eight Intelligence: Naturalistic Intelligence. Accessible: http://www.newhorizons.org/strategies/environmental/wilson2.htm.

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