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Gardner’s MULTIPLE INTELLIGENCESLogical-Mathematical(logic/number smart) LM
Linguistic(word smart) L
Spatial(picture smart) S
Bodily-Kinesthetic(body smart) BK
Musical(music smart) M
Interpersonal(people smart)
Intrapersonal(self smart)
Naturalist(nature smart ) N
MI “Pie Arrangement” (Thomas Armstrong)
WordSmart
NumberSmartPicture
Smart
BodySmart
MusicSmart
SelfSmart
PeopleSmart
NatureSmart
BASIC CRITERIA for Determining an INTELLIGENCE
OEach intelligence had to be relatively independent of the others, with its own timetable for development, peak growth, and the like.
OEach intelligence had to operate from a different part of the brain.
OEach intelligence had to be valued in cultures around the world.
O Each person may possess all eight intelligences
O Most people can develop each intelligence to an adequate level of competency
O Intelligences usually work together in complex and cooperative ways
O There are many ways to express intelligence within each category
Gardner prefers to use the terms “developed” or “less developed” rather than “strengths” or “weaknesses”
MI involves our preference for “giving back information” as opposed to learning styles/preferences for “taking in information”
The various intelligences are SETS of KNOW-HOW (procedures for doing things)
“Intelligences are not skills; they are biological
potentials which are realized to a greater or
lesser extent dependent upon each individual’s
opportunities and motivation.”
Understanding Multiple Intelligences
OIdentifying multiple intelligences is a first step in getting to know EACH student
OEffective teachers build upon the student’s strength area to increase another intelligence, thereby increasing the capacity to learn
OMultiple Intelligences can be partnered with state standards embedded in conceptual curriculum
What to do
• Seek to understand each child’s individual personality, preferences, and gender traits
OOffer sensory-rich opportunities for increasing human capacity
OEncourage lifelong learning activities