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Multiple Intelligence Multiple What!? • Multiple Intelligence – What is it? • Learning Styles – What does it mean? • People learn in different ways – Why does it matter? • Some children may NOT have LD but just have a mismatch between teaching/learning styles • For children with LD, emotional, or behavioral issues using different learning styles can help Spatial Intelligence "Picture Smart" The ability to present the spatial world internally in your mind Spatial Intelligence in the Classroom • Characteristics of these learners – Understand the use of space and how to get around in it – Enjoys maps and charts – Likes to draw, build, design, and create things – Thinks in three-dimensional terms – Loves videos and photos Spatial Intelligence in the Classroom • • • • Enjoys color and design Enjoys pattern and geometry in math Likes to draw and doodle Clear visual images when thinking about something • Can do jigsaw puzzles and mazes • Daydreams Naturalistic Intelligence "Nature Smart" The ability to discriminate among living things as well as sensitivity to other features of the natural world Naturalistic Intelligence in the Classroom • Characteristics of these learners –Is able to recognize flora and fauna –Makes consequential distinctions in the natural world –Uses ability productively (hunting, farming, biological science) More Characteristics –In tune with nature –Capacity to classify –Interacts with living creatures –Discerns patterns of life and natural forces Work Cited • Student Learning Styles – http://www.curriculumfutures.org/learning/index.html Bodily-Kinesthetic Characteristics • Highly developed coordination, balance, dexterity, strength, speed, and flexibility • Expertise in using the entire body to relate thoughts and feelings. • An ability to manipulate objects skillfully, using both fine and gross motor movements Common Statements • “I like sports” • “I can’t sit still for long time periods” • “I think best when I’m doing something physical, like walking or running” • “ like to spend my free time outdoors” • “I like to touch things to learn about them” • “I like working with my hands” • “I am well-coordinated” • “I like amusement park rides” Teaching Strategies • • • • • • • • Set up different areas that promote free movement Hands on learning/tactile learning A stage where they can act and express themselves Body answering Classroom Theater Charades Hands-on thinking Body maps Jobs • • • • • • Athletes Dancers Sculptors Artists Choreographers Gymnasts Linguistic Characteristics • A deep understanding of words and sensitivity to the literal and figurative meanings of words • Highly developed oral and written communication skills • Knowledge of grammar rules and when it is appropriate to disregard those rules • Sensitivity to the musical qualities and rhythms of words • Knowledge of the many different uses for language, such as persuasion, information, or pleasure Common Statements • “Books are important to who I am” • “I listen to words in my head before I read them or jot them on paper” • “I learn more by listening than I do by watching and listening” • “I enjoy many different kinds of word games” • “English and social studies are easier subjects for me to do well in than math or science” • “I write things often that I am proud of and that others may recognize as being very good” Teaching Strategies • • • • • • • Storytelling Brainstorming Tape Recording Journal Writing Publishing projects, Work in groups Having class discussions Letting them take notes or write out assignments Musical Intelligence • Musical intelligence is the ability to enjoy, perform or compose a musical piece • Musical/Rhythmic Intelligence includes sensitivity to pitch, timbre rhythm of sounds, as well as responsiveness to the emotional implications of these elements. • It is the earliest of the intelligences to emerge—even children as young as two months old can sing and match rhythmic structures • The musical/rhythmic intelligence is represented in the brain in both the left and right hemispheres, as well as the limbic system (emotional). The more formal and analytical aspects of music as a system are in the left hemisphere and the figural/experiential aspects are in the right hemisphere • While composers and instrumentalists clearly exhibit this intelligence, so do the students who seem particularly caught by the birds singing outside the classroom window, or who constantly tap out intricate – or irritating – rhythms on the desk with their pencils. Musical Indicators • Listens and responds with interest to a variety of sounds: human voice, music, environmental sounds • Enjoys opportunities to hear music or environmental sounds • Eager to learn music from musicians • Uses vocabulary and notations of music • Responds to music kinesthetically by conducting, performing, creating, dancing • Recognizes different musical styles, genres, cultural variations • Develops a personal frame of reference for listening to music Musical Indicators • Enjoys improvising and playing with sounds • Ability to sing and/or play an instrument alone or with others • Ability to interpret meaning from music • Analyze and critique musical selections • May create original compositions and/or musical instruments • Sing songs across the curriculum I learn best by: • • • • • Rhythm Music Inventing songs/tunes Melody Playing Instruments When I Grow Up I Could Be: • • • • • • • • • Sound Recorder Morse Code Operator Musician Instrument Maker Entertainer Composer Band Member Conductor Critic Musical Curriculum Planning • Rap poetry, math, repetitive phrases, 2nd language phrases, etc. • Play background music for various activities and different moods in the classroom • Echo rhythms and melodies • Play musical instruments • Have an exploratory musical center for sound experimentation and creativity • Use computer music software and games Musical Planning Curriculum • Explore music around the world • Purchase rhythm instruments, keyboards, song flutes, recorders • Have a library of CDs with a variety of sounds • Learn dances • Give musical plays and performances integrated with your curriculum Logical-Mathematical Intelligence • Logical-Mathematical intelligence is the ability to explore patterns, categories and relationships by manipulating objects or symbols, and to experiment in a controlled, orderly way • Logical/Mathematical Intelligence entails the ability to reason either deductively or inductively and to recognize and manipulate abstract patterns and relationships. • Scientists, mathematicians and philosophers all rely on this intelligence. • So do the students who love sport statistics or who carefully analyze the components of problems – either personal or school-related – before systematically testing solutions? • To exhibit strong Logical-Mathematical Intelligence, it is not necessary for you to be good at math – the very act of selecting key points in a logical , systematic numbered sequence can be evidence of this intelligence. The very act of investigating and analyzing allows you to go beneath the surface of what you may be learning so as not to simply take it at face value Logical-Mathematical Indicators • • • • Enjoy solving puzzles Play with numbers: counting Want to know how things work Is orientated towards rule-based activities Logical-Mathematical Indicators • • • • Is interested in “if… Then” logic Like to collect and classify things Is analytical in approach to problems Is good at math, reasoning, logic and problem solving • Individuals with Logical-Mathematical Intelligence will fall into one or perhaps all of the following sectors: –Educational Mathematical Achievements –Studied math at school/college and achieved good grades –Strong everyday Mathematical Skills • Enjoys utilizing ones mathematical skills in everyday life • Everyday Problem Solving Skills – Naturally inquisitive, curious and investigative • Ability to apply logical reasoning skills to solve everyday problems • Strategic Games – Generally enjoys, and is good at, games involving skill and strategy To Improve Your LogicalMathematical Intelligence • Play logical/mathematical games (Go, Clue, Dominoes) with friends and family • Learn to sue an abacus • Work on logic puzzles and brain teasers • Learn basic computer programming • Take a course in basic math or science at an evening class • Draw flowcharts of all the key processes in your department or area of work and then come up with new ideas on how to make whatever service you provide more effective To Improve Your LogicalMathematical Intelligence • Read the business sections of the newspaper and look up unfamiliar economic or financial concepts • Visit a science museum • Tape yourself talking out loud about how to solve logical or mathematical problems • Help your kids with their math/science homework • Purchase a telescope and a microscope and discover a myriad of new worlds! Works Cited Henley, Martin, Ramsey, Roberta, Algozzine, Robert. Characteristics of and Strategies for Teaching Students with Mild Disabilities. Pearson Education, Inc., 2006. Gardner, Howard. Intelligence Refrained: Multiple Intelligences for the 21st Century. New York: Basic Books, Inc. 1999. Gardner, Howard. Multiple Intelligences, New Horizons. New York: Basic Books, Inc., 2006. http://www.soundpiper.com Interpersonal & Intrapersonal Intelligence Interpersonal Intelligence • The Socializer – the ability to understand other people, recognizing their goals motivation, intentions and to work effectively with them Interpersonal Intelligence • Empathy toward others • Admired by peers • Relates to peers and adults that are similar • Displays skills of leadership • Cooperative • Good at understanding people Learn Best By: • • • • • Sharing Relating Interviewing Comparing Cooperating Jobs • • • • • • • Teacher Receptionist Counselor Politician Social Work Nurse Manager Intrapersonal Intelligence • The Individual- understands one’s inner-feelings, dreams and ideas. Knowledge turned to self. The ability to understand one’s own emotions, goals, and intentions. Intrapersonal Intelligence • • • • • • Expresses strong likes or dislikes Can communicate feelings Confident with own abilities Good at following instincts Work toward ambition Set appropriate goals Interests of Intrapersonal Intelligence • Write poems, diaries, autobiographies, and family histories • Do art works Learn Best By: • • • • Own space Self-paced instruction Working alone Individualized projects Jobs • • • • • • Philosopher Artist Psychologist Autobiographer Poet/Writer Spiritualist Conclusions and Questions Conclusion • Think of activities to approach teaching concepts that target several different learning styles at once – Incorporate movement, music and recitation in one activity • Don’t think you MUST always target all eight styles in every lesson – This can drive you nuts! Conclusion • Keep an open mind and be flexible – Look for opportunities to reach out • Use what you’ve learned about your learning style to help you understand others who learn differently from you – Especially if linguistic and/or logical are not your primary learning styles References Armstrong, T. (1998-2000) Multiple Intelligences. Downloaded October 10, 2006 from: http://www.thomasarmstrong.com/multiple_intelligences.htm Henley, M., Ramsey, R.S., & Algozzine, R.F. (2006). Characteristics of and Strategies for Teaching Students with Mild Disabilities (5th ed.)(pp. 101103, 254-255) Boston MD: Pearson Education, Inc. Smith, M.K. (2002) ‘Howard Gardner and multiple intelligences’, The Encyclopedia of Informal Education. Downloaded on October 12, 2006 from: http://wwwinfed.org/thinkers/gardner.htm Sources for more information • http://www.education-world.com/a_curr/curr054.shtml • http://www.thomasarmstrong.com • http://surfaquarium.com/MI/