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Understanding Multiple Intelligences - at home and school

UnderstandingMultiple Intelligences

How this affects Lifeat Home and School

Presented byNita Delk

Center for Effective Learning


Identifying Multiple Intelligences helps define the kaleidoscope of strengths within each person.

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Create your personal kaleidoscope. Think of at least three things under the categories of “I Am” or “I Can.”

Take the Poll: select the items that apply to you when answering “I Am” or “I Can.”

Reflection: What did you discover you have in common with others? What were some of the differences?

I Am -or- I Can


HET* LEARNING PRINCIPLES

INTELLIGENCE - a function of experience

Inseparable BODYBRAIN PARTNERSHIP - Emotion - the gatekeeper to learning and performance - Movement - body and brain function together

There are MULTIPLE INTELLIGENCES - problem-solving and/or product-producing capabilities

LEARNING is a 2-STEP PROCESS - input/output - Pattern-Seeking: identify and make meaning (no logic/sequence)

- Program-Building: using what is understood (acquire mental program)

PERSONALITY/TEMPERAMENT - impacts learning and performance

*Highly Effective Teaching

There are MULTIPLE INTELLIGENCES - problem-solving and/or product-producing capabilities


Intelligence:

“An ability to solve problems and/or create products.”

Dr. Howard GardnerFrames of Mind: Theory of Multiple Intelligences (1983)Intelligence Reframed: Multiple Intelligences for the 21st Century (1999)


BASIC CRITERIA for Determining an INTELLIGENCE

• Each intelligence had to be relatively independent of the others, with its own timetable for development, peak growth, and the like.

• Each intelligence had to operate from a different part of the brain.

• Each intelligence had to be valued in cultures around the world.


KEY POINTS in MI THEORY

• Each person may possess all eight intelligences

• Most people can develop each intelligence to an adequate level of competency

• Intelligences usually work together in complex and cooperative ways

• There are many ways to express intelligence within each category


Gardner’s MULTIPLE INTELLIGENCES

Logical-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

© Exceeding Expectations: A User’s Guide to Implementing Brain Research in the Classroom by Susan Kovalik & Karen D. Olsen, Ch. 3


MI “Pie Arrangement” (Thomas Armstrong)

WordSmart

NumberSmartPicture

Smart

BodySmart

MusicSmart

SelfSmart

PeopleSmart

NatureSmart


A Few Clarifications

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.”


LINGUISTIC (Verbal) INTELLIGENCE

This person likes to learn new vocabulary, play with words, create puns, read, and write.

CHARACTERISTICS of the WORD SMART Learner• Learns best by hearing, reading, and writing• Likes to read• Enjoys talking• Listens well to others• Gets absorbed in reading• Learns languages easily• Masters oral/written presentations with ease• Does well in traditional school setting

Referenced as: L


Linguistic (Word Smart)

reading, writing, telling stories, memorizing dates, thinking words, listening

read, write, tell and listen to stories, talk, memorize, do word puzzles, journal

reading, hearing, and seeing words, speaking, writing, discussing and debating

Shakespeare, Thomas Jefferson, Abraham Lincoln, Maya Angelou, JK Rowling

Is Strong In:

Likes To:

Learns Best Through:

Famous Examples:

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LOGICAL-MATHEMATICAL INTELLIGENCE

This person likes to be precise and accurate, figure out relationships, set special goals, problem-solve, and play with numbers.

CHARACTERISITICS of the NUMBER SMART Learner• Logical thinker• Precision and accuracy is important• Goal setter• Money manager• Concrete thinker• Efficient worker• Practical ideas

Referenced as: LM


math, reasoning, logic, problem-solving, patterns

solve problems, question, work with numbers, experiment

working with patterns and relationships, classifying, categorizing, working with the abstract

Albert Einstein, Susanne Langer, Melvil Dewey, Ada Lovelace, Benjamin Banneker

Is Strong In:

Likes To:


Famous Examples:

Logical-Mathematical (Number Smart)




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MUSICAL INTELLIGENCE

This person hears music in his/her head most of the time, thinks in musical terms, sings/hums to self, taps fingers, legs or feet to rhythms, and makes a connection between emotions and music.

CHARACTERISTICS of the MUSIC SMART LEARNER• Distracted by sound(s)• Active listener• Uses songs to understand concepts/skills• Recites poems, rhymes, chants and raps • Learns/Remembers song lyrics with ease• Responds to others’ vocal cues• Is a strong auditory learner• Learns best when material is in rhyme, has a tune,

contains rhyme patterns or is rhythmic

Referenced as: M


Musical (Music Smart)

singing, picking up sounds, remembering melodies, rhythms

sing, hum, whistle, play instruments, tap rhythm, listen to music

Rhythm and cadence, singing and lyrics, listening to music and melodies, making sounds

Mozart, Paul Williams, Gustavo Dudamel, Justin Bieber, Alicia Keys

Is Strong In:

Likes To:


Famous Examples:


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SPATIAL INTELLIGENCE

• This person likes to draw, doodle, do puzzles, imagine, use color, sketch, create cartoons, and do cartography.

CHARACTERISTICS of the PICTURE SMART Learner• Uses mind to create images• Tends to dream in color• Enjoys using graphic organizers• Relies on models• Finds maps helpful rather than verbal directions• Moves things in head, space and time (e.g., Legos)• Thrives on 3-D projects

Referenced as: S


Spatial (Picture Smart)

reading, maps, charts, drawing, mazes, puzzles, making images, visualization

design, draw, build, create, daydream, map, think in pictures

Leonardo DaVinci, Frank Lloyd Wright, Walt Disney, Akiane Kramarik

Is Strong In:

Likes To:


Famous Examples:









working with pictures and colors, visualizing, using imagery, drawing diagrams


BODILY- KINESTHETIC INTELLIGENCE

This person likes to build, experience, touch, feel, make things, and move.

CHARACTERISTICS of the BODY SMART Learner• Does many things• Expresses learning through movement• Is dramatic• Is athletic• Is active• Is energetic• Is physically involved with learning• Needs concrete experience• Likes variety• Thinks best when body is moving

Referenced as: BK


Bodily-Kinesthetic (Body Smart)

touching, moving, processing knowledge through bodily sensations

move around, touch and talk, use body language, learn through movement

Whole body movements, athletics, dancing, acting, crafts, using tools and hands-on

Charlie Chaplin, Sandra Bullock, Sean White, Gabrielle Douglas, Cam Newton

Is Strong In:

Likes To:


Famous Examples:












NATURALIST INTELLIGENCE

This person likes to put things in to categories, sort items by attributes, develop collections, plant and grow natural items, and relates to animals.

CHARACTERISICS of the NATURE SMART Learner• Environmentalist• Enjoys collecting natural objects (E.g., seashells,

rocks)• Has expansive knowledge of substances found in

nature• Likes to dabble in indoor/outdoor gardening/farming• Sensitive to the feelings of animals• Understands weather changes and/or resulting

growth patterns• Enjoys spending time outdoors reflecting

Referenced as: N


Naturalist (Nature Smart)

understanding nature, making distinctions, identifying flora and fauna

be involved with nature, make distinctions, observe objects in the environment

working in environmental settings, exploring living things, learning about plants and natural events, awareness of surroundings and patterns

John Muir, Jane Goodall, Rachel Carson, Theodore Roosevelt, George Washington Carver

Is Strong In:

Likes To:


Famous Examples:




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INTERPERSONAL INTELLIGENCE

This person likes to be with other people, lead, teach, empathize, sympathize, interact and volunteering.

CHARACTERISITICS of the PEOPLE SMART Learner• Active group participation• Great communicator• Risk taker• Nurturer• Sensitive to the needs of others• Strong leadership skills• Highly developed perception skills• Friendly, outgoing personality• Appreciates feedback

Accommodated during: GROUP assignments


Interpersonal (People Smart)

understanding people, leading, organizing, communicating, resolving conflicts, selling

have friends, talk to people, join groups

sharing, comparing, relating, interviewing, cooperating

Mahatma Gandhi, Oprah Winfrey, Jimmy Carter, Mother Theresa,

Is Strong In:

Likes To:


Famous Examples:




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INTRAPERSONAL INTELLIGENCE

• This person likes to spend time time alone, reflect, have time to review ideas and may require extended deadlines.

CHARACTERISTICS of the SELF-SMART Learner• Enjoys working by him/herself• Has a few close friends• Analyzes material• Meditates• Requires time for reflection• Is independent• Prefers quiet working area• Likes to be last-needs time to think/reflect• Finds research interesting• Needs freedom for creativity

Accommodated during: INDIVIDUAL assignments


Intrapersonal (Self Smart)

understanding self, recognizing strengths and weaknesses, setting goals

work alone, reflect, pursue interests

working alone, doing self-paced projects, having space, reflection,

Sigmund Freud, Eleanor Roosevelt, Bill Gates, Steve Jobs

Is Strong In:

Likes To:


Famous Examples:


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At Home

• Establish a safe environment– Physical, Emotional– Perceived (identify trigger points)

• Seek to understand each child’s individual personality, preferences, and gender traits

• Offer sensory-rich opportunities for increasing human capacity

• Consistently guide behaviors to “self-correction”• Encourage lifelong learning activities


Your Turn

Do you know which of your intelligences are most/least developed?

Why is it important for you to understand your preferences?

As the adult, you need to provide CHOICES for the children in your care

~ choices that honor their preferences ~


MI Survey Websites

• TheCenter4Learning.com > Resources > Weblinks > Multiple Intelligences

(select language, then gender and age) Provides a pie-graph in multi-color with a unique Code for future access to results

• Multiple Intelligenceshttp://surfaquarium.com/MI/inventory.htm

Answer simple questions, then tally/graph in the MI categories (includes Existential)

http://surfaquarium.com/MI/inventory.htm


Case Studies


Case Studies


Understanding Multiple Intelligences in School Increases Human Capacity

• Identifying multiple intelligences is a first step in getting to know EACH student

• Effective teachers build upon the student’s strength area to increase another intelligence, thereby increasing the capacity to learn

• Multiple Intelligences can be partnered with state standards embedded in conceptual curriculum


At School

• Parents are the best advocates and support system for student success

• Highly Effective Teaching (HET) and Learning can be accomplished after understanding and implementing:– the Culture of a Learning Environment– the Five Principles of Learning (including MI)– the Ten BodyBrain-Compatible Elements– the Five Components of HET Curriculum


Absence of Threat/Nurturing Reflecting Thinking

Meaningful Content

Adequate Time

Enriched Environmen

t

Immediate

Feedback

Movement

Choices

Collaboration

Mastery/Application

10 Bodybrain

Compatible

Elements

© 2005 Susan Kovalik & Associates, Inc. – www.theCenter4Learning.com EE Page xiii

“Being There”

Experiences


In the HET model, curriculum content & assessment is based on 2 questions:

What do you want students to DO with what they understand?

(INQUIRY)

© Exceeding Expectations: A User’s Guide to Implementing Brain Research in the Classroom, by Susan Kovalik & Karen D. Olsen, Ch.16

EE Supplement 13.3

What do you want students

to understand? (KEY POINT)


The primary purpose of inquiries is to enable students to develop mental programs for applying the key point in real-world situations. Inquiries make learning active and memorable.

Exceeding Expectations: A User’s Guide to Implementing Brain Research In the Classroom

by Susan Kovalik and Karen D. Olsen, page 16.3


ABCD’s of Effective INQUIRIES

Always start with a process verb, (the action)

Be specific, picture the outcomeConnect to the Key Point Develop a product that is meaningful

Stretch to connect more than one intelligence

EE 13.9


Writing INQUIRIES

• Guided Practice Inquiries– These inquiries provide a supportive

environment for the learner to practice the new content they have learned

• Independent Practice Inquiries– These inquiries provide the opportunity for

learners to show their understanding of the new content they have learned.


CONCEPTUAL KEY POINT

INTERDEPENDENCE is the mutual dependency of two or more items upon each other. A change in one part of this system leads or results to changes in other parts. Animals and plants depend upon one another to survive. People depend upon one another and their contributions for the advancement of their civilizations. When we understand and value the interdependence within a community, we are more likely to thrive.


Guided Practice Inquiry for the concept of “Interdependence”

• Construct a simple machine using each Learning Club member as one of the parts. L, BK, S

• Place each part (person) in sequence to optimize operation. BK

• Decide how each part will show interdependence. L, N, LM

• Determine sounds and/or rhythm each part of your machine might make. M, L, N

• Demonstrate how your machine works and be ready to explain how each part is interdependent to the class. S, BK, L

• Compose a one page “how to” explanation (report) so another group can read your work and construct the same machine. L

• Add a diagram of the machine to your report. S, LM

• Share your work in the Learning Club. L, BK

(Multiple Intelligences referenced in this Inquiry: BK, N, L, S, LM, M)


visit

www.theCenter4Learning.com

to learn more about the

Highly Effective Teaching (HET) Model

[email protected]

http://www.theCenter4Learning.com/

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