Multiple Multiple IntelligencesIntelligences

in the in the ClassroomClassroom

By Thomas Armstrong

Bringing Bringing Literature to Literature to

LifeLife

Eight Ways of LearningEight Ways of LearningChildren who

are highly:THINK LOVE NEED

Verbal-Linguistic

in words reading, writing, telling stories, playing word games

books, tapes, writing tools, paper, diaries, dialogue, discussion, debate, stories

Logical-Mathematical

by reasoning experimenting, questioning, figuring out logical puzzles, calculating

materials to experiment with, science materials, manipulatives, trips to the planetarium and science museums

Spatial-Mechanical

in images and pictures designing, drawing, visualizing, doodling

art, LEGOS, video, movies, slides, imagination games, mazes, puzzles, illustrated books, trips to art museums

Bodily-Kinesthetic

through somatic sensations

dancing, running, jumping, building, touching, gesturing

role play, drama, movement, things to build, sports and physical games, tactile experiences, hands-on learning

Musical via rhythms and melodies

singing, whistling, humming, tapping feet and hands, listening

sing-along time, rips to concerts, music playing at home and school, musical instruments

Interpersonal by bouncing ideas off other people

leading, organizing, relating, manipulating, mediating, partying

friends, groups games, social gatherings, community events, clubs, mentors/apprenticeships

Intrapersonal in relation to their needs, feelings and goals

setting goals, meditating, dreaming, planning, reflecting

secret places, time alone, self-paced projects, choices

Naturalist through nature and natural forms

playing with pets, gardening, investigating nature, raising animals, caring for planet earth

access to nature, opportunities for interacting with animals, tools for investigating nature (e.g., magnifying glass, binoculars)

Eight Ways of TeachingEight Ways of TeachingIntelligence Teaching Activities Teaching Materials Instructional Strategies

Verbal-Linguistic

lectures, discussions, word games, storytelling, choral reading, journal writing

books, tape recorders, word processors, stamp sets, books on tapes

read about it, write about it, talk about it, listen to it

Logical-Mathematical

brain teasers, problem solving, science experiments, number games, mental calculation,, critical thinking

calculators, math manipulatives, science equipment, math games

quantify it, think critically about it, put it in a logical framework, experiment with it

Spatial-Mechanical

visual presentations, art activities, imagination games, mind-mapping, metaphor, visualization

graphs, maps, videos, LEGO sets, art materials, optical illusions, camera, picture library

see it, draw it, visualize it, color it mind-map-it

Bodily-Kinesthetic

hands-on learning, drama, dance, sports that teach, tactile activities, relaxation exercises

building tools, clay, sports equipment, manipulatives, tactile learning resources

build it, act it out, touch it, get a “gut feeling” of it, dance it

Musical rhythmic learnings, rapping, using songs that teach

tape recorders, tape collection, musical instruments

sing it, rap it, listen to it

Interpersonal cooperative learning, peer tutoring, simulations, community involvement, social gathering

board games, party supplies, props for role plays

teach it, collaborate on it, interact with respect to it

Intrapersonal individualized instruction, independent study, options in course of sturdy, self-esteem building

self-checking materials, journals, materials for projects

connect it to your personal life, make choices with regard to it, reflect on it

Naturalist nature study, ecological awareness, care of animals

plants, animals, naturalists’ tools, (e.g. binoculars), gardening tools

connect it to living things and natural phenomena

Blooms TaxonomyBlooms TaxonomyCompetence Skills Demonstrated

Knowledge * observation and recall of information *knowledge of dates, events, places *knowledge of major ideas *mastery of subject matter

Question Cues: list, define, tell, describe, identify, show, label, collect, examine, tabulate, quote, name, who, when, where, etc.

Comprehension *understanding information *grasp meaning *translate knowledge into new context *interpret facts, compare, contrast *order, group, infer causes *predict consequences

Question Cues: summarize, describe, interpret, contrast, predict, associate, distinguish, estimate, differentiate, discuss, extend

Application *use information *use methods, concepts, theories in new situations*solve problems using required skills or knowledge

Questions Cues: apply, demonstrate, calculate, complete, illustrate, show, solve, examine, modify, relate, change, classify, experiment, discover

Analysis *seeing patterns *organization of parts *recognition of hidden meanings *identification of components

Question Cues: analyze, separate, order, explain, connect, classify, arrange, divide, compare, select, explain, infer

Synthesis *use old ideas to create new ones *generalize from given facts *relate knowledge from several areas *predict, draw conclusions

Question Cues: combine, integrate, modify, rearrange, substitute, plan, create, design, invent, what if?, compose, formulate, prepare, generalize, rewrite

Evaluation *compare and discriminate between ideas *assess value of theories, presentations *make choices based on reasoned argument *verify value of evidence *recognize subjectivity

Question Cues: assess, decide, rank, grade, test, measure, recommend, convince, select, judge, explain, discriminate, support, conclude, compare, summarize

Blooms Taxonomy & Multiple IntelligencesBlooms Taxonomy & Multiple Intelligences(Ecology Unit: Local environment-trees in your neighborhood)

Intelligences Knowledge Comprehension Application Analysis Synthesis Evaluation

Verbal-Linguistic

memorize names of trees

explain how trees receive nutrients

give description of tree diseases, suggest cause of each disease

describe how each part of a tree functions in relation to the whole

write a paper describing the life cycle of a tree

rate different methods of controlling tree growth

Logical-Mathematical

remember number of points on specific leaves

convert English to metric in calculating height of tree

given height of smaller tree, estimate height of larger tree

analyze materials found in sap residue

given weather, soil etc. chart projected growth of a tree

rate different kinds of tree nutrients based on data

Spatial-Mechanical

remember basic configurations of specific trees

look at diagrams of trees and tell what stages of growth they are in

use geometric principles to determine height of tree

draw cellular structure of tree root

create a landscape plan using trees as a central feature

evaluate practicality of different landscape plans

Bodily-Kinesthetic

identify tree by the feel of the bark

given array of tree fruits, identify seeds

given type of local tree, find an ideal place for planting

create different parts of tree from clay

gather all materials needed to plant a tree

evaluate the quality of different kinds of fruit

Musical remember songs that deal with trees

explain how old tree songs came into being

change the lyrics of an old song to reflect current issues

classify songs by issue and historical period

create your own tree song based on information in this unit

rate songs from the best to worst and give reasons for your choices

Interpersonal record responses to the question, “What is your favorite tree?”

determine the most popular tree in class by interviewing others

use survey results to pick location for field trip to orchard

classify kids into groups according to favorite tree

arrange a field trip to orchard by contacting necessary people

rank three methods to ask others about tree preference

Intrapersonal remember a time you climbed a tee

share the primary feeling you had while up in the tree

develop “tree climbing rules” based on your own experience

divide up your experience into “beginning,” “middle’” and “end”

plan a tree climbing expedition based on you past experience

explain what you liked “best and “least” about your experience

Naturalist learn to discriminate different tree leaves by sight

explain how other living beings benefit from trees

create a system for classifying different tree leaves

analyze the function of a given tree in terms of the larger ecosystem

plan an approach for protecting specific trees in your neighborhood

evaluate which trees in your neighborhood are most eco-valuable

Blooms Taxonomy & Multiple IntelligencesBlooms Taxonomy & Multiple Intelligences(Unit;_________________________________________________________________)

Intelligences Knowledge Comprehension Application Analysis Synthesis Evaluation

Verbal-Linguistic

Logical-Mathematical

Spatial-Mechanical

Bodily-Kinesthetic

Musical

Interpersonal

Intrapersonal

Naturalist

Teacher

Teacher

Worksheet

Worksheet

Teacher

Teacher

Worksheet

Worksheet

ObjectiveObjective

Logical-MathematicalHow can I bring in

numbers, calculations, logic, classifications, or critical thinking skills?

Spatial MechanicalHow can I use visual

aids, visualization, color, art, or metaphor?

Verbal LinguisticHow can I use the spoken

or written word?

NaturalistHow can I incorporate living things, natural

phenomena, or ecological awareness?

MusicalHow can I bring in music or environmental sounds,

or set key points in a rhythmic or melodic

framework?

InterpersonalHow can I engage

students in peer sharing, cooperative learning, or large group simulation?

IntrapersonalHow can I evoke

personal feelings or memories, or give students choices?

Bodily-KinestheticHow can I involve the

whole body or use hands-on experiences?

Multiple Intelligence: Planning QuestionsMultiple Intelligence: Planning Questions

____________________

Logical-Mathematical

Spatial Mechanical

Verbal Linguistic

Naturalist Musical

Interpersonal

Intrapersonal Bodily-Kinesthetic

Multiple Intelligence: Planning QuestionsMultiple Intelligence: Planning QuestionsTeacher

Teacher

Worksheet

Worksheet Teacher

Teacher

Worksheet

Worksheet