Week 2 LectureWeek 2 Lecture
Child Development Child Development and the Theory of and the Theory of
Multiple IntelligencesMultiple Intelligences
Terms of DevelopmentTerms of Development Development: orderly, adaptive changes we go through Development: orderly, adaptive changes we go through
from conception to deathfrom conception to death Maturation: genetically programmed, naturally occurring Maturation: genetically programmed, naturally occurring
changes over timechanges over time Types of DevelopmentTypes of Development
– Physical: changes in body structure and function over Physical: changes in body structure and function over timetime
– Personal: changes in personality that take place as one Personal: changes in personality that take place as one growsgrows
– Social: changes over time in the ways we relate to Social: changes over time in the ways we relate to othersothers
– Cognitive: growth and change in the ways we think and Cognitive: growth and change in the ways we think and learnlearn
How does development How does development happen?happen?
……at different rates for different at different rates for different peoplepeople
……in a relatively orderly wayin a relatively orderly way ……graduallygradually
– ……we may not be able to see it we may not be able to see it happening.happening.
What is the Theory of What is the Theory of Multiple Intelligences?Multiple Intelligences?
Developed by Howard Gardner, a psychologist Developed by Howard Gardner, a psychologist and professor of education at Harvard and professor of education at Harvard University, the Theory of Multiple Intelligences University, the Theory of Multiple Intelligences identifies and describes the many ways that we identifies and describes the many ways that we can understand, and interact with, the world.can understand, and interact with, the world.
This theory is a great tool for helping us This theory is a great tool for helping us understand our students and create optimal understand our students and create optimal learning experiences for them.learning experiences for them.
The Nine The Nine IntelligencesIntelligences
How do you see the world?How do you see the world?
LinguisticLinguisticsection 7 on surveysection 7 on survey
Likes: discussion, books, Likes: discussion, books, brainstorming. Is usually a “talk to brainstorming. Is usually a “talk to thinker”thinker”
Needs: words, choice of words is very Needs: words, choice of words is very importantimportant
Learns best by: talking with othersLearns best by: talking with others
Mathematical/LogicalMathematical/Logicalsection 3 on surveysection 3 on survey
Likes: logical, sequential Likes: logical, sequential presentation, usually a “think to presentation, usually a “think to talker” talker”
Needs: numbers, correct numbers Needs: numbers, correct numbers and facts are importantand facts are important
Learns best by: thinking about things Learns best by: thinking about things in quantifiable, conceptual or in quantifiable, conceptual or numerical termsnumerical terms
Visual/SpatialVisual/Spatialsection 9 on surveysection 9 on survey
Likes: charts, graphs, diagramsLikes: charts, graphs, diagrams Needs: Pictures, seeing it for Needs: Pictures, seeing it for
themselves is importantthemselves is important Learns best by: seeing the “big Learns best by: seeing the “big
picture” first, then having it broken picture” first, then having it broken down into detailsdown into details
MusicalMusicalsection 2 on surveysection 2 on survey
Likes: music of many kindsLikes: music of many kinds Needs: rhythm, to hear the beatNeeds: rhythm, to hear the beat Learns best by: having learning Learns best by: having learning
material put to music or taught material put to music or taught rhythmicallyrhythmically
Bodily/KinestheticBodily/Kinestheticsection 6 on surveysection 6 on survey
Likes: hands-on activities, Likes: hands-on activities, demonstrations, tactile experiencesdemonstrations, tactile experiences
Needs: sensory involvementNeeds: sensory involvement Learns best by: activities involving Learns best by: activities involving
touch, taste, smell, movementtouch, taste, smell, movement
InterpersonalInterpersonalsection 5 on surveysection 5 on survey
Likes: being with othersLikes: being with others Needs: people, tends to be Needs: people, tends to be
relationship focused and other relationship focused and other orientedoriented
Learns best by: cooperative learning, Learns best by: cooperative learning, collective experiences, group collective experiences, group brainstormingbrainstorming
IntrapersonalIntrapersonalsection 8 on surveysection 8 on survey
Likes: to be alone, tends to be very Likes: to be alone, tends to be very independent-mindedindependent-minded
Needs: SpaceNeeds: Space Learns best by: self-paced Learns best by: self-paced
information, personal projectsinformation, personal projects
NaturalistNaturalistsection 1 on surveysection 1 on survey
Likes: being outdoors, recognizing Likes: being outdoors, recognizing and classifyingand classifying
Needs: to be connected to the Needs: to be connected to the natural worldnatural world
Learns best by: connecting learning Learns best by: connecting learning material to the natural worldmaterial to the natural world
ExistentiaExistentiallsection 4 on surveysection 4 on survey
Likes: being introspective, expressing Likes: being introspective, expressing their own opinions, evaluating their their own opinions, evaluating their own workown work
Needs: to be able to see the “big Needs: to be able to see the “big picture”picture”
Learns best by: having a choice over Learns best by: having a choice over their activities, working independently their activities, working independently and having the chance to express and having the chance to express their own ideastheir own ideas
Putting it into practicePutting it into practice
Try to offer a smorgasbord of Try to offer a smorgasbord of activities.activities.– You can’t meet the needs of every You can’t meet the needs of every
intelligence with every activity…try for a intelligence with every activity…try for a good balance.good balance.
Know who your students are.Know who your students are.
Give them this survey or develop your Give them this survey or develop your own, so you can better understand the own, so you can better understand the people you’re working with.people you’re working with.