Multiple Intelligences

How do we learn to understand the world around us?

How do we teach children with special needs?

How do we provide all children with rich educational

experiences without speaking a common language?

How do we reach and teach the “whole child?”

Emotional

PhysicalIntellectual

Social

Science

Math

Sensory

Small Muscle

Large Muscle

Music

Art

Language

Literacy

CreativeMovement

SocialStudies

Literature

Nutrition, Health, Safety

Feeny, Christensen, Moravick

HumanDevelopment

Domains

The Whole Child

Each Child is a Unique Case

Children differ:TemperamentAptitude Intellect Social competenceEmotional vulnerability

All children are alike in some ways and every child resembles certain children more than others.

Second language complicates the teaching and learning process

Changes in cognitive skills are related to intellectual growth and age

Child’s behavior not just result of external stimuli – but also internal stimuli

Social learning actually leads to cognitive development

Individual differences in children should be recognized and addressed

Cognitive Development

Howard Gardner

Determined diverse preferred modes of learning for each individual

Different ways of information processing Result of years of scientific brain

researchStroke victimsAccident victimsAlzheimers patients

1983

Frames of Mind

“The ways in which intelligences combine and blend are as varied as the faces and personalities of individuals”

Intelligence is changeable – not stagnant Genetics influences intelligence BUT providing a nurturing, positive, and

stimulating learning environment is very important!

Gardner, 1983

Definition of Intelligence

The ability to solve problems that one encounters in real life

The ability to generate new problems to solve

The ability to make something or offer service that is valued within one’s culture

Gardner, 1983

Research Findings

Intelligence is not fixed at birth.  It changes and grows through life.  It can be improved and expanded.

Intelligence can be taught and improved by activating levels of perception.

Intelligence is a multiple phenomenon that occurs in many different parts of the brain/mind/body system.

A stronger, more dominant intelligence can be used to train (improve or strengthen) a weaker intelligence.

Most persons possess all intelligences – but in varying strengths (at varying times)

Gardner, 1983

Eight Intelligences

Verbal-Linguistic Intelligence – word playerVerbal-Linguistic Intelligence – word player Logical-Mathematical Intelligence - questionerLogical-Mathematical Intelligence - questioner Bodily-Kinesthetic Intelligence - moverBodily-Kinesthetic Intelligence - mover Visual-Spatial Intelligence - visualizerVisual-Spatial Intelligence - visualizer Musical-Rhythmic Intelligence – music loverMusical-Rhythmic Intelligence – music lover Interpersonal Intelligence - socializerInterpersonal Intelligence - socializer Intrapersonal Intelligence - individualizerIntrapersonal Intelligence - individualizer Naturalist Intelligence – nature loverNaturalist Intelligence – nature lover

Gardner, 1983

The Music Lover

Musical-Rhythmic Learner Shows sensitivity to rhythm, melody, and

sound Notices non-verbal sounds in the environment Learns more easily if sung or tapped out. Musical intelligence develops very early Most closely aligned to the verbal/linguistic

End-state: composer

The Word Player

Verbal Linguistic Learner Uses words effectively Has highly-developed auditory skills Enjoys reading, playing word games, and

writing Has good memory for verse, lyrics, or trivia Preschool age great for repetition and

memorizationpoet

The Questioner

Logical-Mathematical Learner Thinks conceptually and abstractly Is able to see and explore patterns and

relationships Enjoys reasoning, calculating, playing logic

games, solving puzzles. Likes brain teasers, logical puzzles, and

strategy games.

scientist

The Mover

Bodily-Kinesthetic Learner Likes movement Communicates well through body language Enjoys physical activity Excels at hands-on learning Processes knowledge through bodily

sensations – moving, touching, manipulation, role plays, creative movement

dancer

The Visualizer

Visual-Spatial Learner Thinks in terms of physical

space Notices images and thinks in

pictures Learns best through drawings,

designs, and imagery Likes mazes, jigsaw puzzles,

films, diagrams, maps, chartsarchitect

The Nature Lover

Naturalistic Learner Sensitivity to the world of nature Demonstrates ability to empathize with animals Enjoys working with plants, (gardening, farming and

horticulture Has a natural sense of science and natural living

energy forces (weather and physics) Enjoys cooking and working with products of nature Sees patterns in nature

botanist

The Individual

Intrapersonal Learner Is in tune with their personal inner feelings,

moods, and motivations Has an accurate picture of personal

strengths and limitations Has capacity for self-discipline Learns best through independent study and

introspection

Reflective Individual

The Socializer

Interpersonal Learner Enjoys interacting with others Learns best through group

activities Sensitivity to facial expressions,

voice and gestures and has ability to respond effectively to those cues

Understands and cares about people

Likes to socializeleader

Celebrate Diversity!

“Children are not a can of baked beans…Standardized in the cooking and canning

process”

Avoid the assembly line model of educationin which products have little variability

and uniformity is a virtue