1 Multiple Intelligences Howard Gardner Georgia CTAE Resource Network Instructional Resources Office July 2009

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  • Multiple IntelligencesHoward Gardner*Georgia CTAE Resource NetworkInstructional Resources OfficeJuly 2009

  • Thus far Gardner's work suggests nine intelligences. He speculates that there may be many more yet to be identified. Time will tell. These are the paths to children's learning that teachers can address in their classrooms right now.

  • INTRAPERSONAL Children who are especially in touch with their own feelings, values and ideas. They may tend to be more reserved, but they are actually quite intuitive about what they learn and how it relates to themselves.

  • Self SmartDisplays a sense of independenceHas a realistic sense of strengthsHas a good sense of self-directionPrefers working alone to working with othersLearns from failures and successesHas high self-esteem

  • INTERPERSONAL Children who are noticeably people oriented and outgoing, and do their learning cooperatively in groups or with a partner. These children may have typically been identified as "talkative" or " too concerned about being social" in a traditional setting.

  • People SmartEnjoys socializing with peersActs a natural leaderGives advice to friends who have problemsSeems to be street-smartBelongs to clubs, committees, and other organizationsLikes to play games with other kidsHas one or more close friendsShows concern for othersLikes group projects

  • VISUAL/SPATIAL Children who learn best visually and organizing things spatially. They like to see what you are talking about in order to understand. They enjoy charts, graphs, maps, tables, illustrations, art, puzzles, costumes - anything eye catching.

  • Picture SmartReports seeing clear mental picturesRead map, charts, diagrams easilyDaydreams more than peersEnjoys art activitiesLikes visual presentationsEnjoys puzzles and mazesUnderstands more from pictures than words while readingDoodles on paper

  • VERBAL/LINGUISTIC Children who demonstrate strength in the language arts: speaking, writing, reading, listening. These students have always been successful in traditional classrooms because their intelligence lends itself to traditional teaching.

  • Word SmartTells tall tales, jokes, and storiesHas a good memoryEnjoys word gamesGood vocabulary for ageGood verbal communication

  • MATHEMATICAL/LOGICAL Children who display an aptitude for numbers, reasoning and problem solving. This is the other half of the children who typically do well in traditional classrooms where teaching is logically sequenced and students are asked to conform.

  • Number SmartQuickly does mental mathEnjoys strategy and math gamesEnjoys logic puzzles or brain teasersUses higher-order thinking skills

  • BODILY/KINESTHETIC Children who experience learning best through activity: games, movement, hands-on tasks, building. These children were often labeled "overly active" in traditional classrooms where they were told to sit and be still!

  • Body SmartExcels in one or more sportsMoves, twitches, taps, or fidgets while seated for a long timeTouches new objectsEnjoys running, jumping or wrestlingExpresses self dramaticallyEnjoys clay and finger painting

  • MUSICAL/RHYTHMIC Children who learn well through songs, patterns, rhythms, instruments and musical expression. It is easy to overlook children with this intelligence in traditional education.

  • Music SmartRecognizes off-key musicRemembers melodiesSpeaks or moves rhythmicallyTaps rhythmically as he or she worksIs sensitive to environmental noisesResponds favorably to music

  • NATURALIST Children who love the outdoors, animals, field trips. More than this, though, these students love to pick up on subtle differences in meanings. The traditional classroom has not been accommodating to these children.

  • Nature SmartWould prefer to study or hold class outsideWill choose subjects from nature for projects and reportsIs aware of surroundings and what goes on around themSensitivity to plants and animalsMonitors the weatherIdentifies things by species and category

  • EXISTENTIALIST Children who learn in the context of where humankind stands in the "big picture" of existence. They ask "Why are we here?" and "What is our role in the world?" This intelligence is seen in the discipline of philosophy.

  • Spiritually SmartWondering peopleAbility to question our existence and meaning of lifeVery philosophicalAlways wondering whyOne answer frequently contradicts another and therefore gives justification for additional searching

  • Adapt a Lesson (Spelling)Say the word aloud (word smart)Show a set of objects (number smart)Illustrate it with drawings or pictures from magazines (picture smart)Pantomine it (body smart)

  • Lesson cont.Sing the word or divide it into syllables (music smart)Have each group member explain to the rest of the group what the word means to him (people smart)Have each group member think of his own meaning or image for the word (self smart)

  • Lesson Planning Ideashttp://www.lth3.k12.il.us/rhampton/mi/LessonPlanIdeas.htm