Prepared By:Hanisah Majid (06B0305)

MULTIPLE INTELLIGENCE FOR EVERY CLASSROOM

PP2206 – Children with Special Learning Needs

OUTLINE Introduction:

Definitions (Gardner, 1983)• Intelligence• Multiple

Intelligence Content:

Intelligence AreasKey points in MI th

eory

Multiple Intelligence in classroom

Benefit of MI approach in the classroom

Teaching Strategies

Expanding Assessment

Conclusion References

WHAT IS INTELLIGENCE?(Gardner, 1983)

The ability to solve problems or to create products that are valued within one or more cultural settings

What is multiple intelligence?

Your Brain is like a Chandelier - Ten Light

Bulbs of Different Intensities

Proposed in the “Frames of Mind” 1983 by Dr. Howard Gardner

MI theory is more accurately described as a philosophy of education or an attitude toward learning (Armstrong, 1994)

The traditional idea of testing how smart someone is through IQ or any standardized test is far too limited

Gardner proposed 7 intelligences

INTELLIGENCE AREAS

BODILY KINESTHETIC

LOGICAL MATHEMATICA

L

MUSICAL RHYTHMIC

INTRAPERSONALINTERPERSONAL

VERBALLINGUISTI

C

VISUAL SPATIAL

Able toAnalyze

problems logically

Carry out mathematical operations

Investigate issues scientifically

Examples: Mathematicians,

Logicians and Scientists

Lo gi

ca l/

Math em ati

cal

In te lli

ge

nc e

Musical/ Rhythmic Intelligence

“Music smart” Able to

Compose and perform music Recognize and compose

musical pitches, tones and rhythms.

Recognize and appreciate musical patterns.

Verbal/ Linguistic Intelligence

“Word smart” Sensitivity to spoken and

written language The ability to utilize

language to learn and accomplish goals

Examples: Lawyers, speakers, poets, readers, story-tellers, writers

“Picture Smart” The ability to

represent the spatial world in his or her own mind in recognizing and using pattern of wide space and confined areas

Examples: sculptors, surgeons, architects, sailors, pilots and etc.

VISUAL/ SPATIAL

INTELLIGENCE

INTERPERSONAL INTELLIGENCE

“People smart” The ability to understand

the intentions, motivations, and desires of other people

Examples: salesman, teachers, clinicians, religious leaders, political leaders and actors

Sample Video of Ellen De Generes Talk Show

Intrapersonal Intelligence

“Self smart” Understand oneself –

one’s thoughts, feelings, fears, desires, and motivations

Bodily - Kinesthetic Intelligence

Most controversial intelligence “Body Smart” Ability to use their body parts

to solve problems or to create products.

Examples: dancers, actors, athletes, puppet masters

Sample Video From “So You Think You Can Dance”

Three additional intelligences . . .

Naturalistic Intelligence

“Nature smart” Refers to an

individual’s ability to recognize and categorize, certain features of the environment

Examples: Steve Irwin

Existential Intelligence

“Wonder smart” Concern with the

life., death and ultimate realities.

Spiritual Intelligence

“Spiritually smart” In touch with God or a

higher power

In MI theory. . . Each person possesses all eight

intelligences Most people can develop each

intelligence to an adequate level of competency

Intelligences usually work together in complex ways

There are many ways to be intelligent within each category

MULTIPLE INTELLIGENCE IN THE CLASSROOM

Offers educators a broad opportunity to creatively adapt its principles to any number of educational settings

Implications:• Expanded teaching strategies• Curriculum adaptations• Expanded student assessment

Benefits of using the multiple intelligences approach in the

classroom

Regard intellectual ability more broadly by having activities

Studies show that many students perform well in MI classrooms

Teachers provide opportunities for authentic learning based on the students' needs, interests and talents.

Students become more active, involved learners.

Parent and community involvement in school may increase

Students demonstrate and share their strengths.Improve students’ self-esteem

“Teach for understanding" helps students to have educational experiences and solutions.

TEACHING STRATEGIES

MI suggests that

teachers should expand their repertoire of techniques, tools, and strategies beyond the typical linguistic and logical ones in the classrooms (Campbell, 1997).

no one set of strategies will work best for all students at all times.

Verbal-Linguistic

•storytelling •debating •presenting •reading aloud •researching •writing journals

Logical-Mathematical

•problem solving •critical thinking •experimenting•solving puzzles •using money •using geometry

Bodily-Kinesthetic

•hands on experiments •going on field trips •crafts •using cooperative groups •dancing

Visual-Spatial

•graphing •photographing •making 3D projects •painting •using charts •visualizing •sketching •visual puzzles

Musical•humming •rapping •playing background music •playing instruments •tapping out poetic rhythms •rhyming •singing

Naturalistic•cloud watching •identifying insects•identifying plants •dissecting •going on a nature walk •bird watching •going to the zoo

Interpersonal

•cooperative learning •sharing •group work •peer teaching •discussing •study group

Intrapersonal•personal response •individual study •individual projects •journal log keeping •personal choice in projects •independent reading

EXPANDING ASSESSMENT

If MI theory is to be used in classrooms, teachers must change the way they assess student learning (Chapman, 1993).

MI theory brings about many assessment strategies that allow students to show they understand and use new information in unique ways.

The multiple intelligences strengths self-checklist allows learners to self-identify their strengths within the intelligences.

Authentic assessment offers opportunities for students with learning disabilities by allowing an alternative means of measuring growth and development.

Assessment alternatives

Logs and journals Graphic organizers Observational checklists

Video samples Rubrics Portfolios Miscue analyses

New assessments should not focus on whether or not students can acquire knowledge

Assessments that move beyond measuring knowledge and skills meet learners’ needs.

In the MI classrooms,

the possibilities for assessing student learning are as numerous as the options for organizing curricula and teaching strategies (Bellanca et al.,1994).

Assessment and instruction are partners.

provides the environment for teachers to use strategies, expanded curricula, and assessment to promote creative learning

CONCLUSION

•There are 10 different types of intelligences

•MI classroom is different from traditional linguistic and logic classroom as

• Teachers should expand their techniques, tools, and strategies in MI classroom

• MI theory proposed assessment strategies that allow students to understand and use ideas uniquely.

RESOURCES

a) BooksCampbell, B., Campbell, L., & Dickinson, D. (1992). Teaching and Learning Through Multiple Intelligences. Standwood: New Horizons For Learning.

Gardner, H. (1999). Intelligence Reframed: Multiple Intelligences for the 21st Century. New York: Basic Books.

Gardner, H., L. Kornhaber, M., & K.Wake, W. (1996). Intelligence: Multiple Perspectives. Orlando: Harcourt Brace College Publishers.

Lazear, D. (1994). Multiple Intellience Approaches to Assessment. Arizona: Zephyr Press.

Lazear, D. (1993). Seven Pathways of Learning: Teaching Students and Parents abput Multiple Intelligences. Arizona: Zephyr Press.

Lazear, D. (1991). Seven ways of knowing: Teaching for Multiple Intelligences. Illinois: Skylight Publishing.

b) Internet Websites

Armstrong, T. (2000). Multiple intelligences in the classroom 2nd Edition. Retrieved February 15, 2010 from Google Books: http://books.google.com.sg/books?id=tXEK7ZkOv8QC&dq=expanding+assessment+for+multiple+intelligences+in+classroom&printsec=frontcover&source=in&hl=en&ei=xk1_S66DCYGY6gOYy92kAQ&sa=X&oi=book_result&ct=result&resnum=11&ved=0CCsQ6AEwCg#v=onepage&q=&f=false

, Family Education Network. (2008). Multiple Intelligences Chart. Retrieved February 15, 2010, from Teacher Vision: http://www.teachervision.fen.com/intelligence/teaching-methods/2204.html

MIDAS. (2008). Multiple Intelligences. Retrieved February 15, 2010, from Brainy Child: http://www.brainy-child.com/article/multintelligences.html

Lakhan, S., & Jhunjhunwala, K. (2002). Multiple Intelligences. Retrieved January 30, 2010, from SnarkysGuide: http://www.snarkysguide.com/gardner2.html

Middleton, J. J. (2008). Multiple Intelligences: Many Kind of Intelligence. Retrieved January 30, 2010, from Laurel Public School: http://www.laurel.k12.mt.us/191410330123149830/lib/191410330123149830/_files/MultIntPkt-whole.pkt.pdf

Carvin, A. (2008). MI - The Theory. Retrieved January 29, 2010, from Edweb-Exploring Technology and School Reform: http://www.edwebproject.org/edref.mi.th.html

Educational Broadcasting Corporation. (2004). What are some benefits of using the multiple intelligences approach in my school? Retrieved January 30, 2010, from Thirteen Ed Online: http://www.thirteen.org/edonline/concept2class/mi/index_sub5.html