MULTIPLE

INTELLI

GENCES

& EDUCATION TO

DAY

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N O V E M B E R 14 , 2

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MULTIPLE INTELLIGENCES . . .Howard Gardner’s developing psychological research and

study of learning since 1972 has transformed into valued educational theories and strategies commonly known as “Multiple Intelligences.”

Howard Gardner, American Psychologist and Educator, was born on July 11, 1943. His parents escaped from Nurnberg, Germany in 1938 with their three-year old son, Eric. Just before Howard Gardner’s birth, his brother Eric died in a sledding accident. Both events were not discussed during Gardner’s childhood. These two events had profound impact on Gardner’s development. Only intellectual pursuits were encouraged by his parents. (Smith)

Gardner ‘s Career Path - Piano teacher (1958-1969); Elementary School Teacher (Newton, MA 1969); Research Associate (1972-1975); Harvard Graduate School of Education Lecturer in Education (1974-1986); Associate Professor of Neurology (1984-1987); Research Affiliate (1982-1986); Research Psychologist (1978-1991); Consulting Psychologist at Boston Veterans Administration Medical Center (1991-1993); Harvard Graduate School Professor of Education (1986-1998); Project Zero Co-Director (1972-2000) & Senior Director (2000-present); John H. and Elisabeth A. Hobbs Professor of Cognition and Education, Harvard Graduate School of Education 1998-present) (Plucker)

GARDNER’S THEORIES PUT INTO BOOKS

1983; 2003 Frames of Mind

1991 The Unschooled Mind:

How Children Think and How Schools

Should Teach

1993 Multiple Intelligences: The Theory in Practice

1999 Intelligence Reframed

1999 The Disciplined Mind: What All Students Should Understand

2000 The Disciplined Mind: Beyond Facts And

Standardized Tests, The K-12 Education

That Every Child Deserves

2011 Truth, Beauty, and Goodness

Reframed

1967-present Project Zero,

Currently a Principal Investigator

His first publications ask this intelligence question . . .

HOW ARE YOUR

STUDENTS SMART?

IN W

HAT WAYS .

. .

STUDENT FRIENDLY LEARNING STYLES-TYPES OF INTELLIGENCES DIAGRAM

http://education-portal.com/academy/lesson/interpersonal-intelligence-definition-examples-characteristics.html

(williams)

GARDNER’S 8 CATEGORIES OF INTELLIGENCES1. Linguistic intelligence2. Logical-mathematical intelligence3. Spatial intelligence4. Bodily-kinesthetic intelligence5. Musical intelligences6. Interpersonal intelligence7. Intrapersonal intelligence8. Naturalist intelligence 9. Existential intelligence-Gardner proposed this addition after

initially publishing the first 8 categories of multiple intelligences.

LINGUISTIC INTELLIGENCE “the ability to think in words and

to use language to express and appreciate complex meanings.” (campbell, p xx)

Characterisitics:• often speak about things that

you read• love to write• find it easy to learn new

languages• enjoy English class and word

games• deep interest in working with

words

Writers Public Speakers

Teachers Poets

Journalists Broadcaster

Journalists Editors

LOGICAL-MATHEMATICAL INTELLIGENCE“makes it possible to calculate,

quantify, consider propositions and hypotheses, and carry out complex mathematical operations.” (campbell, p. xx)

Characterisitcs:• Easily do math in their head• Good at strategy games• Enjoy science experiments• Organize things by category• Abstract thinker• Wonder how things work• Look for a rationale

explanation

Scientist

sComputer Programmers

Lawyers

Bookkeepers

Doctors

AccountantsEngineersResearchersFinancial Planners

SPATIAL INTELLIGENCE“instills the capacity to think in three-

dimensional ways as do sailors, pilots, sculptors, painters, and architects.” (campbell, p. xx)

Characteristics:• Interested in solving visual puzzles• Can visualize images in their head• Enjoyed geometry in school• Clearly notice shapes and colors• Like books containing pictures• Can remember places clearly

Graphic Designers Artists Engineer

s

Interior Decorators

Fashion Designer

Photographers

Surgeons

Crafters

AthletesDancers

Physical Therapis

ts

MechanicsGardenersPerformersP.E. Teachers

Characteristics:• Learns by doing• Enjoys the

outdoors• Well-coordinated

with good motor skills

• Likes to work with hands

• Has high physical energy

• Can’t sit still too long

BODILY-KINESTHETIC INTELLIGENCE“…one to manipulate objects and fine-tune physical skills.” (campbell,

pg xxi)

Characteristics:• Easily memorize songs• Often singing,

whistling or tapping a song

• Responds readily to music

• Often has a song running through their head

Careers: performers, singers, conductors, composers/songwriter, music teacher, choir/band director, record producer

MUSICAL INTELLIGENCE“…individuals who possess a sensitivity to pitch, melody, rhythm & tone.”

(campbell, p. xxi)

INTERPERSONAL INTELLIGENCE“…capcity to understand and interact effectively with others.” (campbell, p. xxi)

Characteristics:• Strong leadership skills• Good verbal and non-verbal communicators• Cooperative, team players• Show empathy in sensitive situations• Develop positive relationships with others• Show strong organizational skills• Can view situations from many viewpoints

Counselors Politician

Sales Rep. Actors

Teachers Administrators

INTRAPERSONAL INTELLIGENCE“…to construct an accurate

perception of oneself and to use such knowledge in planning and directing one’s life.” (campbell, p. xxi)

Characteristics:• Intuitive• Independent• Introverted• Understands personal

strengths/weaknesses• Spends time thinking and

reflecting• Self-employment is appealing• Philisophical

Psychologists

Philosophers

Writer Theologian

Characteristics:

• Loves nature

• Enjoys pets• Likes to

hike, walk, & camp

• Notices weather changes

Conservationists

Meteorologists

Botanists

Veterinarians

Geologist

s

Animal TrainersGardenersEcologistsFarmersLandscapers

NATURALIST INTELLIGENCE

A HOWARD GARDNER PICTURE IMAGE FOUND @ WITHFRIENDSHIP.COM

INTELLIG

ENT

ENVIRONMEN

TS • Work Zone• Storage Zone• Display Zone• Library Zone• Soft Zone• Movement

Zone

Creatin

g positive

envir

onments

to liv

e and

learn . .

.

CLASSROOM

APPLICATI

ONS OF THE

THEORY

OF MULTI

PLE

INTELLIGEN

CES

CURRICULUM &

ASSESSMENT

CURRICULUM When an educational topic interests students, the chance for more

effective instruction is increased exponentially! Multiple Intelligences instructional processes for curriculum creation

and implementation are meant to improve student learning in any discipline.

There are a multitude of multiple intelligence teaching strategies. Using 3 or 4 modes as pathways to content is recommended. Students will get information in many ways. Helpful instructional menus have been designed to create lessons. (Campbell, p. 252-253)

Teaching interdisciplinary units can engage Multiple Intelligences and create meaningful learning connections. Team teaching is one way to make implementing Multiple Intelligences lessons more manageable.

Learning Centers based on Multiple Intelligences are effective teaching tools.

Project-based curriculum require student led learning. This creates more engaged, active learners. Avoid curriculum biases by using Gardner’s theory to address all learner’s needs.

BENEFITS & CHALLENGES OF INTERDISCIPLINARY EDUCATION USING MULTIPLE INTELLIGENCES We’ve heard these type of comments …

Who disagrees with these thoughts? …So why is it difficult to implement interdisciplinary education?

“We should use the arts in the general classroom.”

“A collaborative learner is a complex thinker.”

“It is so efficient to integrate the arts into the core curriculum.”

“We need to teach the whole child.”

“Music teachers are good collaborators & special educators. It’s a natural fit.”

TAKE SMALL STEPS+Good teaching is about giving students as

many tools as possible to have successful learning outcomes.

+Use as lesson enrichment opportunities.+Use costumes/props /chants/ songs for

students to create a photo Powerpoint or video relating to a lesson/thematic unit.

+Try modified flipped classroom strategies to increase interdisciplinary learning opportunities. Put related videos, sites, surveys on your web page. Encourage students to investigate the resources outside of your class. Share their reflection on the resources (maybe earn class stars/reward).

ASSESSMENT Assessing learning should allow students to show

what they know and enrich their learning. Traditional assessments may not provide a true

reflection of student learning. Summative evaluations are important, but don’t

improve learning. Ex.-end of unit with emphasis on grade & accountability

Gardner recommended active performance assessing throughout a unit, thus, increasing student motivation and achievement. (Campbell, p. 287)

Good assessment of learner outcomes: captures growth over time; is multidimensional; informs instruction; can be informal; can be student self-assessed; and takes into account each student’s area of Multiple Intelligences.

(CAMPBELL, P. 300)

Assessment Through The Intelligences

Math: Analytic Scoring Guide

Spatial: Pictorial

s

Interpersonal: Peer Review

Nature: Observatio

nal Checklist

Intrapersonal:

Reflective Journal

Bodily: Exhibitio

ns

Music: Songwrit

ing

Linguistic: Culminating Essay

KNOWLEDGE GAINED THROUGH MULTIPLE INTELLIGENCE SCHOOL PROGRAMS Educators adapted Howard Gardner’s theories because they

fit with the proof found in teacher’s daily experiences. That proof is every child learns in a different way. (Smith)

Gardner’s research and theories helped educators more effectively teach in ways more conducive to all their students. (Smith)

A teacher’s belief in students multi-talent and students success raise student expectation and achievement. (Campbell, p. 324)

Multiple intelligences expands the classroom teacher’s instructional repertoire.( Campbell, p. 325)

Curricular changes have been made in classroom instruction, interdisciplinary, thematic, project-based and center styles of learning.

Assessment changes are made as student work is integrated with instruction, as students self & peer assess, and the products and processes of learning are both valued.

Gardner’s intelligences challenged teachers to begin teaching content in new ways, in creating new instructional strategies and in assessing students.

Student learning is guided strongly by each individual student’s interest and talent.

MULTIPLE INTELLIGENCE TEACHER TOOLS

PROMPTS FOR VARIOUS THINKING STYLES:

A DIAGRAM TO HELP STUDENTS FIND THEIR LEARNING STYLE

ANOTHER WAY FOR STUDENTS TO FIND THEIR LEARNING STYLE

ELEMENTARY STUDENTS DIAGRAM FOR FINDING LEARNING STYLES

Common Core learning provides a consistent, clear understanding of learner outcomes created to reflect information and skills students need to succeed in college & careers.

Each chart area is designed to work together educating our children.

MULTIPLE INTELLIGENCE & EDUCATION’S FUTURE

MULTIPLE

INTELLI

GENCES & 40 YE

ARS

INFLUENCING ED

UCATION HAS SPAWNED

MORE RESEA

RCH/THEORIES

IN: L

EARNING

STYLES

, THINKING STYL

ES,

COOPERATI

VE LEARNING, B

RAIN

BASED EDUCATION….ALL

THESE O

LD

AND “NEW

AND IMPR

OVED” THEO

RIES

AND STRATEGIES

HELP PR

EPARE

STUDEN

TS FOR TH

E 21S

T CENTU

RY!

REFERENCESCampbell, L., Campbell, Bl, & Dickinson, D. (2004). Teaching and Learning Through Multiple Intelligences (third ed.). Boston, MA:

Pearson Allyn and Bacon.

Framework for 21st Century Learning. (n.d.). In Partnership for 21st Century Skills. Retrieved September 23, 2013, from http://www.p21.org/overview/skills-framework

Implementing the Common Core State Standards. (n.d.). In Common Core State Standards Initiative. Retrieved September 23, 2013, from http://www.corestandards.org/

Kelly, M. (n.d.). Profile in Existential Intelligence. In About.com.secondary education. Retrieved September 22, 2013, from http://712educators.about.com/od/multipleint/p/existential-Intelligence.htm

Kendra, C. (n.d.). Howard Gardner Biography. In Psychology.About.com. Retrieved September 22, 2013, from http://psychology.about.com/od/profilesal/p/howard-gardner.htm

Plucker, J. A. (Ed.). (2013). Human intelligence: Historical influences, current controversies, teaching resources. Howard Gardner. Retrieved September 22, 2013, from http://www.intelltheory.com

Powers, K. (2013, October). Crossover Classes: Missing the Message. Teaching Music, 21(2), 28-33.

Project Zero. (n.d.). In Harvard Graduate School of Education Project Zero. Retrieved September 22, 2013, from http://www.pz.gse.harvard.edu/index.php

Seven Things You Should Know About.the Flipped Classroom. (2012, February). In Educause Learning Initiative. Retrieved October 14, 2013, from http://net.educause.edu/ir/library/pdf/eli7081.pdf

Smith, Mark K. (2002, 2008) ‘Howard Gardner and multiple intelligences’, the encyclopedia of informal education,http://www.infed.org/mobi/howard-gardner-multiple-intelligences-and-education.

Sternberg, R. J., & Zhang, L. (2005, June). Styles of Thinking as a Basis of Differentiated Instruction [Electronic version].Theory into Practice, 44(3), 245-253.

Williams, Y. (n.d.). Interpersonal Intelligence. In Education Portal. Retrieved September 22, 2013, from http://education-portal.com/academy/lesson/interpersonal-intelligence-definition-examples-characteristics.html

Wilson, L. (n.d.). Overview of Brain Based Education. In ED 790 - Brain Based Education. Retrieved November 2, 2013, from http://www4.uwsp.edu/education/lwilson/brain/bboverview.htm