1. MULTIPLE INTELLIGENCES
“The theory of multiple intelligences was developed in 1983 by
Dr. Howard Gardner, professor of education at Harvard University.
It suggests that the traditional notion of intelligence, based on I.Q.
testing, is far too limited. Instead, Dr. Gardner proposes eight
different intelligences to account for a broader range of human
potential in children and adults.”
Thomas Armstrong - www.ThomasArmstrong.com
Dr. Gardner
4. Multiple Intelligences
“Dr. Gardner says that our schools and culture focus most of their
attention on linguistic and logical-mathematical intelligence. We
esteem the highly articulate or logical people of our culture.
However, Dr. Gardner says that we should also place equal attention
on individuals who show gifts in the other intelligences.
Unfortunately, many children who have these gifts don’t receive
much reinforcement for them in school. Many of these kids, in fact,
end up being labeled ‘learning disabled,’ ‘ADD’ (attention deficit
disorder), or simply underachievers, when their unique ways of
thinking and learning aren’t addressed by a heavily linguistic or
logical mathematical classroom.”
Thomas Armstrong - www.ThomasArmstrong.com
Gifted and Talented Students handout
5. Multiple Intelligences Theory
The theory of multiple intelligences proposes a major transformation
in the way our schools are run. It suggests that teachers be trained
to present their lessons in a wide variety of ways using music,
cooperative learning, art activities, role play, multimedia, field trips,
inner reflection, and much more.
6. How to Teach or Learn in
8 Different Ways
“One of the most remarkable features of the theory of multiple
intelligences is how it provides eight different potential pathways to
learning. If a teacher is having difficulty reaching a student in the
more traditional linguistic or logical ways of instruction, the theory of
multiple intelligences suggests several other ways in which the
material might be presented to facilitate effective learning.
Thomas Armstrong - www.ThomasArmstrong.com
7. 8 Different Ways
Whatever you are teaching or learning,
see how you might connect it with:
Words verbal/linguistic
Numbers, or logic logical/mathematical
Pictures visual/spatial
Music musical/rhythmic
Self-reflection intrapersonal
A physical experience bodily-kinesthetic
A social experience interpersonal
An experience in the natural world naturalist
8. Teaching Example
For example, if you’re teaching or learning about the law of
supply and demand, you might :
•Read about it (linguistic)
•Study mathematical formulas that express it (logical/mathematical)
•Examine a graphic chart that illustrates the principle (spatial)
•Observe the law in the natural world (naturalist)
•Observe the law in the human world of commerce (interpersonal)
•Examine the law in terms of your own body, e.g. when you supply
your body with lots of food,the hunger demands goes down;
when there’s very little supply, your stomach’s demand for food goes
way up and you get hungry (bodily-kinesthetic/intrapersonal)
•Write a song that demonstrates the law (musical)
9. Multiple Intelligences
Concept to Classroom
http://www.thirteen.org/edonline/concept2class/mi/index.html
MI WHEEL ACTIVITY
Multiple Intelligences and Technology
http://www.casacanada.com/multech.html
10. Multiple Intelligences
Report Card
1, Write the name of a book you have read lately.
2. Rate your math ability from 1-10 with 10 being highest.
3. Write down the name of the kind of music you like.
4. Write down how you revitalize yourself.
5. Write down what you can do that is a physical activity.
6. Draw a picture that shows how you are feeling today.
12. Multiple Intelligences Rap
by Shawna Munson
The eight intelligences are really cool.
We all have them so no one is a fool
Linguistic deals with writing and with words.
We have language - we're not like animals or birds.
Logical-mathematical doesn't need to be a shock.
If you study real hard, you'll be smarter than Spock!
Spatial involves seeing, drawing, and art,
Creating different things and taking them apart.
In case you didn't know, kinesthetic is P.E.
Get fit and coordinated athletically!
Naturalists are collectors of animals and plants.
They like to press flowers and count little ants.
All of these so far are really neat,
But I like musical 'cause it has a beat.
Sometimes, I feel lonely, without any friends,
But interpersonal skills put that to an end.
Intrapersonal skills are when you want to reflect.
For yourself, you should always have respect.
Now, I've come to the end of my rap.
Learn in many ways and you'll never be a sap.
13. MI in the Classroom
Classroom activities frequently activate and utilize
more than one of the multiple intelligences.
* Group discussion - Verbal-Linguistic; Interpersonal
* Journal writing - Intrapersonal; Verbal/Linguistic
* Choreography - Musical-Rhythmic; Verbal-Linguistic; Interpersonal
* Constructing timelines - Logical-Mathematical; Visual-Spatial
Putting on a play - Musical-Rhythmic; Verbal/Linguistic; Interpersonal; Visual-Spatial
* Making a video - Logical-Mathematical, Musical-Rhythmic; Verbal/Linguistic;
Interpersonal; Visual-Spatial
* Writing a report or essay - Verbal-Linguistic
* Making graphs - Logical-Mathematical; Visual-Spatial
* Designing posters - Verbal-Linguistic, Visual-Spatial
* Communicating with peers or experts online - Verbal-Linguistic; Interpersonal
* Hands-on experimentation - Kinesthetic; Logical/Mathematical
* Composing a song - Musical/Rhythmic; Verbal-Linguistic
* Building a model or 3-D displays - Kinesthetic; Logical-Mathematical
http://www.thirteen.org/edonline/concept2class/mi/exploration_sub1.html
16. Caps For Sale
1.Read the story to the whole class
2.Ask students to respond to the story and write about it.
3.Write a magical cap story.
4.Write important parts of the story in a sequence and illustrate.
Verbal/Linguistic
Musical/Rhythmic
1.Write a catchy jingle or rap to sell caps
2.Sing a song about the story.
3.March in a cap parade singing the song
17. Caps for Sale
Logical/Mathematical
1.Have a collection of caps and brainstorm many ways to sort them.
2.Graph distances from students’ homes.
3.Make up word problems involving cap-purchasing stories
at fifty cents per cap.
Visual/Spatial
1.Have students close their eyes and think of the story, Caps for Sale,.
Ask them to capture their favorite part by drawing and writing
about it.
2. Ask students to design a new style cap and logo.
18. Caps for Sale
Bodily/Kinesthetic
1.Bake money-shaped cookies.
2.Role play the story.
3.Have a cap parade.
4.Have a cap relay
Intrapersonal
1.Have the students write down all they know about monkeys.
Interpersonal
1.In literacy study groups discuss the plot, setting, character,
problem, and solution for the Caps for Sale story.
19. Shapes - Circles
•Make a group circle by joining hands.
Interpersonal, Bodily-Kinesthetic
•Look for circles around the classroom.
Spatial
•Make circles in art projects.
Spatial, Bodily-Kinesthetic
•Sing “The Circle Game” and other circle songs.
Musical
•Make up stories about circles.
Linguistic
•Compare sizes of circles (from small to large).
Spatial, Logical-Mathematical
20. Multiplication - 7’s table
•Count to 70, standing up and clapping on every seventh number.
Bodily-Kinesthetic
•Sing the Multiplication Rock song for the 7’s.
Musical
•Chant the numbers 1 to 70, placing special emphasis on every
seventh number.
Musical
•Complete a “hundreds chart,” coloring in every seventh number.
Spatial
21. Multiple Intelligences Spelling
•Create categories for your spelling words.
logical-mathematical
•Write your words using different colors for the letters of parts of
the word.
visual/spatial
•Make up a story using all spelling words. Tell the story to another person.
verbal/linguistic
•Sing-spell your words to the melody of your favorite song.
musical
•Create your own goals on how you will study and learn your
spelling words.
intrapersonal
27. Multiple Intelligences
Assessment
Using Multiple Intelligences in Assessment
http://www.teachervision.fen.com/lesson-plans/lesson-4933.html?detoured=1
“How can you use the theory of multiple intelligences to assess student achievement in
your classroom? The MI approach to testing is closely related to authentic assessment.
This approach enables students to demonstrate the depth of their understanding,
connect their classwork to real-life experiences, and apply their knowledge to new
situations.”
“There is no "right" way to use multiple intelligences in testing and assessment.
You don't have to overhaul your whole curriculum.
But you can make an effort to address each student's strengths and weaknesses
by using creative alternatives to traditional testing in your classroom.”
