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Multiple Intelligences Different ways of learning Presenter: Chris Leonard – Title I Reading Interventionist.

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Presentation on theme: "Multiple Intelligences Different ways of learning Presenter: Chris Leonard – Title I Reading Interventionist."— Presentation transcript:

1 Multiple Intelligences Different ways of learning Presenter: Chris Leonard – Title I Reading Interventionist

2 Case Study Portrait of A Student Failed by the Present System Consider one 17 year old boy who twice failed grade ten. This student's IQ score, at barely 100, allowed him to squeak into the public school's regular program but his school's testing practice prevented the boy from rising past the bottom scores in his class. For awhile, in spite of his difficulties to pass most tests, the student desperately tried to succeed at school. Life on a farm taught him the value of hard consistent work, and the boy's easy going nature splashed color on classroom activities. His infectious laughter made him a sought after friend to both peers and staff. The shop teacher told how he frequently hung around to help out after class, and how, when volunteers were requested, he was first to respond. Although the boy mastered few skills championed in traditional Western curricula, he clearly possessed his own unique array of talents. While he showed higher than average intercommunication ability, however, he withdrew and often grew noticeably quiet when tests were handed back. Although he was usually the first person chosen for sports teams, this boy was regularly passed over by debate teams or academic work groups. He sat with his head lowered whenever groups gathered for solving math problems or reading comprehension work. Describing one class field trip, however, his science teacher told how the boy plucked hilarious stories from the most ordinary events and entertained the group with amazing tales about the sea. He frequently wove the anomalies of ocean life into narrative, in the same way that natural fibers are straightened, combed and spun into ropes. By twisting yarns from his ocean excursions with a favorite uncle, a marine biologist, he tightly bound stories of ocean life into interconnected themes of oceans and seas. So when his class studied the movement and composition of waters, this boy told about their origins, the evolution of their form, and the nature and distribution of their plant and animal denizens. His personalized tales captured peers and adults alike, with the unique ebb and flow of his oral storytelling ability. When he told of the water's interactions with the atmosphere, for example, he illustrated the causes of climate and weather changes with the clarity of a television media weather report. When his class came to their exams on oceanography, however, the boy failed the test's "one-word" and essay formats. One principal suggested that the boy came to school with the "wrong abilities." Other educators, like his science and music teachers, suggested that the school issued this student the "wrong tests." While he could read no music, the boy played almost any tune he heard on the piano, with little apparent effort. When the school's pianist took ill he accompanied the grade five concert and he composed several pieces of original music for his church's talent show. Unfortunately, however, the boy failed grade ten. Already stung by two previous failures and rather than repeat again, eventually he simply dropped out of the high school system. Soon after, he accepted a position pumping gas at the corner mall. Although he occasionally indicated his secret dream of becoming a marine biologist, this boy finally accepted the school's conclusion that he lacked the cognitive skills expected of those who progress toward graduation. Discuss at your table this case study – What is your reaction to this student’s story? Think about this student as we go through this workshop. From: Curriculum for Success.This article first appeared in New Horizons for Learning "On the Beam" Vol. XII No. 3 Spring, 1992 p.4-5 :339-40 by Ellen Weber,

3 Everyone is Intelligent The theory of Multiple Intelligences was developed by Dr. Howard Gardner, a psychologist, and professor of neuroscience from Harvard University. Howard Gardner claims that all human beings have multiple intelligences. These multiple intelligences can be nurtured and strengthened, or ignored and weakened.

4 So what are your intelligences? A printable test for adults and young people is available at: You have a copy of this test in your packet.

5 My Multiple Intelligence Test

6 The Intelligences Verbal-Linguistic (Most valued in school) Logical- Mathematical (Most valued in school) Musical Body-Kinesthetic Spatial-Visual Interpersonal Intrapersonal

7 Verbal-Linguistic Typical Roles, Preferences, Potential writers, lawyers, journalists, speakers, trainers, copy-writers, English teachers, poets, editors, linguists, translators, PR consultants, media consultants, TV and radio presenters, voice- over artistes Famous People: Judy Blume - Agatha Christie – Roald Dahl - Edgar Allan Poe - Shel Silverstein - R.L Stein Description: words and language, written and spoken; retention, interpretation and explanation of ideas and information via language, understands relationship between communication and meaning Related Tasks, Activities or Tests: write a set of instructions; speak on a subject; edit a written piece or work; write a speech; commentate on an event; apply positive or negative 'spin' to a story

8 Logical-Mathematical Description: logical thinking, detecting patterns, scientific reasoning and deduction; analyze problems, perform mathematical calculations, understands relationship between cause and effect towards a tangible outcome or result Typical Roles, Preferences, Potential scientists, engineers, computer experts, accountants, statisticians, researchers, analysts, traders, bankers bookmakers, insurance brokers, negotiators, deal-makers, trouble-shooters, directors Related Tasks, Activities or Tests: perform a mental arithmetic calculation; create a process to measure something difficult; analyze how a machine works; create a process; devise a strategy to achieve an aim; assess the value of a business or a proposition Famous People: Albert Einstein – Stephen Hawking – Thomas Edison – Bill Gates

9 Musical Description: musical ability, awareness, appreciation and use of sound; recognition of tonal and rhythmic patterns, understands relationship between sound and feeling Typical Roles, Preferences, Potential musicians, singers, composers, DJ's, music producers, piano tuners, acoustic engineers, entertainers, party-planners, environment and noise advisors, voice coaches Related Tasks, Activities or Tests: perform a musical piece; sing a song; review a musical work; coach someone to play a musical instrument; specify mood music for telephone systems and receptions Famous People: Beethoven, Zubin Mehta, Mozart, Elton John, Elvis Presley

10 Body-Kinesthetic Description: body movement control, manual dexterity, physical agility and balance; eye and body coordination Typical Roles, Preferences, Potential dancers, demonstrators, actors, athletes, divers, sports-people, soldiers, fire-fighters, PTI's, performance artistes; ergonomists, osteopaths, fishermen, drivers, crafts- people; gardeners, chefs, acupuncturists, healers, adventurers Related Tasks, Activities or Tests: juggle; demonstrate a sports technique; flip a beer-mat; create a mime to explain something; toss a pancake; fly a kite; coach workplace posture, assess work-station ergonomics Famous People: David Copperfield, Charlie Chaplin, Michael Jordan, Tiger Wood, Jim Carrie, Joe Montana, Kerie Strug

11 Spatial Visual Description: visual and spatial perception; interpretation and creation of visual images; pictorial imagination and expression; understands relationship between images and meanings, and between space and effect Typical Roles, Preferences, Potential artists, designers, cartoonists, story- boarders, architects, photographers, sculptors, town-planners, visionaries, inventors, engineers, cosmetics and beauty consultants Related Tasks, Activities or Tests: design a costume; interpret a painting; create a room layout; create a corporate logo; design a building; pack a suitcase or the boot of a car Famous People: Monet, Pablo Picasso, Leonardo da Vinci, Frank Lloyd Wright, Steven Spielberg and Cezanne

12 Interpersonal Description: Perception of other people's feelings; ability to relate to others; interpretation of behavior and communications; understands the relationships between people and their situations, including other people Typical Roles, Preferences, Potential Therapists, HR professionals, mediators, leaders, counselors, politicians, educators, sales-people, clergy, psychologists, teachers, doctors, healers, organizers, carers, advertising professionals, coaches and mentors; (there is clear association between this type of intelligence and what is now termed 'Emotional Intelligence' or EQ) Related Tasks, Activities or Tests: Interpret moods from facial expressions; demonstrate feelings through body language; affect the feelings of others in a planned way; coach or counsel another person Famous People: Gandhi, Ronald Reagan, Mother Teresa, Oprah Winfrey

13 Intrapersonal Famous People: Neil Armstrong, Helen Keller, Columbus, Charles Lindbergh, Joan of Arc, Cleopatra, Leif Ericsson, Sir Edmond Hillary. Description: Self-awareness, personal cognizance, personal objectivity, the capability to understand oneself, one's relationship to others and the world, and one's own need for, and reaction to change Typical Roles, Preferences, Potential Arguably anyone who is self-aware and involved in the process of changing personal thoughts, beliefs and behavior in relation to their situation, other people, their purpose and aims - in this respect there is a similarity to Maslow's Self-Actualization level, and again there is clear association between this type of intelligence and what is now termed 'Emotional Intelligence' or EQ Related Tasks, Activities or Tests: Consider and decide one's own aims and personal changes required to achieve them (not necessarily reveal this to others); consider one's own 'Johari Window', and decide options for development; consider and decide one's own position in relation to the Emotional Intelligence model

14 Johari window four regions 1.what is known by the person about him/herself and is also known by others - open area, open self, free area, free self, or 'the arena' 2.what is unknown by the person about him/herself but which others know - blind area, blind self, or 'blindspot' 3.what the person knows about him/herself that others do not know - hidden area, hidden self, avoided area, avoided self or 'facade' 4.what is unknown by the person about him/herself and is also unknown by others - unknown area or unknown self To read about the johari window go to

15 Multiple Intelligences Activity Sheet With the people at your table choose one book/novel you would like to plan some activities for, and come up with an activity from that book for each of the intelligences. Using the Multiple Intelligence Activity Sheet. I will collect them in and email a copy to everyone.

16 Activity Chart for Multiple Intelligences Linguistic Intelligence Use storytelling to explain Conduct a debate on Write a poem, myth, legend, short play, or news article about Create a talk show radio program about Conduct an interview on Logical- Mathematical Intelligence Translate into a mathematical formula Design and conduct an experiment on Make up syllogisms to demonstrate Make up analogies to explain Describe the patterns or symmetry in Others of your choice Bodily- Kinesthetic Intelligence Create a movement or sequence of movements to explain Make task or puzzle cards for Build or construct a Plan and attend a field trip that will Bring hands-on materials to demonstrate Lamb, A (2004, 01). Retrieved May 30, 2006, from Technology and Multiple Intelligences Web site: Visual Intelligence Chart, map, cluster, or graph Create a slide show, videotape, or photo album of Create a piece of art that demonstrates Invent a board or card game to demonstrate Illustrate, draw, paint, sketch, or sculpt Musical Intelligence Give a presentation with appropriate musical accompaniment on Sing a rap or song that explains Indicate the rhythmical patterns in Explain how the music of a song is similar to Make an instrument and use it to demonstrate Interpersonal Intelligence Conduct a meeting to address Intentionally use social skills to learn about Participate in a service project to Teach someone about Practice giving and receiving feedback on Use technology to Intrapersonal Intelligence Describe qualities you possess that will help you successfully complete Set and pursue a goal to Describe one of your personal values about Write a journal entry on Assess your own work in


18 Resources Think Tac Toe: Differentiating Assessment – Concept to Classroom – Tapping into Multiple Intelligences – ex.html ex.html Multiple Intelligences Workshop – Multiple Intelligences –

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