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What is MI (multiple intelligence)

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1 What is MI (multiple intelligence)
What is MI (multiple intelligence). How MI is different from traditional idea of intelligence How does it help the teacher in handling different types of students. How the teacher can give different opportunity to different students

2 What is the theory of multiple intelligences (M.I.)?
Howard Gardner claims that all human beings have multiple intelligences. These multiple intelligences can be nurtured and strengthened, or ignored and weakened. He believes each individual has nine intelligences:

3 Howard Gardner (1993) developed his theory of multiple intelligence as a direct challenge to what he calls the “classical’ view of intelligence as a capacity for local reasoning. Gardner was struck by the variety of adult roles in different cultures-roles that depend on a variety of skills & abilities yet are equally important to successful functioning in those cultures

4 His observations led him to conclude that there is not just one underlying mental capacity or g ,but variety of intelligences that work together in combination. He defines an Intelligence as the “ability to solve problems or fashion products that are of consequence in a particular cultural setting or community”.

5 It is these multiple intelligences that enable human beings to take on such a diverse roles such as Physicist, farmer, dancer. He notes that the capacities of different adults in different cultures represent different combinations of the various intelligences.

6 Although all normal people can apply all of the intelligences to some extent, each individual is characterized by a unique combination of relatively stronger & weaker intelligences, which help account for individual differences.

7 According to the Gardner’s theory of multiple intelligences, there are nine distinct kinds of intelligences that are independent of one another, each operating as a separate system (or module) in the brain according to its own rules.

8 7) Intrapersonal 8) Naturalistic
1) Linguistic, 2) Musical, 3) Logical-mathematical, 4) Spatial, 5) Bodily-kinesthetic, 6) Interpersonal 7) Intrapersonal 8) Naturalistic 9) Existential

9 Verbal-Linguistic Intelligence –
Well-developed verbal skills and sensitivity to the sounds, meanings and rhythms of words Mathematical-Logical Intelligence – Ability to think conceptually and abstractly, and capacity to discern logical or numerical patterns

10 Musical Intelligence -- ability to
produce and appreciate rhythm, pitch and timber Visual-Spatial Intelligence – capacity to think in images and pictures, to visualize accurately and abstractly Bodily-Kinesthetic Intelligence– ability to control one's body movements and to handle objects skillfully

11 Interpersonal Intelligence -- capacity to detect and respond appropriately to the moods, motivations and desires of others. Intrapersonal Intelligence -- capacity to be self-aware and in tune with inner feelings, values, beliefs and thinking processes

12 Naturalist Intelligence –
ability to recognize and categorize plants, animals and other objects in nature Existential Intelligence -- sensitivity and capacity to tackle deep questions about human existence, such as the meaning of life, why do we die, and how did we get here

13 TRADITIONAL VIEW OF INTELLIGENCE
MULTIPLE INTELLIGENCE THEORY Intelligence can be measured by short-answer tests: Stanford-Binet Intelligence Quotient Assessment of an individual's multiple intelligences can foster learning and problem-solving styles.

14 Woodcock Johnson test of Cognitive Ability Scholastic Aptitude Test Short answer tests are not used because they do not measure disciplinary mastery or deep understanding. They only measure rote memorization skills and one's ability to do well on short answer tests.

15 Wechsler Intelligence Scale for Children (WISCIV) Some states have developed tests that value process over the final answer, such as PAM (Performance Assessment in Math) and PAL (Performance Assessment in Language)

16 People are born with a fixed amount of intelligence
Human beings have all of the intelligences, but each person has a unique combination, or profile

17 Intelligence level does not change over a lifetime
We can all improve each of the intelligences, though some people will improve more readily in one intelligence area than in others

18 Intelligence consists of ability in logic and language
There are many more types of intelligence which reflect different ways of interacting with the world

19 In traditional practice, teachers teach the same material to everyone
M.I. pedagogy implies that teachers teach and assess differently based on individual intellectual strengths and weaknesses

20 Teachers teach a topic or "subject."
Teachers structure learning activities around an issue or question and connect subjects. Teachers develop strategies that allow for students to demonstrate multiple ways of understanding and value their uniqueness.

21 Individuals do not necessarily have the same strengths in each area or the same amalgam of intelligences.  Gardner further suggests that individuals can improve at each of the intelligences, although hypothesizes that some will improve in one area more readily than others. 

22 The ways in which intelligences combine and blend are as varied as the faces and personalities of individuals

23 Linguistic intelligence
Linguistic intelligence is the ability to use language to excite, please, convince, stimulate or convey information. Linguistic Intelligence involves not only ease in producing language, but also sensitivity to the nuances, order and rhythm of words. Poets exemplify this intelligence in its mature form.

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25 Ask lost of questions Enjoy talking Have good vocabulary Can pick up new language easily Enjoy playing with words: word games, puns, rhymes Enjoy reading Like to write Understand the functions of language Can talk about language skills Am good at memorising names, places, dates and trivia

26 How to nurture choral speaking storytelling retelling speaking
debating presenting reading aloud dramatizing book making nonfiction reading researching listening process writing writing journals

27 Visual/Spatial Intelligence
Spatial intelligence is the ability to perceive and mentally manipulate a form or object, and to perceive and create tension, balance and composition in a visual or spatial display. Spatial Intelligence is the ability to create visual-spatial representations of the world and to transfer those representations either mentally or concretely.

28 Well developed spatial capacities are needed for the work of architects, sculptors and engineers.
The students who turn first to the graphs, charts and pictures in their textbooks, who like to "web" their ideas before writing a paper, and who fill the blank space around their notes with intricate patterns are also using their spatial intelligence.

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30 Like to draw Like to take things apart Like to build things Enjoy puzzles Have a keen eye for detail Have a good sense of parts to the whole Am mechanically adept Remember places by description or image Can interpret maps Enjoy orienteering Am good at imagining things, sensing changes, mazes/puzzles, reading maps and charts

31 How to nurture graphing photographing making visuals mapping stories
making 3D projects painting illustrating using charts visualizing sketching patterning visual puzzles

32 Logical-Mathematical Intelligence
Logical-Mathematical intelligence is the ability to explore patterns, categories and relationships by manipulating objects or symbols, and to experiment    in a controlled, orderly way. Logical/Mathematical Intelligence entails the ability to reason either deductively or inductively and to recognize and manipulate abstract patterns and relationships.

33 Scientists, mathematicians and philosophers all rely on this intelligence.
So do the students who love sport statistics or who carefully analyze the components of problems - either personal or school-related - before systematically testing solutions

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35 Enjoy solving puzzles Play with numbers: counting Want to know how things work Am oriented towards rule-based activities Am interested in "if …. Then" logic Like to collect and classify things Am analytical in approach to problems Am good at maths, reasoning, logic and problem solving

36 How to nurture problem solving measuring coding sequencing
critical thinking predicting playing logic games collecting data experimenting solving puzzles classifying using manipulatives learning the scientific model using money using geometry

37 Bodily-Kinesthetic intelligence
Bodily-Kinaesthetic intelligence is the ability to use fine and gross motor skills in sports, the performing arts, or arts and crafts production. Bodily Intelligence involves using the body to solve problems, to create products, and to convey ideas and emotions.

38 The capacity is also evident in students who relish gym class and school dances,
who prefer to carry out class projects by making models rather than writing reports who pitch their crumpled papers with annoying accuracy and frequency into waste baskets across the room.

39 Athletes, surgeons, dancers, choreographers and craft people all use bodily-kinesthetic intelligence.

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41 Have a good sense of balance
Have a good sense of rhythm Am graceful in movement "Read" body language Have good hand-eye co-ordination Can solve problems through 'doing' Can communicate ideas through gesture Have early ease in manipulating objects, eg ball, needle Am good at physical activities (sports/dance/acting) and crafts

42 How to nurture hands on experiments activities
changing room arrangement creative movement going on field trips physical education activities crafts dramatizing using cooperative groups dancing

43 Musical Intelligence Musical intelligence is the ability to enjoy, perform or compose a musical piece. Musical/Rhythmic Intelligence includes sensitivity to pitch, timbre rhythm of sounds, as well as responsiveness to the emotional implications of these elements.

44 While composers and instrumentalists clearly exhibit this intelligence, so do the students who seem particularly caught by the birds singing outside the classroom window, or who constantly tap out intricate - or irritating - rhythms on the desk with their pencils.

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46 Have sensitivity to sound patterns
Hum tunes Tape or sway in rhythm Discriminate among sounds Have a good sense of pitch Move rhythmically Capture the essence of a beat and adjusts movement patterns according to changes

47 Remember tunes and sound patterns
Seek and enjoy musical experiences Play with sounds Am good at picking up sounds, remembering melodies, noticing pitches/  rhythms and keeping time.

48 How to nurture humming playing background music patterns form
playing instruments tapping out poetic rhythms rhyming singing

49 Interpersonal Intelligence
Interpersonal Intelligence is the ability to understand other people, to notice their goals, motivations, intentions, and to work effectively with them.

50 Teachers, parents, politicians, psychologists and sales people rely on interpersonal intelligence to carry out their work.

51 Students exhibit this intelligence when they thrive on small-group work,
when they notice and react to the moods of their friends and classmates when they tactfully convince the teacher of their need for extra time to complete the homework assignment.

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53 Demonstrate empathy towards others
Am admired by peers Relate well to peers and adults alike Display skills of leadership Work co-operatively with others Am sensitive to the feelings of others Act as a mediator or counsellor to others Am good at understanding people Am good at organising, communicating and sometimes manipulating people

54 How to nurture classroom parties cooperative learning sharing
group work forming clubs peer teaching social awareness conflict mediation discussing cross age tutoring study group brainstorming

55 Intrapersonal Intelligence
Intrapersonal intelligence is the ability to gain access to understand one's inner feelings, dreams and ideas. Intrapersonal Intelligence is personal knowledge turned inward to the self.

56 This form of intellect entails the ability to understand one's own emotions, goals and intentions. Although it is difficult to assess who has this capacity and to what degree, evidence can be sought in students' uses of their other intelligences

57 how well they seem to be capitalizing on their strengths,
how cognisant they are of their weaknesses how thoughtful they are about the decisions and choices they make. The two personal intelligences are, perhaps, the hardest to observe and at the same time, are the most important to success in any societal domain.

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59 Can express strong like or dislike or particular activities
Can communicate feelings Am aware of strengths and weaknesses Am confident of my own abilities Set appropriate goals Work toward ambition

60 Am good at understanding myself and focusing inward on feelings and dreams
Am good at following my instincts Am good at pursuing my interests and goals Like being original

61 How to nurture personal response individual study
personal goal setting individual projects journal log keeping personal choice in projects independent reading

62 IMPLICATIONS FOR TEACHERS AND STUDENTS
each of us use seven (or more) "intelligences" (learning styles). all intelligences need to be equally valued. all intelligences can be taught, nurtured and strengthened.

63 not all students are well served by schools that focus primarily on the linguistic and logical/mathematical learning styles. everyone learns in different ways at different rates for different reasons.

64 stronger intelligences may be used to awaken and strengthen weaker ones.
strength with an intelligence may manifest itself in diverse ways. assessment becomes "How are you smart?" not "How smart are you?"

65 Suggest activities for each of the MI . Which MIs are high in you?
Activity Suggest activities for each of the MI . Which MIs are high in you?


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