Presentation on theme: "What is MI (multiple intelligence)"— Presentation transcript:
1What 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
2What 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:
3Howard 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
4His 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”.
5It 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.
6Although 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.
7According 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.
9Verbal-Linguistic Intelligence – Well-developed verbal skills andsensitivity to the sounds,meanings and rhythms of wordsMathematical-LogicalIntelligence –Ability to think conceptually andabstractly, and capacity to discernlogical or numerical patterns
10Musical Intelligence -- ability to produce and appreciate rhythm,pitch and timberVisual-Spatial Intelligence –capacity to think in images andpictures, to visualize accurately andabstractlyBodily-Kinesthetic Intelligence–ability to control one's bodymovements and to handle objectsskillfully
11Interpersonal 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
12Naturalist Intelligence – ability to recognize and categorizeplants, animals and other objects innatureExistential Intelligence --sensitivity and capacity to tackledeep questions about humanexistence, such as the meaning oflife, why do we die, and how didwe get here
13TRADITIONAL VIEW OF INTELLIGENCE MULTIPLE INTELLIGENCE THEORYIntelligence can be measured by short-answer tests:Stanford-Binet Intelligence QuotientAssessment of an individual's multiple intelligences can foster learning and problem-solving styles.
14WoodcockJohnson test ofCognitive AbilityScholasticAptitude TestShort 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.
15WechslerIntelligenceScale forChildren(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)
16People are born with a fixed amount of intelligence Human beings have all of the intelligences, but each person has a unique combination, or profile
17Intelligence 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
18Intelligence consists of ability in logic and language There are many more types of intelligence which reflect different ways of interacting with the world
19In 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
20Teachers 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.
21Individuals 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.
22The ways in which intelligences combine and blend are as varied as the faces and personalities of individuals
23Linguistic 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.
25Ask lost of questionsEnjoy talkingHave good vocabularyCan pick up new language easilyEnjoy playing with words: word games, puns, rhymesEnjoy readingLike to writeUnderstand the functions of languageCan talk about language skillsAm good at memorising names, places, dates and trivia
27Visual/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.
28Well 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.
30Like to drawLike to take things apartLike to build thingsEnjoy puzzlesHave a keen eye for detailHave a good sense of parts to the wholeAm mechanically adeptRemember places by description or imageCan interpret mapsEnjoy orienteeringAm good at imagining things, sensing changes, mazes/puzzles, reading maps and charts
31How to nurture graphing photographing making visuals mapping stories making 3D projectspaintingillustratingusing chartsvisualizingsketchingpatterningvisual puzzles
32Logical-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.
33Scientists, 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
35Enjoy solving puzzlesPlay with numbers: countingWant to know how things workAm oriented towards rule-based activitiesAm interested in "if …. Then" logicLike to collect and classify thingsAm analytical in approach to problemsAm good at maths, reasoning, logic and problem solving
36How to nurture problem solving measuring coding sequencing critical thinkingpredictingplaying logic gamescollecting dataexperimentingsolving puzzlesclassifyingusing manipulativeslearning the scientific modelusing moneyusing geometry
37Bodily-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.
38The 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 reportswho pitch their crumpled papers with annoying accuracy and frequency into waste baskets across the room.
39Athletes, surgeons, dancers, choreographers and craft people all use bodily-kinesthetic intelligence.
41Have a good sense of balance Have a good sense of rhythmAm graceful in movement"Read" body languageHave good hand-eye co-ordinationCan solve problems through 'doing'Can communicate ideas through gestureHave early ease in manipulating objects, eg ball, needleAm good at physical activities (sports/dance/acting) and crafts
42How to nurture hands on experiments activities changing room arrangementcreative movementgoing on field tripsphysical education activitiescraftsdramatizingusing cooperative groupsdancing
43Musical IntelligenceMusical 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.
44While 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.
46Have sensitivity to sound patterns Hum tunesTape or sway in rhythmDiscriminate among soundsHave a good sense of pitchMove rhythmicallyCapture the essence of a beat and adjusts movement patterns according to changes
47Remember tunes and sound patterns Seek and enjoy musical experiencesPlay with soundsAm good at picking up sounds, remembering melodies, noticing pitches/ rhythms and keeping time.
48How to nurture humming playing background music patterns form playing instrumentstapping out poetic rhythmsrhymingsinging
49Interpersonal Intelligence Interpersonal Intelligence is the ability to understand other people, to notice their goals, motivations, intentions, and to work effectively with them.
50Teachers, parents, politicians, psychologists and sales people rely on interpersonal intelligence to carry out their work.
51Students exhibit this intelligence when they thrive on small-group work, when they notice and react to the moods of their friends and classmateswhen they tactfully convince the teacher of their need for extra time to complete the homework assignment.
53Demonstrate empathy towards others Am admired by peersRelate well to peers and adults alikeDisplay skills of leadershipWork co-operatively with othersAm sensitive to the feelings of othersAct as a mediator or counsellor to othersAm good at understanding peopleAm good at organising, communicating and sometimes manipulating people
54How to nurture classroom parties cooperative learning sharing group workforming clubspeer teachingsocial awarenessconflict mediationdiscussingcross age tutoringstudy groupbrainstorming
55Intrapersonal 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.
56This 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
57how well they seem to be capitalizing on their strengths, how cognisant they are of their weaknesseshow 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.
59Can express strong like or dislike or particular activities Can communicate feelingsAm aware of strengths and weaknessesAm confident of my own abilitiesSet appropriate goalsWork toward ambition
60Am good at understanding myself and focusing inward on feelings and dreams Am good at following my instinctsAm good at pursuing my interests and goalsLike being original
61How to nurture personal response individual study personal goal settingindividual projectsjournal log keepingpersonal choice in projectsindependent reading
62IMPLICATIONS 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.
63not 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.
64stronger 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?"
65Suggest activities for each of the MI . Which MIs are high in you? ActivitySuggest activities for each of the MI .Which MIs are high in you?