Howard Gardner Christina Grantham MCED /9/13

Background Information Born in 1943 in Pennsylvania Received his B.A. in social relations and Ph.D. in developmental psychology at Harvard University Began teaching at Harvard Graduate School of Education in 1986 Developed the theory of multiple intelligences when researching and dealing with the cognitive development in normal and gifted children and with brain damaged adults. The theory was introduced in his book Frames of Mind

Accomplishments Received the MacArthur Prize Fellowship in 1981 The first American to receive the Grawemeyer Award in Education in 1990 Named an Honorary Professor at East China Normal University in Shanghai Selected by Foreign Policy magazine as one of the top 100 most influential public intellectuals in the world in 2005 and 2008 Currently a board member at the Museum of Modern Art

Project Zero Gardner was the Senior Director of Harvard Project Zero from 1972 – 2000, a program designed to improve education in the arts The organization has conducted many research initiatives and has published articles and over 90 books Involved with design of performance-based assessments; education for understanding; and the use of multiple intelligences for personalized curriculum and instruction

Multiple Intelligences Gardner viewed intelligence as ‘the capacity to solve problems or to fashion products that are valued in one or more cultural setting’

Multiple Intelligences Verbal-Linguistic: learn through reading, writing, listening, and speaking. Examples include using quality literature; reading aloud to students; display students’ creative use of language; and cooperative learning groups Logical-Mathematical: learn by classifying, categorizing, and thinking abstractly about patterns and numbers. Examples include mnemonic devices; problem-solving activities; and mind puzzles Visual-Spatial: learn by visualizing or drawing things using the mind’s eye. Examples include graphic organizers; dioramas; art projects; and video clips Musical-Rhythmic: learn using rhythm or melody, especially by singing or listening to music. Examples include music activities with units; wind chimes to get attention; and creating listening and music centers

Multiple Intelligences Bodily-Kinesthetic: learn best through touch and movement. These learners are best at processing information through the body. Examples include physically demonstrating lesson objectives; role play activities; taking field trips; and using exploration activities Interpersonal: learn through relating to others by sharing, comparing, and cooperating. Examples include class talks about current issues; class discussions; small group work; and group problem solving activities Intrapersonal: Learn by working alone and setting individual goals; learners are independent and organized. Examples include personal journals; open-ended questions that invite students’ opinions; individualized instruction; and student choice Naturalistic: learn by working with nature; enjoy learning about living things and natural events. Examples include student recycling center; keeping a weather chart; write nature focused poems; and holding class outdoors

How Educators can use Multiple Intelligences A broad vision of education ◦ “All intelligences are needed to live life well. Teachers, therefore, need to attend to all intelligences, not just the first two that have been their traditional concern” (Verbal and logical/mathematical) ◦ “Understanding entails taking knowledge gained in one setting and using it in another. Students must have extended opportunities to work on a project” Developing local and flexible programs — “An MI setting can be undone if the curriculum is too rigid or if there is but a single form of assessment”