1 Summer Camp, 2013

COLLABORATIVE LEARNING & MULTIPLE INTELLIGENCES ( )

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 - Dr. Gardner ( )

What Is Intelligence? Utilizing newly acquired knowledge to resolve problems or conflicts to improve a situation. ( )

Who is Howard Gardner? Claims that all humans have multiple intelligences which can be nurtured and strengthened or ignored and weakened. He believes each individual has nine intelligences. ( )

The 9 Intelligences: 1. Verbal-Linguistic 2. Mathematical- Logical 3. Musical 4. Visual-Spatial 5. Bodily- Kinesthetic 6. Interpersonal 7. Intrapersonal 8. Naturalist 9. Existential ( )

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 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 ( )

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 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. ( )

Verbal-Linguistic Books, stories, poetry, speeches, author visits Writing stories, scripts, poems, storytelling Mathematical-LogicalExercises, drills, problem solving Counting, calculating, theorizing, demonstrating, programming computers MusicalTapes, CD's, performance Performing, singing, playing, composing Visual-Spatial Posters, art work, slides, charts, graphs, video tapes, laser disks, CD-ROMs and DVDs, museum visits Drawing, painting, illustrating, graphic design, collage making, poster making, photography Bodily-Kinesthetic Movies, animations, exercises, physicalizing concepts, rhythm exercises Actions, body language, athletic performance or competition Interpersonal Teams, group work, specialist roles Plays, debates, panels, group work Intrapersonal Reflection time, meditation exercises Journals, memoirs, diaries, changing behaviors, habits, personal growth Naturalist Terrariums, aquariums, class pets, farm, botanical garden and zoo visits, nature walks, museum visits Collecting, classifying, caring for animals at nature centers Existential Working on causes, charity work, astrology charts Community service

Theory Concepts: All human beings possess all nine intelligences in varying amounts. Each person has a different intellectual composition. ( )

How can applying M.I. theory help students learn better? Students begin to understand in what ways they are intelligent. Identify their strengths We can improve education by addressing the multiple intelligences of our students. ( )

Understanding the Balance When students understand the balance of their own multiple intelligences they begin: To manage their own learning To value their individual strengths ( )

Applying MI in the Classroom Teachers are creating lesson plans specifically geared towards addressing the multiple intelligences of their students. Students may demonstrate understanding through multiple intelligence activities. ( )

Classroom Activities Group discussion Verbal-Linguistic; Interpersonal Journal writing Intrapersonal; Verbal/Linguistic Constructing timelines - Logical-Mathematical; Visual-Spatial Making a video Logical-Mathematical, Musical-Rhythmic; Verbal/Linguistic; Interpersonal; Visual-Spatial ( )

Classroom Activities (Cont.) Writing a report or essay Verbal-Linguistic Making graphs Logical-Mathematical; Visual-Spatial Designing posters Verbal-Linguistic, Visual-Spatial Communicating with experts online Verbal-Linguistic; Interpersonal ( )

Classroom Activities Hands-on experimentation Kinesthetic; Logical/Mathematical Composing a song Musical/Rhythmic; Verbal-Linguistic Building a model or 3-D displays Kinesthetic; Logical-Mathematical ( )

Keys to Curriculum Structure and Lesson Planning 1. It is important to teach subject matter through a variety of activities and projects. 2. Assessments should be integrated into learning. 3. It is counterproductive to label students with a particular intelligence. ( )

Implementation Exercises 1. Learning Centers 2. Simulations 3. Presentations ( )

Learning Centers Reading/Writing Center (Verbal/Linguistic; Visual/Spatial; Intrapersonal and Interpersonal Intelligences) Illustration/Visual Expression Center (Visual/Spatial; Intrapersonal Intelligences) Science/Experiment Center (Logical/Mathematical, Naturalist, Visual/Spatial Intelligences) ( )

Learning Centers (Conclusion) Math Center (Logical/Mathematical, Bodily-Kinesthetic, Interpersonal, Intrapersonal Intelligences) Build It/Paint It Center (Visual/Spatial, Bodily-Kinesthetic, Interpersonal, Logical/Mathematical Intelligences) Performance Center (Visual/Spatial, Bodily-Kinesthetic, Interpersonal) ( )

Simulations “Simulation Activities help develop students' intelligences by allowing them to experiment with real-world activities.” ( )

Simulations Role-Playing Debating Students get a chance to support their responses Simulation Software SimCity & Virtus Walk Through ( )

Presentations Students must understand The material The audience Public speaking ( )

Multiple Intelligence Lesson Plans Lesson plans are the blueprints of teaching Including more than 3 intelligences in an activity does not provide greater benefit. ( )

Lesson Plan Topic Goals/Objectives Available Time (days, weeks, class periods) Assessment Options Supplies Introducing the Topic Plan for using “Using Learning Centers” Plan for Using Simulations Plan for Using Presentations ( )

The Components Topic What is subject matter you are teaching? Goals/Objectives What do you want students to learn? Available Time How many periods? Assessment Options How will you know if students understand? Supplies What will you need to have on hand to complete the lesson? Introducing the Topic Attention getter/ Focus ( )

Benefits of Using MI in the Classroom Providing opportunities for authentic learning based on your students' needs, interests and talents. Parent and community involvement may increase. Students will demonstrate and share their strengths. Teaching for understanding ( )

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. ( )

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