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ADDING Multiple Intelligence Theory to YOUR CLASSROOM ENVIRONMENT JENNIFER l. NIELSON AND JoAnn WILSON Utah State Un

Utah 57th Annual Utah Career and Technical Education Conference. ADDING Multiple Intelligence Theory to YOUR CLASSROOM ENVIRONMENT JENNIFER l. NIELSON AND JoAnn WILSON Utah State University. The learning styles of students need to be considered when teaching.

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ADDING Multiple Intelligence Theory to YOUR CLASSROOM ENVIRONMENT JENNIFER l. NIELSON AND JoAnn WILSON Utah State Un

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  1. Utah 57th Annual Utah Career and Technical Education Conference ADDING Multiple Intelligence Theory to YOUR CLASSROOM ENVIRONMENTJENNIFER l. NIELSON AND JoAnn WILSONUtah State University

  2. The learning styles of students need to be considered when teaching. All students are naturally inclined to favor a particular learning style. How can instructors effectively teach?

  3. “Mastery of a concept or theory requires repeated exposure to that material…understanding is far more likely to be achieved if the student encounters the material in a variety of guises and contexts” Howard Gardner

  4. Interpersonal (people smart) Naturalistic (outdoor smart) Spatial (patterns and spaces smart) Musical (music smart) Logical-mathematical (number smart) Multiple Intelligences Overview Intrapersonal (me smart) Bodily-kinesthetic (movement smart) Existential (big picture smart) Linguistic (language smart)

  5. Includes the potential of using one’s body or parts of the body to solve problems or fashion products. Dancing, acting, fashion design, obstacle courses, presentations, show-and-tell, experiments, hands-on projects. Bodily-kinesthetic intelligence

  6. Is the potential to engage in transcendental concerns. Judgment role play, responsibility rules, personal philosophy, goal-setting, moral debates, sensory association, service, self-reflection. Existential intelligence

  7. Involves the capacity to understand oneself, to have an effective working model of oneself—including one’s own desires, fears, and capacities—and to use such information effectively in regulating one’s own life. Questionnaires, journaling, self-reflection, open-ended projects and research, prioritizing, goal setting. Intrapersonal intelligence

  8. A person’s capacity to understand the intentions, motivations, and desires of other people and, consequently, to work effectively with others. Group projects, class discussions, debates, student teaching, creating a commercial, acting a scene, interviews, presentations, Q&A. Interpersonal intelligence

  9. Is characterized by sensitivity to spoken and written language, the ability to learn languages, and the capacity to use language to accomplish certain goals. Lectures, journaling, research papers, presentation, student teaching, notes, storytelling, class discussions. Linguistic intelligence

  10. Involves the capacity to analyze problems logically, carry out mathematical operations, and investigate issues scientifically. Debate, measurements, calculations, quizzes, research, cause and effect, comparisons, series of events. Logical-mathematical intelligence

  11. Is evidenced by skill in the performance, composition, and appreciation of musical patterns. Songwriting, rhythmic learning, memorization, pneumonic devices, set it to music, advertising jingles, background music, auditory recognition. Musical intelligence

  12. Is characterized by expertise in the recognition and classification of the numerous species of [one’s] environment. Identifying differences, naturalistic metaphors, compare and contrast, classification, ranking objects or ideas, auditory and visual recognition. Naturalistic intelligence

  13. Features the potential to recognize and manipulate the patterns of space and area. Navigation, blueprints, drawing a picture, visual recognition, reinvention, visual comparison, creating a poster or visual presentation, video clips. Spatial intelligence

  14. Set goals for learning methods using theory of multiple intelligences • My educational goal is…. • I know it has been achieved when students can… • Which intelligences do the students need to accomplish the educational goal? Applying intelligences

  15. Birkeland, J. (2002). Design for Sustainability. London: Earthscan. • Gardner, H. (1999). Intelligence Reframed: Multiple Intelligences for the 21st Century. New York: Basic Books. • Gardner, H. (2006). Multiple Intelligences: New Horizons. New York: Basic Books. • Garavalia, L., Hummel, J., Wiley, L., & Huitt, W. (1999). Constructing the course syllabus: Faculty and student perceptions of important syllabus components. Journal of Excellence in College Teaching, 10(1), 5-22. • Guidry, K. (2004). How green is your building? An appraiser’s guide to sustainable design. The Appraisal Journal 72 (1):57-69. • Huitt, W., (2009). Bloom et al.’s taxonomy of the cognitive domain. Educational Psychology Interactive. Valdosta, GA: Valdosta State University. Retrieved January 20, 2011, from http://www.edpsycinteractive.org/topics/cogsys/bloom.html • Jones, L. (2008). Environmentally Responsible Design. John Wiley & Sons, Inc., Hoboken, New Jersey. • Nielson, J. L. (2009). Course Syllabus: ID 3730 - Interior materials and construction. Utah State University, Logan. • Overbaugh, R.C., & Schultz, L. (n.d.). Bloom's Taxonomy. Retrieved from http://www.odu.edu/educ/roverbau/Bloom/blooms_taxonomy.html References

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