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"I am 100% convinced that if I were to come back to Earth in 50 years, people would laugh at the idea of uniform education." -Howard Gardner. Definition. At least eight ways that humans perceive and understand the worldTheorized by Howard Gardner in 1983. All theories of learning purport the following:.
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1. Multiple Intelligence:Meeting the Needs of All Students
3. Definition At least eight ways that humans perceive and understand the world
Theorized by Howard Gardner in 1983
4. All theories of learning purport the following: . . . student brains are more than IQ and their skills span more than the Three Rs (Flick and Lederman 120)
All students can learn
It is important in education to celebrate all aspects of diversity, including the many ways students learn
5. Reasoning Behind Gardners Theory Individuals should be encouraged to use their preferred intelligences in learning.
Instructional activities should appeal to different forms of intelligence.
Assessment of learning should measure multiple forms of intelligence.
(Gardner)
6. Why the Attraction for Educators
Helps to create more personalized lessons
Helps explain and promote understanding (Owen)
Helps promote self-motivation in students because learning is based on innate talents
Validates teacher insights into their students
7. The Eight Established Intelligences
Suggestions for table activities: Have each table take ONE of the intelligences and on chart paper, describe HOW this child would best learn in their classroom/content area. Have each table discuss as a group and report out ONE lesson activity that would engage a child with that type of intelligence. Have tables consider WHAT type of intelligence the TEACHER is, their STUDNENTS, and the effects of mis-matches in classrooms.Suggestions for table activities: Have each table take ONE of the intelligences and on chart paper, describe HOW this child would best learn in their classroom/content area. Have each table discuss as a group and report out ONE lesson activity that would engage a child with that type of intelligence. Have tables consider WHAT type of intelligence the TEACHER is, their STUDNENTS, and the effects of mis-matches in classrooms.
8. Naturalist Learners (the new intelligence) Sensitive to patterns in and connecting to nature
Especially like animals and natural phenomena
Suggestions for Teachers: Be aware to changes in even minute details of the classroom environment, bring the outdoors in
9. Verbal-Linguistic Learners Sensitive to meanings, sounds and rhythms of words
Especially like storytelling and creative writing
Suggestions for Teachers: activities such as dialogue writing, books on tape, word processing, newspaper activities, etc.
10. Logical-Mathematical Learners Sensitive to order and sequence
Especially like problem solving, noting and creating patterns and experiments
Suggestions for Teachers: use of graphic organizers, showing relationships, computer instruction, syllogism, etc.
11. Visual-Spatial Learners Sensitive to visual cues and images
Especially like day-dreaming and art
Suggestions for Teachers: using color, mind-mapping, manipulatives, etc.
12. Body-Kinesthetic Learners Sensitive to activity, athletics and physical gestures while talking
Especially like role-playing, touching and feeling
Suggestions for Teachers: hands-on activities, manipulatives, use of textures, etc.
13. Musical-Rhythmic Learners Sensitive to singing, playing instruments, drumming
Especially like the human voice, sounds from nature, instrumental music
Suggestions for Teachers: vary voice pitch during instruction, play music in the classroom, watch surrounding sounds for possible interference
14. Interpersonal Learners Sensitive to leadership opportunities, others feelings; street smart
Especially like helping others, peer tutoring, working cooperatively
Suggestions for teachers: group work, discussions, skits, etc.
15. Intrapersonal Learners Sensitive to their own feelings, personal motivation
Especially like day-dreaming, working alone; march to the beat of a different drummer
Suggestions for Teachers: designate quiet areas, independent practice, journals, etc.
16. How We Can Change
17. According to Gardner,
Successful education does not
require covering everything from
Plato to NATO. In fact, the greatest enemy of understanding is coverage. If we try to cover everything, by the end of the day people will have learned very little and will have understood nothing. As a teacher, ask yourself, If I had one hour (per semester) to teach students, what would I teach them?
18. The Impact on Schools We teach all children the way we have met the needs of the gifted in the past
Move beyond traditional methods; incorporate the other six intelligences in teaching, assessing and planning
Teachers are better able to create more inclusive, affective and effective instruction (Owen)
19. Schools in the Future Movement toward Apprenticeships: have students work closely with key individuals over an extended period of time in order for them to learns EXACTLY what a culture would like them to know someday; teaching is primarily done through example
20. Creation of Childrens Museums: Students are afforded the opportunity to work with interesting topics at their own pace and in their own ways; what theyve learned in school can be checked out through experimentation; additional questions will naturally arise that can be brought back to the classroom and discussed further
21. Focus on the End Result/What Students REALLY need to know upon leaving the formal learning environment
Recognize that not all children will have an understanding of all traditional areas in todays world of information dissemination
22. The Really Important Things for Students to Know
How to make use of accessible information
How to use expertise
How to become lifelong learners
How to find out about the things they dont know but need to know
23. Success Stories
24. Works Cited Andrews, Roland H. Three Perspectives of Learning Styles. School Administrator. January 1994. 51:1, pp/ 19+.
Flick, Lawrence B. and Norman G. Lederman. Popular TheoriesUnpopular Research. School Science and Mathematics. March 2003. 103:3, pp. 117-121.
Gardner, Howard. Multiple Intelligences. TIP Database. Ed. Greg Kearsley. 1994-2006. George Washington University. 1 March 2006. http://tip.psychology.org/gardner.html.
Reiff, Judith C. Bridging Home and School Through Multiple Intelligences. Childhood Education. Spring 1996. 72:3, pp. 164-166.
25. Works Cited (cont.) Wilson, Leslie Owen. The Eighth Intelligence: Naturalistic Intelligence. Newer Views of Learning. The CELT Center. March 2005. 1 March 2006. http://www.uwsp.edu/education/lwilson/index.htm.
Wilson, Leslie Owen. Whats the Big Attraction? New Horizons for Learning. March 1998. New Horizons. 1 March 2006. http://www.newhorizons.org/strategies/mi/wilson1.htm.