1 / 11

MULTIPLE INTELLIGENCES

MULTIPLE INTELLIGENCES. presented by Michelle Foster University Of Phoenix Foundations of Curriculum and Instruction January 9, 2006. MULTIPLE INTELLIGENCES. Overview Impact on curriculum design Application in the 21 st century school. OVERVIEW.

betty_james
Download Presentation

MULTIPLE INTELLIGENCES

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. MULTIPLE INTELLIGENCES presented by Michelle Foster University Of Phoenix Foundations of Curriculum and Instruction January 9, 2006

  2. MULTIPLE INTELLIGENCES • Overview • Impact on curriculum design • Application in the 21st century school

  3. OVERVIEW • Early 20th century thoughts implied an all or nothing approach…smart or not (2004). VS • Gardner claims intelligence is not unitary rather multifaceted (2004). Multiple Intelligences (MI) theory first proposed by Howard Gardner in 1983.

  4. Gardner claims that individuals possess at least eight independent types of intelligence (2004).

  5. What are the Intelligences? • Logico-Mathematical: the use of logical methods and to solve mathematical problems • Spatial: to use and manipulate space • Musical: the ability to create, perform, and appreciate music • Interpersonal: to understand others’ needs, intentions, and motivations • Intrapersonal: the ability to understand one’s own motivations and emotions • Naturalist: the ability to recognize, identify, classify objects • Linguistic: the ability to use language • Bodily-Kinesthetic: the ability to use one’s body

  6. Gardner’s Claims • We all possess these eight intelligences but each to different degrees. What one individual might be strong in the next is weaker. • Most tasks require more than one task working together.

  7. Impact on Curriculum Design When the variety of intelligences and ways we learn are considered in designing curriculum, as we would in considering Gardner’s claims and theory, we allow room for individuals to use their strengths to improve learning, both students and teachers. Teachers and students learning through their dominant intelligence will realize maximum potential. Furthermore, the existence of varied curriculum to address multiple intelligences we may strengthen our less dominant intelligences. Based on Gardner’s claim that most tasks require more than one intelligence working together lends itself to a well-rounded outcome…productive member of society.

  8. Impact on Curriculum Design Is it the only theory that should be considered? Based on the fact that each individual, school, district, nation, and country has its own unique set of characteristics, wants, and needs, the more theories evaluated and used to design curriculum will only benefit the curriculum. Gardner’s theory is only one choice to draw ideas to create the best possible curriculum. When we allow choices of how we implement the curriculum, a successful road is traveled by acknowledging the similarities and differences or strengths and weaknesses of each individual. What road will we travel with MI?

  9. Application in 21st Century • Are there dangers of labeling as having a specific learning style? • “Ask if anyone has ever labeled a child as one kind of learner and later been surprised” (2005)

  10. Application in 21st Century • In a diverse society that we have in the United States, using varied strategies will reach more students. Gardner’s theory of multiple intelligences addresses this diversity. MI also addresses uniqueness of all human beings. • In “Teach Mathematics: Strategies to Reach All Students”, 20 strategies are described to increase effectiveness of teaching practices. Among the strategies are linguistic, visual, kinesthetic, and many other varied teaching methods that fall in line with Gardner’s theory addressing as many intelligences as possible will reach the most students.

  11. References Furner, J.M.,Yahya, N., Duffy, M.L. (2005) Teach mathematics: Strategies to reach all students.Intervention in School & Clinic. 41 (1), 16-23. Retrieved January 6, 2006 from Ebscohost database. McMahon, M. (2004). Multiple intelligences- Applicability to education? Retrieved January 8, 2006 from http://mikemcmahon.info/multintell.htm Wilford, S. & Karas, E. (2005) Understanding Gardner’s theory of multiple intelligences. Early Childhood Today. 20 (3), p 16. Retrieved January 6, 2006 from Ebscohost database.

More Related