REMEMBER….

1. REMEMBER…. The most successful people in every field share an ability to think in ways that we seldom teach in the classroom. Sparks of Genius~Robert S. Root-Bernstein & Michele Root-Bernstein

2. Howard Gardner THEORY OF MULTIPLE INTELLIGENCE

3. Howard Gardner INTELLIGENCE is the ability to pose and solve problems one encounters in real life and create effective products or services valued within one’s culture.

4. Intelligence vs Learning Style An Intelligence is NOT… A Pattern of Coordination is… • Not linked to the senses • Not cognitive (learning) styles • Not nature OR nurture • Not how we think, but what we think about • Attraction to and skill with specific stimuli • Is Linked to senses • Is cognitive learning style • Is both nature & nurture • Is how we think, what we think about • Is perception and approach to a task

5. Interaction and Influence

6. Key Points in MI Theory • Each person possesses all eight intelligences MI is a theory of cognitive functioning and all eight functioning together in ways unique to each person. Everyone has each intelligence and a unique organization of the eight intelligences. • Most people can develop each intelligence to an adequate level of competency if given appropriate encouragement enrichment and instruction • Intelligences usually work together in complex ways Intelligences are always interacting with each other and must be thought of in their specific culturally valued contexts. • There are many ways to be intelligent within each category MI emphasizes the rich diversity of ways in which people show their gifts within intelligences as well as between intelligences.

7. MI: Stimuli, Skills, End State

8. The Eight Intelligences

9. Criteria to determine an Intelligence • Potential isolation by brain damage • Existence of idiot savants, prodigies, and other exceptional individuals • Identifiable core operation or set of operations • Distinctive developmental history; definable set of expert end states performances • An evolutionary history and evolutionary plausibility • Support from experiential psychological tasks • Support from psychometric findings • Susceptibility to encoding in a symbol system

10. MI Activators and Deactivators of Intelligences • Crystallizing experiences -- turning points in the development of a person's talents and abilities usually in early childhood Albert Einstein 4 years old his father showed him a magnetic compass filled him with a desire to ferret out the mysteries of the universe • Paralyzing experiences -- experiences which shut down intelligences often filled with shame, guilt, fear, anger and other negative emotions that prevent our intelligences from growing and thriving

11. MI Environmental Influences Promote or retard the development of intelligences: • Access to resources or mentors -- lack of resources • Historical-cultural factors -- the times • Geographic factors -- where you live • Familial factors -- parental wishes • Situational factors -- unable to develop due to situation

12. The EIGHT: Word Smart • Linguistic CHILDREN ARE WORD SMART WHEN THEY: • Learn through reading, writing, discussing • Communicate effectively • Have a good vocabulary • Write clearly • Spells easily • Think in words

13. The EIGHT: Music Smart • Linguistic • Musical CHILDREN ARE MUSIC SMART WHEN THEY: • Have a good sense of rhythm and melody • Like to sing, hum, chant and rap • Enjoy listening to music • Read and write music • Learn through music and lyrics • Enjoy creating music

14. The EIGHT: Logic & Math Smart • Linguistic • Musical • Logical/Mathematical CHILDREN ARE LOGIC/MATH SMART WHEN THEY: • Think in numbers, patterns and algorithms • Think clearly and analytically • Learn by appeal to logic • Use abstract symbols • Solve logic problems easily • Are good in math

15. The EIGHT: Art/Space Smart • Linguistic • Musical • Logical/Mathematical • Spatial • CHILDREN ARE ART/SPACE SMART WHEN THEY: • Think in pictures and images • Are good with spatial relations • Have a good eye for detail and color • “See” or draw solutions to problems • Learn through visuals • See relationships between/among objects/space • Like to draw and create

16. The EIGHT: Body Smart • Linguistic • Musical • Logical/Mathematical • Spatial • Bodily Kinesthetic CHILDREN ARE BODY SMART WHEN THEY: • Are highly coordinated • Use gestures and body language • Take things apart and fixes them • Learn through “hands-on” activities • Enjoy acting and role-playing • Enjoy dancing and athletics

17. The EIGHT: Nature Smart • Linguistic • Musical • Logical/Mathematical • Spatial • Bodily Kinesthetic • Naturalistic CHILDREN ARE NATURE SMART WHEN THEY: • Are aware of their natural surroundings • Discriminate different flora and fauna • Are good at sorting and classifying • Have keen observational skills • Understand natural phenomena • Garden or care for pets and animals

18. The EIGHT: People Smart • Linguistic • Musical • Logical/Mathematical • Spatial • Bodily Kinesthetic • Naturalistic • Interpersonal CHILDREN ARE PEOPLE SMART WHEN THEY: • Make and maintain friends easily • Understand and respect others • Resolve conflicts • Learn by interacting with others • Like to work and be with others

19. The EIGHT: Self Smart • Linguistic • Musical • Logical/Mathematical • Spatial • Bodily Kinesthetic • Naturalistic • Interpersonal • Intrapersonal CHILDREN ARE SELF SMART WHEN THEY: • Need time to process information • Think about their own thinking • Have strong opinions and beliefs • Are introspective • Know themselves well • Like quiet time alone

20. Theory into Practice “Do not train youths to learning by force and harshness, but direct them to it by what amuses their minds so that you may be better able to discover with accuracy the peculiar bent of the genius of each.” -- Plato

21. MI Ways to Experience Learning

22. MI Types of Activities

23. MI in the CLASSROOM Environment Planning Curriculum Instruction/Lessons Extensions Assessment Documentation Celebration

24. MI Learning Centers

25. Three Visions for MI Theory Practice • Matching: Teaching with MI • Match instructional strategies with student’s MI set • Provide success in curriculum for all students • Build bridges into curriculum – create windows for learning • Stretching: Teaching for MI • Nurture development of all intelligences • Develop dominant and nondominant intelligences • Enhance capacities • Celebrating: Teaching about MI • Improve self-awareness, metacognition, and reflection • Respect and appreciate differences • Celebrate collective diversity

26. MI Planning Frame

27. MI TEACHING……. SUN ~ Mercury, Venus , Earth, Mars, Jupiter, Saturn, Uranus, Neptune

28. MI Assessment Portfolios Documentation Curriculum Projects Inquiry Projects Presentation of Findings in Multiple ways

29. Making Learning Visible Documentation

30. Documentation requires • Attention to learning and involves questions, wonderings • Recording in multiple ways, more than one source and/or medium • Shared with the learners • Analysis or interpretation about aspects of learning from multiple perspectives • Information and design communicates a Learning Story and informs future learning

31. Documentation vs Display Five features of documentation: • Does the “display/documentation” involve a question about learning? • Is it shared back with the learners? • Does it involve more than one medium, source of information? • Does it entail multiple perspectives, and include adult analysis or reflections? • Does it help inform future learning experiences as well as revisit past learning? Most documentation shows evidence of the learning process as well as product, and isn't just a record of what happened, but an analysis or interpretation of the learning that took place. @ 2006 Making Learning Visible Project at the Harvard Graduate School of Education

32. DOCUMENTATION SHARING THE LEARNING STORY DISPLAY

33. I still need to know….

34. Interaction and Influence