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Multiple Intelligences

Multiple Intelligences. Howard Gardner’s Theory of Intelligences PCD Objective 6.02: Understand the cognitive and moral development of children ages three through six. Copy. Howard Gardner.

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Multiple Intelligences

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  1. Multiple Intelligences Howard Gardner’s Theory of Intelligences PCD Objective 6.02: Understand the cognitive and moral development of children ages three through six Copy

  2. Howard Gardner “I want my children to understand the world, but not just because the world is fascinating and the human mind is curious. I want them to understand it so that they will be positioned to make it a better place. Knowledge is not the same as morality, but we need to understand if we are to avoid past mistakes and move in productive directions. An important part of that understanding is knowing who we are and what we can do... Ultimately, we must synthesize our understandings for ourselves. The performance of understanding that try matters are the ones we carry out as human beings in an imperfect world which we can affect for good or for ill.” (Howard Gardner, 1999)” May I get a volunteer to read?

  3. May I get another volunteer to read? According to Gardner, this theory is an account of human cognition in its fullness. The intelligences provide a new definition of human nature, cognitively speaking. Human beings are organisms who possess a basic set of intelligences.

  4. People have a unique blend of intelligences. The biggest challenge is how to use the blend of intelligences. copy

  5. Eight Multiple Intelligences • Verbal linguistic • Logical-mathematical • Spatial • Musical rhythmic • Bodily-kinesthetic • Interpersonal • Intrapersonal • Naturalist www.newhorizons.org/.../cabc/oddleifson3.htm

  6. Linguistic intelligence • Sensitivity to spoken and written language • The ability to learn languages • The capacity to use language to accomplish certain goals • Ability to use language as a means to remember information. • Writers, poets, lawyers and speakers are among those that Howard Gardner sees as having high linguistic intelligence.

  7. Logical-mathematical intelligence • The capacity to analyze problems logically • Carry out mathematical operations • Investigate issues scientifically • Ability to detect patterns • Ability to reason deductively and think logically. • This intelligence is most often associated with scientific and mathematical thinking

  8. Spatial intelligence • Involves the driving force to recognize and use the patterns or shapes in open space and also in confined areas.

  9. Musical intelligence • Skill in the performance, composition, and appreciation of musical patterns • The capacity to recognize and compose musical pitches, tones, and rhythms • According to Howard Gardner musical intelligence runs in an almost structural parallel to linguistic intelligence.

  10. Bodily-kinesthetic intelligence • The potential of using one's whole body or parts of the body to solve problems • Ability to use mental abilities to coordinate bodily movements • Howard Gardner sees mental and physical activity as related.

  11. Interpersonal intelligence • Capacity to understand the intentions, motivations and desires of other people • To work effectively with others • Educators, salespeople, religious and political leaders, and counselors all need a well-developed interpersonal intelligence.

  12. Intrapersonal intelligence • Entails the capacity to understand oneself, to appreciate one's feelings, fears and motivations • In Howard Gardner's view, it involves having an effective working model of ourselves, and to be able to use such information to regulate our lives.

  13. Naturalist intelligence • The capacity to make consequential distinctions in nature—between one plant and another, among animals, clouds, mountains, and the like. • Scientist Charles Darwin had naturalist intelligence in abundance. • Most of us no longer use our naturalist intelligence to survive in the jungle or the forest. • It is likely that our entire consumer culture is based on our naturalist capacity to differentiate one car make from another, one sneaker from another, and the like.

  14. www.geography.org.uk/gtip/thinkpieces/sen/

  15. Gardner claimed that the eight intelligences rarely operate independently. • They are used at the same time and tend to complement each other as people develop skills or solve problems.

  16. These intelligences, according to Howard Gardner, are amoral (not doing the right thing) • They can be put to constructive or destructive use.

  17. Eight kinds of intelligence would allow eight ways to teach, rather than one. • This would allow children more ways to learn and express themselves.

  18. www.dmps.k12.ia.us/schools/2Goodrell/MI.htm

  19. Review List/Name the eight intelligences and give an example of each. http://www.new-oceans.co.uk/new/education/images/multint2.gif

  20. Independent Practice • Create an illustration using Gardner’s 8 multiple intelligence's. • This can be a drawing using words, pictures, examples, etc. BE CREATIVE!!!!! 

  21. Copy one of the following website’s. 1. Please complete one of the following quizzes. 2. Record results. 3. A paper will be coming around for you to write your results. 4. Now complete your foldable chart http://www.edutopia.org/multiple-intelligences-learning-styles-quiz

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