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Can Multiple Intelligence be an Effective Tool in the Classroom?

Can Multiple Intelligence be an Effective Tool in the Classroom?. The MI theory can help the teacher cater to the students’ individual learning needs. . The Human Brain. The brain works differently for different people. That brain is split into two hemispheres

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Can Multiple Intelligence be an Effective Tool in the Classroom?

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  1. Can Multiple Intelligence be an Effective Tool in the Classroom? The MI theory can help the teacher cater to the students’ individual learning needs.

  2. The Human Brain • The brain works differently for different people. • That brain is split into two hemispheres • Left and Right have different responsibilities

  3. There is a process that the brain follows to make a memories. • The Creb cycle is an important subsection of the memory process.

  4. Emotional events- memories last • Learning needs a good environment • Nutrition is important to learning • Teaching strategies

  5. Multiple Intelligence Theory (MI Theory) • The standard definition of intelligence “Intelligence is the capacity that allowed for success in school; the linguistic and logic-mathematical skills needed in a traditional classroom” • Howard Gardner challenges and creates a new definition of what intelligence actually is: “Intelligence is…the capacity to solve problems or to fashion products that are valued in one or more cultural settings” • The Eight Areas of Intelligence

  6. The Core Components and Occupations Associated With Each of the Intelligences

  7. MI AS A CLASSROOM TOOL The Multiple Intelligences Theory should augment traditional methods of teaching, not replace them.

  8. MI AS A CLASSROOM TOOL • Incorporate MI related activities into lesson plans • Use centers to focus on MI activities • Focus on career education and MI

  9. Common games and activities to promote different intelligences. (Rettig, 2005 p. 257)

  10. References Brain Hemispheres: Fiction and Fact. (1994-2006). Encyclopedia of Educational Technology. Retrieved October 5, 2006, from http://coe.sdsu.edu/eet/articles/brainhemisphere/index.htm Collins, J. (1998, October 19). Seven kinds of smart [Electronic version]. Time, 152 (16), 94- 97. Dwyer, B. (2001). Successful training strategies for the twenty-first century: Using recent research on learning to provide effective training strategies. [Electronic version]. The International Journal of Educational Management, 15, (6/7), 312. Gardner, H. (1995, December). "Multiple Intelligences" as a catalyst. [Electronic version]. The English Journal, 84(8), 16-18. Gardner, H. (1997, September). Multiple intelligences as a partner in school improvement [Electronic version]. Educational Leadership, 55 (1), 20-21. Gardner, H., & Hatch, T. (1989, November). Multiple intelligences go to school: educational implications of the Theory of Multiple Intelligences. [Electronic version]. Educational Researcher, 18(8), 4-10. Gardner, H. & Raedurn, P. (1999, December 20). Intelligence Reframed. [Electronic version]. Business Week, 3660, 36. Full text coverage: Mar 18, 1996 (Issue 3467) – current, September 21, 2006 Moran, S., Kornhaber, M., & Gardner, H. (2006, September). Orchestrating multiple intelligences. Educational Leadership, 64 (1), 22-27. Retting, M. (2005, February). Using the multiple intelligences to enhance instruction for young children and young children with disabilities [Electronic version]. Early Childhood Education Journal, 32, 255-259. Traub, J. (1998, October 26). MULTIPLE INTELLIGENCE DISORDER.(Howard Gardner's revolutionary theories of multiple intelligences). [Electronic version]. The New Republic, 20. Walbolt K. (1997, September 21). How the Brain Learns, [Electronic version]. Fort Lauderdale News/Sun-Sentinel, p. H6. September 21, 2006.

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