Brain Research- Multiple Intelligences Dr. Douglas Gosse & Olive Ridler, 2006 Methods – Faculty of Education, Nipis

1. Brain Research- Multiple IntelligencesDr. Douglas Gosse & Olive Ridler, 2006 Methods – Faculty of Education, Nipissing University

2. Who is intelligent?

3. Theoretical Premise: Howard Gardner 1983, 2000 • People engage in different kinds of thinking • There is a connection between thinking and intelligence • Howard Gardner challenges traditional views of intelligence which he says have centered on only 2 types of intelligence ( linguistic & logical mathematical) • This theory is more appealing cross culturally because other forms of intelligence are valued in other cultures • Real people have a blend of intelligences & teachers must consider instructional strategies that uses all the intelligences

4. Howard Gardner 1983, 2000 • Most people are strong in at least one of the intelligence areas. • Historically the traditional “intelligences” were privileged but Gardner proposes that all 8 of his intelligences are of equal utility • Teachers have embraced this theory because it is easy to apply to teaching and learning • This theory also provides for alternative forms of assessment. Instead of answering the question “How smart are you?” assessment becomes “How are you smart?” • All intelligences can be taught & nurtured

5. Gardner’s definition of intelligence • The ability to solve problems that one encounters in real life • The ability to generate new problems to solve • The ability to make something or offer a service that is valued within one’s culture

6. MI theory is not an educational prescription. “ Educators are in the best position to determine the uses in which MI theory can and should be put to use”

7. How am I smart? • Go to http://www2.bgfl.org/bgfl2/custom/resources_ftp/client_ftp/ks3/ict/multiple_int/ • Complete the self test

8. 8 Intelligences – by Dr. Howard Gardner • Linguistic • Logical/ Mathematical • Spatial • Bodily/ Kinesthetic • Musical • Interpersonal • Intrapersonal • Naturalistic

9. Can you define intelligence? Margaret Atwood Linguistic Intelligence • capacity to use language • Able to express what is on your mind • Adept with words • “Word Smart”

10. Can you define intelligence? Logical/ Mathematical Intelligence • Adept with numbers & reasoning • Manipulate numbers, quantities and numbers • “Number Smart” Albert Einstein

11. Can you define intelligence? Alex Colville Spatial Intelligence • Adept with pictures & images • Able to represent the spatial world internally in your mind • “Picture Smart”

12. Can you define intelligence? Bodily/ Kinesthetic Intelligence • capacity to use parts of the body to solve a problem, make something or put on some kind of production • “Body Smart” Mats Sundin

13. Can you define intelligence? Shania Twain Musical Intelligence • capacity to think in • Music, able to hear patterns, recognize them, manipulate them • “Music Smart”

14. Can you define intelligence? Pierre E. Trudeau Interpersonal Intelligence • understanding other People • ability to work with & motivate others toward a common goal • “People Smart”

15. Can you define intelligence? Helen Keller Intrapersonal Intelligence • Skills of self-knowledge • Knowing who you are, what you can do, what you want • “Self smart”

16. Can you define intelligence? David Suzuki Naturalistic Intelligence • Skills of making connection to elements in nature • “Nature Smart”

17. Linguistic If you have strong linguistic intelligence you might learn better by Reading Memorizing Playing word games (Scrabble, Anagrams, Password) Making up rhymes, puns Using the internet

18. Logical/Mathematical Learner If you have strong logical-mathematical intelligence you might learn better by Recording information systematically Setting up experiments (“What if…?”) Playing strategy games (Chess, Checkers) Analyzing data Asking logical questions Using the internet

19. Spatial Learner If you have strong spatial intelligence you might learn better by Studying pictures Watching videos Using visual, tangible aids Doing mazes, puzzles Making predictions Using the internet

20. Bodily/Kinesthetic Learner If you have strong bodily-kinesthetic intelligence you might learn better by Doing role plays Constructing physical examples Exercising while reviewing Visiting museums, institutions, parks Asking logical questions Using the internet

21. Musical Learner If you have strong musical intelligence you might learn better by Listening to recordings Talking to yourself Making up songs Mentally repeating information Reading aloud Changing tempo

22. Interpersonal Learner If you have strong interpersonal intelligence you might learn better by Studying in groups Comparing information with others Interviewing experts Relating personal experiences Being a team player Doing cooperative projects

23. Intrapersonal Learner If you have strong intrapersonal intelligence you might learn better by Avoiding distractions Establishing personal goals Playing solitary games Setting own pace Working alone Relating personal experiences

24. Naturalistic Learner If you have strong naturalistic intelligence you might learn better by Studying outside Learning in the presence of plants & pets Relating environmental issues to topics Smelling, seeing touching, tasting, Observing natural phenomenon

25. Multiple Intelligences • Studies continue… • Naturalistic Intelligence • Emotional intelligence • Moral Intelligence • Spiritual Intelligence

27. Consolidation!!!! • Charlie Chaplin and Maria Sharapova are two extraordinary examples of the following intelligence: • Visual Spatial • Bodily – Kinaesthetic • Musical rhythmic • Jane Goodall and David Suzuki are great examples of this intelligence: • Logical Mathematical • Naturalist • Intrapersonal

28. Consolidation 3. Pablo Picasso and the architect Frank Lloyd Wright had the following capacity in great measure: • Visual Spatial intelligence • Logical Mathematical intelligence • Verbal Linguistic intelligence 4. The famous lawyer Ed Greenspoon and the chess champion Gary Kasparov have the following intelligence in common: • Interpersonal • Verbal Linguistic • Logical Mathematical 5. Former prime minister Pierre Elliot Trudeau and talk show host Oprah Winfrey are examples of : • Bodily – Kinaesthetic intelligence • Interpersonal intelligence • Intrapersonal intelligence

29. Consolidation 6. What do Arethra Franklin and Wolfgang Amadeus Mozart have in common? • Naturalist intelligence • Musical rhythmic intelligence • Visual Spatial intelligence 7. Authors Henry David Thoreau and Khalil Gibran had abundant: • Intrapersonal intelligence • Interpersonal intelligence • Musical rhythmic intelligence 8. The work of Margaret Atwood, David Bergen, Anne Marie McDonald demonstrates: • Bodily – Kinaesthetic intelligence • Verbal Linguistic intelligence • Naturalist intelligence

30. Application Activity • “Corners” move to the corner according to your preferred intelligence • Form a pair with someone who has the same MI learning preference • On lesson plan sheet write down the assigned course code & lesson expectation • Generate a teaching learning/instructional strategy in your MI to meet that expectation • Search out 7 other pairs ( from all the other MI groups) & have them give you a teaching learning/instructional strategy according to their MI that meets your expectation • Once you have 8 different teaching learning strategies sign your lesson plan sheet & hand it in to Dr. Gosse

32. Memory Strategies Armstrong. Thomas. (April 19, 2004). The Possibilities and Limitations of Multiple Intelligences in the Schools. Retrieved December 4, 2005, from http://www.acu-vejle.dk/mi/laes_mere_1/dokumenter/Handouts_Vejle_190404_formiddag.ppt Logical-Mathematical -Digitalize words (or use code) Linguistic - Traditional approaches Spatial - Visualize words Intrapersonal - Personalized spelling lists Musical - Sing words Spelling Interpersonal - People spelling Bodily-Kinesthetic -Stand up on vowels, sit down on consonants Naturalist - Spelling outside (use naturalist lists)

33. Resources & References Armstrong, Thomas. Multiple Intelligences in the Classroom, 2nd Ed.. Alexandria, VA: ASCD, 2000. Armstrong, Thomas. In Their Own Way: Discovering and Encouraging Your Child’s Multiple Intelligences. New York: Tarcher/Putnam, 2000 Armstrong. Thomas. (April 19, 2004). The Possibilities and Limitations of Multiple Intelligences in the Schools. Retrieved December 4, 2005, from http://www.acu-vejle.dk/mi/laes_mere_1/dokumenter/Handouts_Vejle_190404_formiddag.ppt Buzan, Tony. Use Both Sides of Your Brain. New York: Dutton, 1991. Campbell, L. and B. Campbell. Multiple Intelligences and Student Achievement: Success Stories from Six Schools. Alexandria, VA: ASCD, 2000. Department of Education. (2004). Use Your Brain - Multiple Intelligences. Retrieved December 4, 2005, from http://depts.gallaudet.edu/TIP/manual/orientation/MI.ppt Gardner, Howard. Frames of Mind: The Theory of Multiple Intelligences. New York: Basic Books, 1983. Gardner, Howard. Multiple Intelligences: The Theory in Practice. New York: Basic Books, 1993. Gardner, Howard.. Intelligence Reframed: Multiple Intelligences for the 21st Century. New York: Basic, 1999. Hoerr, T. Becoming a Multiple Intelligences School. Alexandria, VA: ASCD, 2000. Kornhaber, M. Project SUMIT: Outcomes. Website: http://www.pz.harvard.edu/SUMIT/OUTCOMES.htm