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MULTIPLE INTELLIGENCES

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Hilary Raymond

on 2 July 2014

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Transcript of MULTIPLE INTELLIGENCES

HOW AM I SMART?
MULTIPLE INTELLIGENCES
well-developed verbal skills and sensitivity to the sounds, meanings and rhythms of words
capacity to think in images and pictures, to visualize accurately and abstractly
ability to think conceptually and abstractly, and capacity to discern logical or numerical patterns
Mathematical-Logical Intelligence
Musical Intelligence

Visual-Spatial Intelligence
Verbal-Linguistic Intelligence
Ability to produce and appreciate
rhythm, pitch and timber.

Creating and feeling a rhythm to express a mood;
Detecting and analyzing musical themes.
Bodily-Kinesthetic Intelligence
ability to control one's body movements and to handle objects skillfully

feeling and expressing oneself physically
Interpersonal Intelligence
People Smart
: able to detect and respond appropriately to the moods, motivations and desires of others
Intrapersonal Intelligence
Self-smart
: able to be self-aware and in tune with inner feelings, values, beliefs and thinking processes
Naturalist Intelligence
Nature smart
: able to recognize and categorize plants, animals and other objects in nature
Existential Intelligence
sensitivity and capacity to tackle deep questions about human existence, such as the meaning of life, why do we die, and how did we get here
Creativity expert Sir Ken Robinson challenges how we are educating our children. He champions a radical rethink of our school systems, to cultivate creativity and acknowledge multiple types of intelligence:
Intelligence ... [is] diverse. We think about the world in all the ways we experience it. We think visually, we think in sound, we think kinesthetically. We think in abstract terms, we think in movement...
(Robinson, 2006)
Johann Sebastian Bach
Wolfgang Amadeus Mozart
Miles Davis
Julie Andrews
Ravi Shankar
Justin Bieber
Sir Isaac Newton
Albert Einstein
Bill Gates
Steve Jobs
Sources

Edutopia. (2013, March 8). Learning styles and multiple intelligences: What does the research say? Retrieved from http://www.edutopia.org/multiple-intelligences-learning-styles-quiz

Lange, D. (1999). Planning for and using the new national culture standards. In J. K. Phillips and R. M. Terry (Eds.),
Foreign language standards: Linking research, theories, and practices
. The ACTFL Foreign Language Education Series. Lincolnwood, IL: NTC/Contemporary Publishing Group, Inc.

Robinson, K. (2006, February). Ken Robinson: How schools kill creativity. [Video file] Retrieved from http://www.ted.com/talks/ken_robinson_says_schools_kill_creativity

Sonrisas Curriculum Methodologies. (2014, April 13). Using the Theory of Multiple Intelligences in the Preschool and Elementary Classroom. Retrieved from http://sonrisasspanishschool.com/blog/?tag=theory-of-multiple-intelligences

Thirteen Ed Online. (2004). Concept to Classroom Workshop: Tapping into Multiple Intelligences. Retrieved from http://www.thirteen.org/edonline/concept2class/mi/Workshop: Tapping into Multiple Intelligences. Retrieved from http://www.thirteen.org/edonline/concept2class/mi/
Activities & assessments
Students may appreciate:
small group work
cooperative learning
project-based learning in groups
e-mail exchanges
collaborative problem solving
group jigsaws
think-pair-share
interviews
(Lange, 1999)
Activities & assessments
Students may appreciate:
visualizations
surveys & questionnaires
problem solving
journals & logs
family heritage
personal graphics autobiography
personal collage
cultural and family heritage investigation
(Lange, 1999)

Activities & assessments
Students may appreciate:
research projects related to environment & ecology
problem solving
data collection & analysis
demonstrations
charts
outdoor activities
virtual field trips
observation of phenomena
(Lange, 1999)

Multiple intelligences
&
learning styles
Take this 24-question quiz from Edutopia to learn how your tastes and interests can influence how you take in information:
http://www.edutopia.org/multiple-intelligences-learning-styles-quiz
Children with strong linguistic intelligence have particular sensitivities to the sounds, structure, meaning, and function of words and language - These students focus more on the traditional aspects of learning and using a world language.
*Spanish may come easily to these students so they must be encouraged to expand their use of the language outside of class
Activities should allow students the opportunity to use the language and focus on reading, writing, speaking, and listening: Journaling, reading and telling stories, writing letters, role-plays, reading authentic articles, and oral conversations
Assessments must take into account the students' abilities to communicate and understand in the target language: traditional vocabulary and grammar quizzes, written essays, audio recordings, poetry writing, formal speech, cognitive debates, listening and reporting, and journals (Lange, 1999)
An interview during a newscast created by the students and recorded for the school
Activities & Assessments:
In learning a world language, teachers should utilize activities that make use of visual aids and graphic organizers to aid students who are visual/spatial learners (Lange, 1999). These could include activities such as:

- Illustrating stories to show comprehension
- creating conjugation charts to see the difference between various subjects
- labeling objects and at home and in the classroom with the word in Spanish
- making graphic organizers to keep track of conceptual information


In world languages the topics often cover global, social, and cultural issues that deal with ethics, morality, and religion. These discussions and debates offer students who are existential learners the opportunity to analyze and look at issues from a different perspective. (Sonrisas, 2014)

Activities & Assessments: Discussions & activities based on themes such as:
- Dia de los muertos/honoring the dead
- immigration reform
- Catholic imperialism
- the effect of culture on racism,
sexism, and discrimination

Activities & Assessments
In the general music classroom musically
intelligent students will thrive. It is
important to keep them engaged in musically
creative activities such as composition and improvisation.
Musically intelligent students also may be aided in other content areas by putting content into a song or rhythm to help them recall the information. Students may come up with a song for the months in a year, or rattle of 50 states in rhythm, congugate verbs to melody and or rhythm along with a number of other activities.
Vaslav Nijinsky
Mia Hamm
Tom Cruise
Florence Griffith-Joyner
Tiger Woods
Activities & Assessment
These students will feel and experience music through movement. These students need to be able to dance and move to music.

Assessments:
Expressing a piece of music through movement.
Demonstrate musical concepts such as high and low pitch, tempo, & time signatures through movement.
Choreographing a dance.
Howard Gardner on Multiple Intelligences:
http://www.edutopia.org/multiple-intelligences-howard-gardner-video
Activities & Assessments
In general music these students may do very well with certain concepts which give other students much difficulty such as music notation & music theory. For these students it is important to connect the "Math" to Music."

Composition exercises, notation exercises, intervals, twelve-tone music, chord progressions, will be exciting lessons for these students.
Try tech tools like SurveyMonkey & Smore
Try tech tools like EdModo or Screenr.
Try tech tools like Lucidchart & Google Earth
A group of French students present themselves, their families, their activities, and their town.
Idea for family tree or storytelling from www.pinterest.com
Try tech tools like NoteFlight.com & MusicTheory.net
Full transcript