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Implementation of MI Theory--just some experiment with prezi

just some experiment with prezi, pardon for the messy disorder of flow and content, including the title :D

Fathimah Al-Ma'shumah

on 8 May 2013

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Transcript of Implementation of MI Theory--just some experiment with prezi

Foundation Drive Suggestions (Practical)
Recommendations Expected
Result: Core teachers
parents and society
educational system
scoring system
students have highly-qualified and
sufficiently knowledgeable teachers upgrading teachers' skills: trainings SMART
COMPETITIVE Gardner's MI Theory:
improve educational system Implementation
of Theory Conclusion
Recommendation OVERVIEW:
ID's education How to
Implement? we've lived here
I was born in
Bandung, February 14th 1994

as the 4th child of
8 children of

Mr. Dimitri Mahayana and Mrs. Dwi Nursetyowati. Diploma in Piano Performance and Teaching,
Bandung International Music Academy

Tutor at Piano Division, ITB Student Orchestra

Member of Klabklassik Bandung To be a ‘balanced’ human being
and contribute to the development of the society VISSION MISSION Arumsari IX/3 Babakan Sari
Bandung mathematics PASSION 15
years 12
years music 7
years arabic Fathimah Al-Ma’shumah
Department of Mathematics
Institut Teknologi
Bandung we've lived here for 19 years! so do I, I have lived for what? for the sake of
the life after life presentation by basic info purposes of life activities future plans TRUTH BEAUTY VIRTUE Undergraduate program, Department of Mathematics,
Institut Teknologi Bandung

Academic and Science Division staff, HIMATIKA ITB

Private tutor for SHS students Studying Arabic Literature in a private course with Mrs. Siti Khaeriyah

Responsible for Arabic learning program at KM3 ITB

Private tutor in basic Arabic lessons mathematics music arabic other future everyone is basically smart improve the scoring system provide good facilities design a more-effective
time proportion and
time-table facilities: courses, organizations, medias, class-rooms scoring system: portfolio-based proportion and time-table: effective and intelligence-based further study and research everyone can be smart everyone must be smart everyone is smart The national goal of education:
"The government shall establish and conduct a national education system, which increases the faith and piety and good values in the context of educating the life of the nation, which is regulated by law." Quality? everyone knows. lack of facilities lack of logic lack of competitiveness consumptive lack of creativity lack of passion high cost of education curriculum scoring system not-for-all education I am smart. He is dumb. I am dumb.
He is smart.
intelligence = IQ
intelligence = analytical thinking
intelligence = math. physics. or whatsoever many people think: how about... I want it like this. not the previous ones. An intelligence is the ability to solve problems, or to create products, that are valued within one or more cultural settings 1. Sequencing patterns
2. Applying the scientific method to word problems
3. Experiments
4. Detective activities
5. Computers, databases, measurements, graphing Logical-mathematical Visual-Spatial 1. Create or interpret stories through art
2. Create graphic organizers
3. Create maps or illustrations Musical Kinesthetic 1. Assigning movements for vocabulary or key concepts2. Using gestures
3. Doing sports
4. Role Plays 1. Group discussions
2. Project-based learning
3. Feedback and constructive criticism 1. Reflective learning activities
2. Goal setting
3. Self-evaluation
4. Independent projects Naturalistic 1. monitoring natural processes
2. observing natural objects
3. researching, collecting, classifying, sorting
4. outdoor walks, hikes, and tours Interpersonal Intrapersonal Verbal-Linguistic 1. Writing letters, stories, instructions, and graphic organizers
2. Retelling stories and/or directions
3. Text analysis
4. Summarizations
5. Translations
6. Riddles, Debates 1. Surround sound awareness
2. Recreate musical pieces
3. Create/play musical instruments
4. Topic-related songs
5. Song/rhythm creations as mnemonic devices example
activities All intelligences are possessed by all people with unique combinations.

All intelligences can be developed to a specific level of competency by most of people.

The intelligences usually work together in complex ways.

Each intelligences can be developed in many ways teacher parents facilities curriculum and scoring system 1. carefully watch the children
2. identify the children's talents and interest
3. gives freedom to choose what they'd like to polish
3. support them
4. no insulting. no force identify the student's intelligence profile

teach and use teaching-time proportionally
Armstrong (2004): in implementing MI theory, the time proportion should be 30 % direct learning, 30 % cooperative learning, and 30 % self study. teacher isn't the students' source of knowledge, but he/she acts as a learning manager.

students should play and develop their creativity
they must feel secure and safe, psychologically
discipline without fierceness
students can have their own thoughts and can actively participate in learning activities
pay attention to the uniqueness of each student medias and supporting tools

time and space for extracurricular activities

indoor and outdoor 'classrooms' scoring system: monitoring overall progress in all potentialities

effective time-table and time proportion

supporting curriculum thank you! smart alone. stupid alone. MI Presented by Fathimah Department of Mathematics
Faculty of Mathematics and Pure Sciences
Institut Teknologi Bandung
May 4th, 2013 ultiple ntelligences rule #1 rule #3 rule #2 MI Theory Multiple Intelligence (MI) is a theory proposed by HOWARD GARDNER in 1983.

Gardner stated that the human brain possessed eight identifiable "intelligence" areas. A word of caution

1. It is important to remember that, while entirely plausible, the theory of multiple intelligences has not been proven.
2. A common mistake is to assume a student should function primarily in his/her area of strength. In other words, all students can develop all intelligences to an adequate level of competency.
3. Confusion can be created when teachers try to include all intelligences in one lesson. Gardner suggests using the multiple intelligences as several different entry points to a same topic in order to maximize learning opportunities. Talking about the rules... rule #1: All intelligences are possessed by all people with unique combinations. rule#2: All intelligences can be developed to a specific level of competency by most of people. rule#3: The intelligences usually work together in complex ways. for example, rule#4: Each intelligences can be developed in many ways. see the flowery scene in the previous section What constitutes an intelligence?
1. Isolation by brain damage
2. Important for evolutionary history
3. Presence of core operations
4. Susceptibility to encoding
5. Distinct developmental progression
6. Existence of idiot-savants and prodigies
7. Support from experimental psychology
8. Support from psychometric findings For an area to be considered an intelligence, it must meet 8 criteria: The Intelligences Logical The ability to detect patterns, think logically, deductively reason and carry out math operations. Core operations:
numbers, categorization, and relations Spatial The potential to recognize and manipulate patterns in large and/or small spaces. Core operations:
accurate mental visualization and mental transformation of images Kinesthetic The ability to use the body to solve problems or to create products. Core operations:
fine and gross motor skills, flexibility, and balance. Musical The ability to create, perform, and appreciate music. Core operations:
Pitch, rhythm, tone, and timbre. IntERpersonal Core operations:
Persuasion, negotiation, and socialization IntRApersonal The ability to understand the self and regulate one's life. Core operations:
meta-thinking, goal setting, and meditation Why do Teachers Like MI? There is a plethora of educational supplements all dealing with MI. Below are some reasons for its popularity and applicability. Easy to adapt for individual learners and content units
Encourages empowered learning
Activates intrinsic learning
Allows for broader definition of "gifted"
Tool for understanding self and others
Helps to create "flow" Benefits of MI in the Classroom 1. Enhancing students' cognitive,
affective, and psychomotoric growth
2. Enhancing students' motivation
3. Enhancing students' interaction
4. Enhancing students' achievement rule #4 VALUE IT
EXISTENTIAL LINGUISTIC MUSIC mental mathematics improvisation, composition:
harmony, chord poem "untold words" consistency,
sequences of
"events" structural
thinking orchestration,
harmony philosophical language,
poem, prose philosophical
thinking VISUAL &
SPATIAL self-confidence self-consciousness graphing, scaling combining
soul of art telling stories The ability to recognize the motivations, feelings, and intentions of others. Linguistic Core operations:
grammar, syntax, phonology, semantics, and pragmatics. Mastery of the spoken and written languages used to express or remember things. NATURALISTIC The ability to understand the surroundings and the nature. Core operations:
observation, classification, identification (art.5,par.3, UUD1945) THANK
YOU! no one is stupid
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