Send the link below via email or IMCopy
Present to your audienceStart remote presentation
- Invited audience members will follow you as you navigate and present
- People invited to a presentation do not need a Prezi account
- This link expires 10 minutes after you close the presentation
- A maximum of 30 users can follow your presentation
- Learn more about this feature in our knowledge base article
Do you really want to delete this prezi?
Neither you, nor the coeditors you shared it with will be able to recover it again.
Make your likes visible on Facebook?
Connect your Facebook account to Prezi and let your likes appear on your timeline.
You can change this under Settings & Account at any time.
Gardner's Theory of Multiple Intelligences
Transcript of Gardner's Theory of Multiple Intelligences
Jess Tapley Gardner's Theory of
Multiple Intelligences Existential Intelligence Who is Howard Gardner? • Those who are concerned with questions regarding existence.
• Examples: “Why am I here?” “What is the nature of reality?”
• Gardner alludes to this specific type of intelligence in his works.
• Individuals that possessed this intelligence: Epicurus, Plato, Siddhartha Gautama, Mahavira, John Paul Sartre, Lucretius, U.G. Krishnamurti, et al.
• In classroom setting, expose students to philosophy and religious studies.
• Application of primary source documents (e.g., Epicurus’s letters) will help students foster questions concerning existence. Intrapersonal Intelligence • Born in Scranton, Pa., in 1943
• Son of refugee parents fleeing Nazi Germany.
• Trained as a developmental psychologist and a neuropsychologist.
• Introduced his Theory of Multiple Intelligences in his 1983 book, "Frames of Mind"
• Heavily involved in USA educational reform and Project Zero. Linguistic/Verbal Intelligence Spatial Intelligence Interpersonal Intelligence Naturalist Intelligence Musical/Rhythmic Intelligence Bodily/Kinesthetic Intelligence What are Gardner's intelligences? • Existential
• Naturalist Logical-Mathematical Intelligence • Sensitivity to the spoken and written language and different uses for it.
• Ability to learn languages.
• Deep understanding of words, grammar rules, musical qualities, and rhythmic words.
• Such learners use language as a means to remember information.
• Learners also enjoy reading/playing word games. Associated technology:
• “Wings for Learning”
• Microsoft's Fine Artist and Creative Writer
• Microflip’s Full Talk
• Smart Keyboards
• Eduquest (Talking Mouse, Speech Viewer, Screen Reader)
• Prezi • Sensitivity to rhythm and sound.
• Love of music.
• Can perform tasks better with music in the background.
• Skills in performance, composition, and appreciation of musical patterns.
• These students learn more easily when lesson turns into a musical form. Associated technology:
• Musical Instrument Digital Interface (MIDI)
• Music Writer
• Music Land
• Band in a Box
• Music Exploratorium
• The Association for Technology in Music Instruction (ATMI)
• http://pbskids.org/games/music.html • People who experience this intelligence are good with body movement, performing actions and physical control.
• Most tend to have excellent hand-eye coordination and dexterity.
• Characteristics of such learners include:
• Learn by "doing"
• Would rather touch than just look
• Well-coordinated with good motor skills
• Like figuring out how things work
• Like to work with their hands
• Can't sit still for too long
• Like to be active Technology implications:
• These learners need frequent breaks from the computer.
• Interactive software should be used with these learners.
• Hands-on props and manipulatives should be provided at the computer.
• Consider using animation & digital photography for class projects.
• SMART Boards will be very helpful for these learners. • Newest intelligence added to Gardner’s Theory.
• These learners are often interested in nurturing, exploring the environment and learning about other species.
• They will initially resist technology but will likely change their minds over time.
• The Internet can be used to learn about weather, endangered animals, plants and distant places on the planet (using internet expeditions and live internet cameras)--all things that deeply interest them.
• Cameras are an excellent technology resource for these students, since they take pride in recording and presenting the natural world. Relationship to collaborative learning • Collaborative learning: students work together toward a common goal.
• All nine intelligences represent this type of learning:
• Every person in the classroom works together and helps each other to understand the point of each lesson.
• One student might excel in a certain intelligence more than the person they are sitting next to; if during a particular lesson that intelligence is the prime focus, they can help the other student get through the problems. Relationship to individualized instruction • Individualized instruction: a method is personalized to meet the needs of the learning styles for each learner.
• All nine intelligences represent this type of learning as well:
• Progress through content at their own pace.
• More knowledge is obtained, less time is wasted.
• Every student’s needs are met because the lesson is presented in a way to reach every learner which includes the intelligences in which they excel. • Not unique to mathematics.
• Two core ideas: counting and precision.
• “Precision” can refer to mathematical proof, organization of an essay, or simply accurately communicating facts.
• Represented in scientific method, which is also applicable to various other subject areas (English, history, foreign language).
• Many people believe that logical/mathematical intelligence shapes all other intelligences, but Gardner has cautioned against assuming this. Associated technology:
• The Geometer's Sketchpad
• Graphing calculator
• SMART Board
• Promethean Board • Ability to think and visualize in three dimensions.
• Used by hikers, pilots, sailors, architects, painters, sculptors, and surgeons, to name a few.
• Used in transforming mental images (such as reading a map) and recognizing faces and objects.
• Sex differences are more pronounced for spatial intelligence than any other (males score higher than females).
• Gardner has theorized this is traceable to hunter-gatherer days. Associated technology:
• Strata (3D modeling)
• ANSYS (design software for engineers, architects)
• GEFS Online (flight simulator)
• Google Maps
• Prezi • Understanding desires, motives, intentions, moods, and temperaments of others.
• Individuals who excel in this intelligence can effectively communicate both verbally and nonverbally.
• These learners work best in cooperative groups, particularly with sequential projects in which each person is responsible for a different task.
• Implications for technology:
• Computers can be used to facilitate cooperative learning.
• Students can all work on one computer and rotate roles, or use different computers in a sequential project (as described above).
• Computer-based adaptive tools such as alternative keyboards can be used to help students with weaker interpersonal intelligence contribute to such activities. • The ability to understand oneself and one's own feelings, fears, and motives and use this understanding in planning one's life.
• Learners who excel in this intelligence will generally prefer to work independently. They are typically "self-starters" and may be shy or introverted.
• Implications for technology:
• These students will enjoy interactive tutorials that allow them to work and learn at their own pace.
• They will be more comfortable in online discussion groups (e.g., Blackboard) rather than having to quickly summarize and share their thoughts in class.
• Students will enjoy self-reflection through online journals such as Penzu.