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Gardner's Theory of Multiple Intelligences

Presentation on Gardner's Multiple Intelligences for ISTC 301/501, Nov. 6, 2012

Ben Cohen

on 6 November 2012

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Transcript of Gardner's Theory of Multiple Intelligences

Ben Cohen
Elissa Myones
Jeffrey Narbut
Emma Smith
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
• Logical/Mathematical
• Spatial
• Interpersonal
• Intrapersonal
• Linguistic/Verbal
• Musical/Rhythmic
• Bodily/Kinesthetic
• 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
• VideoPoint
• DataStudio
• 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
• Wyzant.com
• Photoshop
• 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.
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