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Using Multiple Intelligences in the College Composistion Classroom

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Amanda Lynn David

on 28 March 2013

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Transcript of Using Multiple Intelligences in the College Composistion Classroom

Verbal/Linguistic Good with words
Excel at word games and jigsaw puzzles
Like hearing creative pieces (stories, plays, poetry, etc.) read aloud Use their bodies creatively, e.g. athletes, dancers, choreographers and actors
Display a high degree of control over their bodies (motor skills, etc.)
Prefer hands-on activities to those in which they are unable to move or express themselves physically, such as long lectures Presented by:
Aaron Richards (anrichar@odu.edu)
&
Amanda David (adavid@odu.edu) Logical/Mathematical Value order, seek out patterns, and employ strong reasoning and problem-solving skills
Typical “Type A” personalities
Function at their highest level when they are able to use numbers and/or reason
Attracted to the logical qualities of language Visual/Spatial Learn best when presented with visual information ie. graphics, charts, drawings, diagrams, etc.
Function most effectively when they are able to create their own visual representation of ideas and/or are taught using visual stimuli Musical Tuned into the tones and rhythms of music, as well as the musical aspects of language (such as intonation, rhythm and syllable structure)
Listen to music often and always have a song playing in their heads
Learn best when they are able to use their highly developed aural sense Not Your Grandmother's Lecture Hall:
Using Multiple Intelligences in the College Composition Classroom What is Multiple Intelligences (MI) theory? Why is MI theory a powerful tool for educators? In what educational contexts is MI theory used? The Basics Naturalistic Love the outdoors, nature and animals
May become depressed or unhappy when cooped up indoors for too long (windowless classrooms!)
Good at and enjoy classification and categorization Intrapersonal Like to spend time alone and contemplate their ideas before sharing with others
Function most effectively when given time to reflect on their thoughts and writing
Dive into problems and figure out solutions along the way Interpersonal Learn better in working groups than alone
Display “the capacity to understand the intentions, motivations and desires of other people” (Smith)
Pick up on other people’s thoughts and feelings through body language and other cues
Respond well to other people’s needs Body/Kinesthetic In-class Examples Creative writing, especially storytelling
Preparing for and writing a memoir
Allowing students to share their ideas and stories verbally
Publishing a class newspaper or blog
Orchestrating class debates In-class Examples Organizing pieces of information (e.g. parts of an essay) into a logical sequence
Utilizing equations and "recipes" to teach rhetorical and grammatical concepts (Dillon)
Using evidence to support claims
Detecting errors in another's work In-class Examples Encourage pictorial note-taking
Web-style brainstorming
Use Prezis instead of PowerPoints
Illustrate a point/lesson with a cartoon or drawing
Create multimedia projects In-class Examples Writing a song or poem
Setting the content to be learned (verbal content) to a tune or rhythm
Listening to mood music while studying or learning a new concept In-class Examples Participating in a "walking workshop"
Doing a "jigsaw" activity
Acting in a group skit, playing charades or miming
Performing hands-on activities
Using manipulatives, e.g. Play-Doh, Legos, etc.
Crafting and building In-class Examples Using nature objects (pine cones, leaves, live animals, etc.) in class
Watching videos or viewing pictures of nature
Writing about about a favorite outdoor spot or animal
Putting class concepts into categories (Dillon)
Teaching class outside on a nice day In-class Examples Journal writing
Reflection exercises that ask the writer to identify strengths and weaknesses in their writing
Independent brainstorming
Choosing own assignment options
Guided self-teaching In-class Examples Assigning group discussions and projects
Working with a partner
Tutoring or teaching other learners
Engaging in team competitions and board games
People sculpting Sources Andrioti, Katerina. "The Use of Multiple Intelligence, Humor, and Technology in the College Composition Classroom: A Practical Approach." Social Applications for Lifelong Learning 4.5 (2010): 58-62. Print.

Armstrong, Thomas. Multiple Intelligences in the Classroom. Alexandria, VA: Association for Supervision and Curriculum Development, 1994. Print.

Beare, Kenneth. "Multiple Intelligences Activities." About.com English as 2nd Language. Web. 15 Mar. 2013.

Campbell, Linda, Bruce Campbell, and Dee Dickinson. Teaching & Learning through Multiple Intelligences. Boston: Allyn and Bacon, 2004. Print.

Chen, Jie-Qi, Seana Moran, and Howard Gardner. Multiple Intelligences Around the World. San Francisco: Jossey-Bass, 2009. Print.

Dillon, Loli M. "Multiple Intelligences Theory and the College English Classroom." Minnesota English Journal: Minnesota Council of Teachers of English. Retrieved September 21 (2006): 2009.

Gardner, Howard. Multiple Intelligences: New Horizons. New York: Basic, 2006. Print.

Medina, John. Brain Rules: 12 Principles for Surviving and Thriving at Work, Home, and School. Seattle, WA: Pear, 2008. Print.

"Multiple Intelligences Assessment." Multiple Intelligences Assessment. Web. 15 Mar. 2013.

Silver, Harvey F., Richard W. Strong, and Matthew J. Perini. So Each May Learn: Integrating Learning Styles and Multiple Intelligences. Alexandria, VA: Association for Supervision and Curriculum Development, 2000. Print.

Smith, Mark K. (2002, 2008) 'Howard Gardner and multiple intelligences', the encyclopedia of informal education, http://www.infed.org/thinkers/gardner.htm.

Viens, Julie, and Silja Kallenbach. Multiple Intelligences and Adult Literacy: A Sourcebook for Practitioners. New York: Teachers College, 2004. Print. Developed in the 1970s by Howard Gardner, a Harvard researcher
Designed to answer the question “How are we smart?” rather than the traditional “How smart are we?"
Tied to creativity and the ability to solve problems in real-world settings
Moves away from traditional models privileging standardized testing and logical-mathematical and verbal-linguistic intelligences MI theory
...provides educators with a conceptual framework for organizing and reflecting on curriculum assessment and pedagogical practices. In turn, this reflection has led many educators to develop new approaches that might better meet the needs of the range of learners in their classrooms (Kornhaber, qtd. in Smith). What are the 8 intelligences? 1) Verbal/Linguistic
2) Logical/Mathematical
3) Visual/Spatial
4) Musical
5) Body/Kinesthetic
6) Naturalistic
7) Intrapersonal
8) Interpersonal In North America and around the world, educators have designed curricula, classrooms, and even entire schools around the MI paradigm (Smith, Chen)
These schools include preschools, K-12 schools, adult/vocational education programs, and colleges and universities (Smith)
MI-based pedagogy has already been implemented successfully in the college composition classroom (Dillon, Andrioti)
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