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ES125 - Poster Presentation: Multiple Intelligences

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Kathryn Praeger

on 1 March 2014

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Transcript of ES125 - Poster Presentation: Multiple Intelligences

Multiple Intelligences directs a teacher’s perspective and thus, changes the focus of the classroom to align with the students’ God given aptitudes.
The Path to Potential
Mini Lesson Plan
Four Theories Through the Ages
Conclusion
God created people to think, create, develop and have interests in varying areas such as maths, science, literature, sport, art and more. The theory of Multiple Intelligences is a way of recognising and categorising the intricate and varied interests and talents, or intelligences, which God created humans to possess. Over the past 29 years Howard Gardener’s theory of Multiple Intelligences has challenged and revolutionised approaches to modern teaching. Rather than the standard academic and test based view, he proposed a holistic approach to teaching and learning (Smith 2008). It has been hypothesised that
Multiple Intelligences directs a teacher’s perspective and thus, changes the focus of the classroom to align with the student’s God given aptitudes.
A teacher’s perspective, or point of view, is the worldview through which all decisions are filtered, particularly in relation to education. This worldview directly impacts upon how a teacher perceives the capabilities of students, and as such, results in the worldview of the teacher directing the classroom activities and curriculum in order to bring students to their greatest potential, as deemed by the teacher’s point of view.
Furthermore, the potential gifts talents and abilities are recognised as the
God given aptitudes of every individual. This paper investigates the
worldview transformation that Gardener’s theory of Multiple
Intelligences caused in education.
Personal Work Center
Art Center
Music Center
Building Center
Reading Center
Maths and Science Center
Group Work Center
Grade: __
Topic: __
(Vukhoaanh 2011)
(McKenzie 1999)
(Campbell 1996)
God given Aptitudes
The Intelligences
Introduction
1
2
3
4
Impacts upon the Classroom
Bodily-
Kinaesthetic
Linguistic
Musical
Logical-
Mathematical
Intrapersonal
Naturalist
Interpersonal
Visual-
Spatial
The ability to effectively understand, communicate and work with others.
The ability to
know oneself.
Often found
through self-
reflection on
‘emotions, motivations and inner states of being.’
The ability to utilise the written and spoken language to both learn and express desired information.
The ability to excel in ‘the performance, composition, and appreciation of musical patterns’.
The ability to recognise items within their cultural context both natural and artificially made.
‘The ability to mentally visualise images and spatial dimensions.’
The capability to use deductive and reasoning skills (logic), as well as numerical and pattern recognition skills
The tendency to use physical or bodily actions to connect or relay information.
(Learning Theories
2012, ¶3)
(Rotter, L n.d.)
(Learning Theories
2012, ¶3)
(Shin, D
2012)
(Learning Theories
2012, ¶3)
(GoGraph.com 2012)
(Smith 2008, ¶4)
(Clipartoday.com 2012)
(Smith 2008, ¶4)
(Learners.in.th 2010)
(Learning Theories
2012, ¶3)
Main theorist: Howard Gardener (1943-present)
Intelligence = abilities or talents
= categorised into 8 intelligences
Based on 'neuropsychological analysis of human abilities'
(Cilia 2012, ¶11)
A
ll areas of the brain represented through the intelligences
Cross-culturally applicable
Easily transferable to practical situations
Main assumption: all intelligences are present, although some more prevelent than others
Technology reliant, not theory based
Little to no educational application
Focus of study was on biological differences
Main assumption: intelligence can be seen neurologically
Main theorist: Lee Cronbach
(1916-2001)
Intelligence = dependent on cognitive capabilities
Focus of study was on prior knowledge and understanding
Main assumption: intelligence can be measured and analysed
Main theorist: Charles Spearman (1863-1945)
Intelligence = General Factor
+
Specific Knowledge
General Factor was the main research area
Main assumption: intelligence can be measured
Throughout the past hundred years, education has been driven by the aim to see students achieve their greatest potential. Previous to Gardener's theory of Multiple Intelligences, the main view of intelligence, driven by the psychometric and cognitive theorists, was that intelligence was a purely mental process. This limited the potential that teachers were able to see in students, and thus not allowing them to grow in all their God given aptitudes. However, with the introduction of the theory of Multiple Intelligences, the perspective of teachers opened, allowing them see the full God given potential of all students in all the various aptitudes. This in turn resulted in the focus of the classroom widening to cater for the
full potential of the students.
Therefore, the hypothesis that Multiple
Intelligences directs a teacher’s
perspective and thus, changes the
focus of the classroom to align with the
students’ God given aptitudes, is
correct.
The worldview, or perspective, of the teacher controls the direction, focus and presentation of their classroom (Schultz 2012,
¶1
). The theory of Multiple Intelligences aims to broaden a teacher's perspective to see the varied intelligences of students and therefore, alter the focus of the classroom accordingly (Guignon 2011,
¶8
).

Previous to the theory of Multiple Intelligences, the dominant view of intelligence was that it was a mental process (Intelligence n.d.
¶14
). This meant that classrooms were run and focused on these cognitive and often linguistic or logical areas, often resulting in the neglect of creative intelligences such music. Therefore, the eight Multiple Intelligences provides a framework to revolutionise the way the everyday classroom is run. The
God created all humans individually and uniquely. 'In his grace, God has given us different gifts for doing certain things well’ (Romans 12:6, NIV, 1984). These gifts, talents and abilities, or intelligences, are fully recognised in Gardener's theory of Multiple Intelligences.

The earlier psychometric and cognitive theories work on the basis that intelligence is a measurable mental process. By defining intelligence as a purely mental process, the psychometric and cognitive theories have overlooked many abilities and talents, such as a physical aptitude (Intelligence n.d.
¶14
). This narrow worldview does not allow individuals to strive toward all the varied gifts that God gave.

The contextualism theory, or Multiple Intelligences, accounts for all areas of talent and aptitudes (Cilia 2012, p.11). This broad and holistic view of intelligence recognises the potential of individuals to grow in all areas of talent, not only in the cognitive area. As a result of this open perspective, the varied aptitudes that God gave to every individual are being developed and treasured, rather than going to waste.
'For whoever has will be given more, and they will have
an abundance. Whoever does not have, even what
they have will be taken from them'
(Matthew 25:29, NIV, 1984).
Psychometric
Cognitive
Contextualism
Biological
(Cilia 2012, ¶4)
(Shavelson 2009, ¶11)
(Cilia 2012, ¶11)
(Giger 2012, ¶12)
intelligences have the potential to be used in lesson design, an example of which can be seen to the right, interdisciplinary units, student projects or assessment (Guignon 2011,
¶9)
. Yet despite the great capability for the intelligences to be used to structure a classroom, the greatest advantage of Gardener's theory of Multiple Intelligences is the revolutionised worldview of potential within the teachers.
(Aha! Jokes 2010)
(Guignon 2011)
(Crystal, F 2012)
(Learning Theories
2012, ¶3)
(Easy Vectors 2012)
Full transcript