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REMEMBER…. The most successful people in every field share an ability to think in ways that we seldom teach in the classroom. Sparks of Genius~ Robert S. Root-Bernstein & Michele Root-Bernstein. Howard Gardner. THEORY OF MULTIPLE INTELLIGENCE. Howard Gardner.

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Remember

REMEMBER….

The most successful people in every field share an ability to think in ways that we seldom teach in the classroom.

Sparks of Genius~Robert S. Root-Bernstein & Michele Root-Bernstein


Howard gardner

Howard Gardner

THEORY OF MULTIPLE INTELLIGENCE


Howard gardner1

Howard Gardner

INTELLIGENCE is the ability to pose and solve problems one encounters in real life and create effective products or services valued within one’s culture.


Intelligence vs learning style

Intelligence vs Learning Style

An Intelligence is NOT…

A Pattern of Coordination is…

  • Not linked to the senses

  • Not cognitive (learning) styles

  • Not nature OR nurture

  • Not how we think, but what we think about

  • Attraction to and skill with specific stimuli

  • Is Linked to senses

  • Is cognitive learning style

  • Is both nature & nurture

  • Is how we think, what we think about

  • Is perception and approach to a task


Interaction and influence

Interaction and Influence


Key points in mi theory

Key Points in MI Theory

  • Each person possesses all eight intelligences MI is a theory of cognitive functioning and all eight functioning together in ways unique to each person. Everyone has each intelligence and a unique organization of the eight intelligences.

  • Most people can develop each intelligence to an adequate level of competency if given appropriate encouragement enrichment and instruction

  • Intelligences usually work together in complex ways Intelligences are always interacting with each other and must be thought of in their specific culturally valued contexts.

  • There are many ways to be intelligent within each category MI emphasizes the rich diversity of ways in which people show their gifts within intelligences as well as between intelligences.


Mi stimuli skills end state

MI: Stimuli, Skills, End State


The eight intelligences

The Eight Intelligences


Criteria to determine an intelligence

Criteria to determine an Intelligence

  • Potential isolation by brain damage

  • Existence of idiot savants, prodigies, and other exceptional individuals

  • Identifiable core operation or set of operations

  • Distinctive developmental history; definable set of expert end states performances

  • An evolutionary history and evolutionary plausibility

  • Support from experiential psychological tasks

  • Support from psychometric findings

  • Susceptibility to encoding in a symbol system


Mi activators and deactivators of intelligences

MI Activators and Deactivators of Intelligences

  • Crystallizing experiences -- turning points in the development of a person's talents and abilities usually in early childhood

    Albert Einstein 4 years old his father showed him a magnetic compass filled him with a desire to ferret out the mysteries of the universe

  • Paralyzing experiences -- experiences which shut down intelligences often filled with shame, guilt, fear, anger and other negative emotions that prevent our intelligences from growing and thriving


Mi environmental influences

MI Environmental Influences

Promote or retard the development of intelligences:

  • Access to resources or mentors -- lack of resources

  • Historical-cultural factors -- the times

  • Geographic factors -- where you live

  • Familial factors -- parental wishes

  • Situational factors -- unable to develop due to situation


The eight word smart

The EIGHT: Word Smart

  • Linguistic

CHILDREN ARE WORD SMART WHEN THEY:

  • Learn through reading, writing, discussing

  • Communicate effectively

  • Have a good vocabulary

  • Write clearly

  • Spells easily

  • Think in words


The eight music smart

The EIGHT: Music Smart

  • Linguistic

  • Musical

CHILDREN ARE MUSIC SMART WHEN THEY:

  • Have a good sense of rhythm and melody

  • Like to sing, hum, chant and rap

  • Enjoy listening to music

  • Read and write music

  • Learn through music and lyrics

  • Enjoy creating music


The eight logic math smart

The EIGHT: Logic & Math Smart

  • Linguistic

  • Musical

  • Logical/Mathematical

CHILDREN ARE LOGIC/MATH SMART WHEN THEY:

  • Think in numbers, patterns and algorithms

  • Think clearly and analytically

  • Learn by appeal to logic

  • Use abstract symbols

  • Solve logic problems easily

  • Are good in math


The eight art space smart

The EIGHT: Art/Space Smart

  • Linguistic

  • Musical

  • Logical/Mathematical

  • Spatial

  • CHILDREN ARE ART/SPACE SMART WHEN THEY:

  • Think in pictures and images

  • Are good with spatial relations

  • Have a good eye for detail and color

  • “See” or draw solutions to problems

  • Learn through visuals

  • See relationships between/among objects/space

  • Like to draw and create


The eight body smart

The EIGHT: Body Smart

  • Linguistic

  • Musical

  • Logical/Mathematical

  • Spatial

  • Bodily Kinesthetic

CHILDREN ARE BODY SMART WHEN THEY:

  • Are highly coordinated

  • Use gestures and body language

  • Take things apart and fixes them

  • Learn through “hands-on” activities

  • Enjoy acting and role-playing

  • Enjoy dancing and athletics


The eight nature smart

The EIGHT: Nature Smart

  • Linguistic

  • Musical

  • Logical/Mathematical

  • Spatial

  • Bodily Kinesthetic

  • Naturalistic

CHILDREN ARE NATURE SMART WHEN THEY:

  • Are aware of their natural surroundings

  • Discriminate different flora and fauna

  • Are good at sorting and classifying

  • Have keen observational skills

  • Understand natural phenomena

  • Garden or care for pets and animals


The eight people smart

The EIGHT: People Smart

  • Linguistic

  • Musical

  • Logical/Mathematical

  • Spatial

  • Bodily Kinesthetic

  • Naturalistic

  • Interpersonal

CHILDREN ARE PEOPLE SMART WHEN THEY:

  • Make and maintain friends easily

  • Understand and respect others

  • Resolve conflicts

  • Learn by interacting with others

  • Like to work and be with others


The eight self smart

The EIGHT: Self Smart

  • Linguistic

  • Musical

  • Logical/Mathematical

  • Spatial

  • Bodily Kinesthetic

  • Naturalistic

  • Interpersonal

  • Intrapersonal

CHILDREN ARE SELF SMART WHEN THEY:

  • Need time to process information

  • Think about their own thinking

  • Have strong opinions and beliefs

  • Are introspective

  • Know themselves well

  • Like quiet time alone


Theory into practice

Theory into Practice

“Do not train youths to learning by force and harshness, but direct them to it by what amuses their minds so that you may be better able to discover with accuracy the peculiar bent of the genius of each.” -- Plato


Mi ways to experience learning

MI Ways to Experience Learning


Mi types of activities

MI Types of Activities


Mi in the classroom

MI in the CLASSROOM

Environment

Planning

Curriculum

Instruction/Lessons

Extensions

Assessment

Documentation

Celebration


Mi learning centers

MI Learning Centers


Three visions for mi theory practice

Three Visions for MI Theory Practice

  • Matching: Teaching with MI

    • Match instructional strategies with student’s MI set

    • Provide success in curriculum for all students

    • Build bridges into curriculum – create windows for learning

  • Stretching: Teaching for MI

    • Nurture development of all intelligences

    • Develop dominant and nondominant intelligences

    • Enhance capacities

  • Celebrating: Teaching about MI

    • Improve self-awareness, metacognition, and reflection

    • Respect and appreciate differences

    • Celebrate collective diversity


Mi planning frame

MI Planning Frame


Mi teaching

MI TEACHING…….

SUN ~ Mercury, Venus , Earth, Mars, Jupiter, Saturn, Uranus, Neptune


Mi assessment

MI Assessment

Portfolios

Documentation

Curriculum Projects

Inquiry Projects

Presentation of Findings in Multiple ways


Making learning visible

Making Learning Visible

Documentation


Documentation requires

Documentation requires

  • Attention to learning and involves questions, wonderings

  • Recording in multiple ways, more than one source and/or medium

  • Shared with the learners

  • Analysis or interpretation about aspects of learning from multiple perspectives

  • Information and design communicates a Learning Story and informs future learning


Documentation vs display

Documentation vs Display

Five features of documentation:

  • Does the “display/documentation” involve a question about learning?

  • Is it shared back with the learners?

  • Does it involve more than one medium, source of information?

  • Does it entail multiple perspectives, and include adult analysis or reflections?

  • Does it help inform future learning experiences as well as revisit past learning?

    Most documentation shows evidence of the learning process as well as product, and isn't just a record of what happened, but an analysis or interpretation of the learning that took place.

    @ 2006 Making Learning Visible Project at the Harvard Graduate School of Education


Sharing the learning story

DOCUMENTATION

SHARING THE LEARNING STORY

DISPLAY


I still need to know

I still need to know….


Interaction and influence1

Interaction and Influence


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