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Howard Gardner’s:

Howard Gardner’s:. theory of multiple intelligences. GENERAL OVERVIEW. intelligences are multiple 8 currently recognized each person is a unique combination of these 8 different intelligences varying strengths and weaknesses these intelligences vary in development

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Howard Gardner’s:

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  1. HowardGardner’s: theory of multiple intelligences

  2. GENERAL OVERVIEW • intelligences are multiple • 8 currently recognized • each person is a unique combination of these 8 different intelligences • varying strengths and weaknesses • these intelligences vary in development • every person deserves the opportunity to have their strengths recognized and their weaknesses developed • culture sometimes plays a part in development of the intelligences, as different cultures value different activities • because children learn in different ways they must be assessed in different ways • not only mathematically and linguistically

  3. 8 AREAS OF INTELLIGENCE

  4. 4 STEPS INVOLVED IN TEACHING WITH THE MULTIPLE INTELLIGENCES THEORY • THE LEARNING PROCESS • AUTHENTIC ASSESMENT • CURRICULUM INTEGRATION • INSTRUCTIONAL PRACTICE

  5. Curriculum integration • incorporating specific capacities of the intelligences into existing curricula • addresses how to teach for the different intelligences • by implanting teaching and development of the unique capacities of each child, students have opportunity to develop the full spectrum of their intelligence

  6. Instructional practice • creating lesson plans and units so as to regularly require that students utilize their different intelligences • involves utilization of the different intelligences in presentation of material • want the students to have to use all intelligences in knowing, understanding, and processing lessons (in order to promote a better development of the many intelligences)

  7. The learning process • teaching parents and students about the multiple intelligences • how to explain to students about the different intelligences: • how to access them • the operation of each • when and how to use them • what is involved in strengthening those that are weaker in the individual

  8. Authentic assessment • establishment of “multi-modal assessments” to evaluate the different intelligence activities • First, identifying individual students’ “intelligence profiles” • Second, implementing alternative forms of assessing the “alternative” methods of teaching a lesson • example: portfolios which consist of a well-planned collection of the students work. these should provide a clear and comprehensive view of the caliber of work the student is producing

  9. IMPLICATIONSFOR THE CLASSROOM • All intelligences are necessary and important • Gardner’s Theory of Multiple Intelligences allows individualized acknowledgment of each student’s unique strengths and weaknesses • Teaching should utilize all aspects of these intelligences • keeps students excited about learning • reinforces material in several different manners • better understanding of the subject

  10. EVALUATION: USING ONE OF THE EIGHT INTELLIGENCES,YOUR PERSONAL WEAKEST, & EXPLAIN (BRIEFLY) HOW YOU WOULD TEACH THE NEGATIVE EFFECTS OF DRUGS AND ALCOHOL THEN BRIEFLY EXPLAIN HOW YOU WOULD ASSESS COMPRHENSION OF YOUR LESSON

  11. 8 AREAS OF INTELLIGENCE

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