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Multiple Intelligences

Multiple Intelligences. Zhang Xiaotang. Background. Multiple Intelligences (MI) Traditional IQ tests measure only logic and language, but the brain has other equally important types of intelligence. (Gardner)

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Multiple Intelligences

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  1. Multiple Intelligences Zhang Xiaotang

  2. Background • Multiple Intelligences (MI) • Traditional IQ tests measure only logic and language, but the brain has other equally important types of intelligence. (Gardner) • Focus on differences between learners and the need to recognize learner differences in teaching.

  3. 8 native “intelligences”(Gardner) • Linguistic • Logical/mathematical • Spatial • Musical • Bodily/kinesthetic • Interpersonal • Intrapersonal • Naturalist • Other intelligences

  4. Approach • MI theory lacks some of the basic elements——how MI theory relates to any existing language learning theories. • “g” factor

  5. Design • MI pedagory focuses on the language class as the setting for a series of educational support systems aimed at making the language learner a better designer of his/her own learning experiences.

  6. Basic/development sequence • Stage 1:Awaken the Intellinence • Stage 2: Amplify the Intelligence. • Stage 3: Teach with/or the Intelligence. • Stage 4: Transfer of the Intelligence. • (Lazear)

  7. Projects • Multiple intelligence projects • Curriculum-based projects • Thematic-based projects • Resource-based projects • Student-choice projects (Nicholson-Nelson)

  8. The use of the MI model • Play to strength • Variety is the spice • Pick a tool to suit the job • All size fit one. • Me and my people

  9. Roles of the MI model • Teachers become major “contributors to the overall development of students’ intelligences”. (Christison) • Learner are typically expected to take an MI inventory and to develop their own MI profiles based on the inventory. (Page 121) • The MI classroom , the environment and activities are intended to enable students t become more well-rounded individuals and more successful learners in general.

  10. Procedure • Design • Stage 1:Awaken the Intelligence • Stage 2: Amplify the Intelligence. • Stage 3: Teach with/or the Intelligence. • Stage 4: Transfer of the Intelligence.

  11. sensory • Name of the team: • Team members: • Sight: • Sound: • Feel: • Smell: • Size: • What it’s used for: • Name of the object:

  12. An example • Color: blue • Size: small • Name: clip

  13. Spanish • Color: azul • Size: pequeño • Name: clip m. • El clip es azul. • El clip es pequeño.

  14. Conclusion • MI is an increasingly popular approach to characterizing the ways in which learners are unique and to developing instruction to respond to this uniqueness.

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