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MULTIPLE INTELLIGENCE

MULTIPLE INTELLIGENCE. Dianamaswati Shamsuddin P 30179 Mathematics Education. Definition of Multiple :. Consisting of more than one individual, element, part, or other component.

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MULTIPLE INTELLIGENCE

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  1. MULTIPLE INTELLIGENCE Dianamaswati Shamsuddin P 30179 Mathematics Education

  2. Definition of Multiple: • Consisting of more than one individual, element, part, or other component Definition of Intelligence: • Is the ability to solve or to create products, that are valued within one or more cultural settings Definition of Multiple Intelligence: • Having more than one individual ability to solve or to create products

  3. CONTENTS • What is Multiple Intelligence Theory? • Lesson Planning Ideas • Implementing Gardner’s Theory in the classroom • Multiple Intelligences and Technology • Integrating Technology in Multiple Intelligences • Benefits of using Multiple Intelligences • Some Websites for Multiple intelligences • References

  4. What is Multiple Intelligence Theory? • Multiple intelligence theory was developed in 1983 by Dr. Howard Gardner, professor of education at Harvard University. • It suggests that the traditional notion of intelligence,based on I.Q. testing, is far too limited. • Dr. Gardner proposes eight different intelligences to account for a broader range of human potential in children and adults.

  5. The theory of multiple intelligences suggests that teachers be trained to present their lessons in a wide variety of ways using music, cooperative learning, art activities, role play, multimedia, field trips, inner reflection, and much more. • The theory of multiple intelligences has strong implications for adult learning and development. Many adults find themselves in jobs that do not make optimal use of their most highly developed intelligences (for example, the highly bodily-kinesthetic individual who is stuck in a linguistic or logical desk-job when he or she would be much happier in a job where they could move around, such as a recreational leader, a forest ranger, or physical therapist).

  6. Logical/mathematical Ability in mathematics and other complex logical systems. These students enjoy working with puzzles, number games, problem solving, pattern games, and they enjoy experimenting. Logical learners are curious by nature and may incessantly ask questions about how things work, relationships between things and where things come from .

  7. Verbal/ linguistic They acquire learning through words. They will enjoy reading, writing and memorizing words. These students learn best by saying, hearing, and seeing words. They should write things down as that helps them remember

  8. Interpersonal They are very social and they make friends easily. They seem to adjust easily to situations and they are sensitive to other peoples’ feelings. This kind of learner enjoys being in a group. This type of a learner makes a good leader because of their ability to mediate conflict, and are often referred to as ‘the Peacemaker” of the family Political and religious leaders, skilled parents and teachers, and therapists use this intelligence.

  9. Intrapersonal They chooses to work alone. They have pride in working things out on their own and they will take credit for being original and independent. These students will need to be encouraged to work with others because this is not a comfort zone for them. This learner is characterized as the ‘strong, silent type. They understand themselves and their feelings and what motivates them to do things.

  10. Naturalist • ability to discriminate among living things (plants, animals) as well as sensitivity to other features of the natural world (clouds, rock configurations, etc.).

  11. Musical/rhythmic the ability to understand and create music. Musicians, composers and dancers show a heightened musical intelligence.

  12. Bodily /kinesthetic • The ability to use one's body in a skilled way, for • self-expression or toward a goal. • Dancers, basketball players, and actors are among those who • display bodily-kinesthetic intelligence.

  13. Visual/Spatial They can see things clearly and with this visualization, they see colors and pictures and can use their imagination easily. These learners are very artistic but sometimes have a difficult time getting their point across.

  14. LESSON PLANNING IDEAS ( MATHEMATICS SUBJECT)

  15. MATHEMATICS • Write a series of story problems for others to solve • Explain how to work a problem to others while they follow along doing it • Solve problems with a partner--one solves & one explains the process • Create poems telling when to use different math operations

  16. MATHEMATICS • Track different thinking patterns for different kinds of math problems • Bridge math concepts beyond school into "real life" (what? so what? now what? ) • Use guided imagery to see & solve complex story problems math--plan new strategies for success

  17. MATHEMATICS • Solve complex story problems in a group • Conduct an "interviewing others" research project & calculate results as percentages • "Each one teach one" new math processes/ operations • Describe everything you do to solve a problem to a partner • Have teams construct problems linking many math • operations, then solve them

  18. MATHEMATICS • Work story problems with patterns in nature • Use of "nature manipulatives" in math problem-solving • Graph positive & negative influences on the environment • Understand the mathematical patterns of the natural world & environment • Create & work calculation problems based on • nature/natural processes

  19. MATHEMATICS • Learn mathematical operations through songs, jingles, & rhythmic beats • Learn addition, subtraction, multiplication, & division through drum beats • Break a set of tones and/or rhythmic patterns into various groups to learn division tables • Play the "Rhythm Game" to learn times tables (slap thighs, clap hands) • Make up sounds for different math operations & processes

  20. MATHEMATICS • Use different parts of the body to as a "rule" to measure different things • Add & subtract members to & from a group to learn about fractions • Invent something that requires applying math concepts • Create & act out a play in which the characters are geometric shapes or other math concepts • Make up a playground game that uses math concepts/operations

  21. MATHEMATICS • Do a survey of student's likes/dislikes then graph the results • Estimate measurements by sight & by touch • Add, subtract, multiply, & divide using various manipulatives • Imagine using a math process successfully, then really do it • Learn metric measurements through visual equivalents

  22. MATHEMATICS • Find unknown quantities in a problem • Teach how to use a calculator for problem solving • Create number sequences & have a partner find the pattern • Mind-map proofs for geometric theorems • Design classification charts for math formulas, processes, & operations

  23. IMPLEMENTINGGARDNER'S THEORY IN THE CLASSROOM • Linda Campbell (Educational Leadership, September 1997)describes five approaches to curriculum change: • Lesson design • Some schools focus on lesson design. This might involve team teaching ("teachers focusing on their own intelligence strengths"), using all or several of the intelligences in their lessons. • Interdisciplinary units • Secondary schools often include interdisciplinary units.

  24. Student projects. • Students can learn to "initiate and manage complex projects" when they are creating student projects. • Assessments • Assessments are devised which allow students to show what they have learned. • Apprenticeships • Apprenticeships can allow students to "gain mastery of a valued skill gradually, with effort and discipline over time." Gardner feels that apprenticeships "…should take up about one-third of a student's schooling experience."

  25. Multiple Intelligences and Technology • Schools and parents know the importance of technology in education. Teachers in schools and parents in homes use computers to enhance their children’s education and to develop important computer skills. • Technology does meet the needs of various learning styles. • The multiple intelligences can be enhanced with the use of technology. Following Howard Gardner's theory of multiple intelligence, teachers can encourage development by providing enrichment opportunities in each of the areas of the intellect.

  26. Integrating Technology in Multiple Intelligences: Linguistic : • Use of word processing programs can help teach language, writing, editing, and rewriting skills. Through e-mail children can improve their language skills as well. • Other applications children may benefit from are: • Word processors with voice annotations. • Desktop publishing programs. • Programs that allow children to create stories, poems, essays, etc. • Multimedia authoring. • Videodiscs to create presentations. • Using tape recorders.

  27. Logical-Mathematical • Computer programs that teach logic and critical thinking skills. These are also in game formats that could motivate children. Math programs that allows drilling and practicing. Database programs that help explore and organize data and information. • Other applications children may benefit from: • Problem solving software • Computer Aided design programs • Strategy game software • Graphing calculators • Multimedia authoring programs • Spreadsheet programs

  28. Visual/Spatial • Graphics programs that help develop creativity and visual skills. Also browsing the Internet, organizing files, folders will develop some spatial understanding. • Other applications children may benefit from are: • Draw programs (CorelDraw) • Image composing programs (image composer) • Paint programs (Photopaint, Microsoft paint) • Web page programs • Software games • Spreadsheet programs which allow children to see charts, maps or diagrams

  29. Musical • Programs that help write or play music. • Videodisc player • Programs integrating stories with songs and instruments • Reading programs which relate letter/sound with music • Programs which allow children to create their own music • CD-ROMs about music and instruments • Audio CDs • Tape recorders • Word processors (to write about a movie or song) • Music composing software

  30. Bodily-Kinesthetic • Using computers will help develop hand-eye coordination. Working with a computer will allow children to become involved in their learning, actively. • Other applications children may benefit from are: • Software games that allow contact with the keyboard, mouse, joystick and other devices. • Programs that allow children to move objects around the screen. • Word processing programs • Animation programs

  31. Interpersonal • Students can work in groups of two to four on the computers. Working in groups will strengthen children’s communication and cooperation skills. • Applications children may benefit from are: • Computer games which requires two or more persons • Programs that allow to create group presentations (PowerPoint) • Telecommunication programs • E-mail • Distance education • Chat to discuss ideas • Help others with any programs

  32. Intrapersonal • The computer can help children build up individual skills. It allows for differences in children’s learning styles and abilities. Children may work on their own pace with computers. • Applications children may benefit from are: • Games involving only one person. • Brainstorming or problem solving software. • Instructional games • Word processors for journaling and recording feelings • Developing multimedia portfolio • Video editing (Adobe Premier)

  33. Naturalist • These "nature" people learn best through the interactions with the environment including outdoor activities, field trips, and involvement with plants and animals. • Technology Tools • Audio and video cameras - record natural world • Digital cameras - record natural world, field trips • Word processing - journaling, natural information • Data organization and calculation (database, spreadsheet) - observations • Desktop presentations (Powerpoint) - show tends and changes over time • Use microscopes and probes - nature up close

  34. Benefits of Using Multiple Intelligences Approach • Intellectual ability is viewed broadly. • Opportunities for authentic learning based on students’ needs, interests and talents • Community involvement may increase. • Students will be able to demonstrate and share their strengths. • “Teach for understanding”

  35. How to Find Out More About Multiple Intelligences Theory? • http://www.mitest.com/o7inte~1.htm • http://www.expo.spps.org/Multiple_Intelligence_Theory.html • http://www.infed.org/thinkers/gardner.htm • http://eduscapes.com/tap/topic68.htm • http://www.america-tomorrow.com/ati/nhl80402.htm • http://www.gsu.edu/~mstnrhx/edsc/mi.htm • http://www.ri.net/RITTI_Fellows/Carlson-Pickering/MI_Tech.htm • http://mult_intelligence.tripod.com/Resources.htm

  36. “Students should be allowed the opportunity to expand on their strengths and practice their weaknesses in order to gain a greater understanding of the world around them” END OF PRESENTATION THANK YOU

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