MULTIPLE INTELLIGENCES

1. MULTIPLE INTELLIGENCES JUAN MONTERO MAY, 2012

2. MULTIPLE INTELLIGENCES Howard Gardner’s theory that proposes: People are not born with all of the intelligence they will ever have. It says that intelligence can be learned throughout life. Everyone is intelligent in at least eight different ways and can develop each aspect of intelligence to an average level of competency.

3. MULTIPLE INTELLIGENCES

4. What is intelligence? • “The ability to solve problems or to create products that are valued within one or more cultural settings.” (Gadner, 1983) • “A biopsychological potential to process information that can be activated in a cultural setting to solve problems or create products that are of value in a culture.” (Gadner, 1999)

5. Verbal/Linguistic Intelligence • Listens and responds to the spoken word. • Enjoys reading, writing, and discussing. • Remembers what has been said. • Remembers what has been read. • Speaks and writes effectively. • Can learn other languages.

6. Logical/Mathematical Intelligence Is familiar with the concepts of quantity, time, and cause and effect. Uses abstract symbols to represent concrete objects and concepts. Likes math and using technology to solve complex problems. Expresses interest in careers such as accounting, computer technology, and law.

7. Bodily/Kinesthetic Intelligence • Prefers to touch, handle, or manipulate what is to be learned. • Develops coordination and a sense of timing. • Learns best by direct involvement and participation. • Remembers most clearly what was done, rather than what was said or observed.

8. Bodily/Kinesthetic Intelligence • Enjoys concrete learning experiences such as field trips, model building, or participating in role play, games, assembling objects, or physical exercise. • Demonstrates skill in acting, athletics, dancing, sewing, carving, or keyboarding.

9. Visual/Spatial Intelligence • Learns by seeing and observing. Recognizes faces, objects, shapes, colors, details, and scenes. • Thinks in pictures and visualizes detail. • Uses visual images as an aid in recalling information. • Enjoys doodling, drawing, painting, sculpting, or otherwise reproducing objects in visible form.

10. Musical Intelligence • Listens and responds with interest to a variety of sounds including the human voice, environmental sounds, and music, and organizes such sounds into meaningful patterns. • Is eager to be around and learn from music and musicians. • Develops the ability to sing and/or play an instrument.

11. Interpersonal Intelligence • Bonds with parents and interacts with others. • Forms and maintains social relationships. • Perceives the feelings, thoughts, motivations, behaviors, and lifestyles of others. • Expresses an interest in interpersonally-oriented careers such as teaching, social work, counseling, management, or politics.

12. Intrapersonal Intelligence • Is aware of his range of emotions. • Is motivated to identify and pursue goals. • Works independently. • Establishes and lives by an ethical value system. • Strives for self-actualization.

13. Naturalist Intelligence • Recognizes and can name many different types of trees, flowers, and plants. • Has an interest in and good knowledge of how the body works and keeps abreast of health issues. • Is conscious of tracks, nests, and wildlife on a walk and can “read” weather signs. • Has an understanding of, and interest in, the main global environmental issues.

14. MI when Teaching Visual/SpatialHow can I use visualization, art, colors, or metaphors? Logical/MathematicalHow can I use numbers, lists, classifications, logic, scientific inquiry? IntrapersonalHow can I provide choices or involve personal memories or feelings? Musical -How can I use music, rhythm, songs, raps, chants, or instruments? Theme/Concept Verbal/LinguisticHow can I use language (stories, poems, reader’s theater)? Bodily/KinestheticHow can I use movement or hands-on activities? Naturalist – How can I get students to collect data or observe nature? Interpersonal- How can I use partners or cooperative group activities?

15. NLP: NEUROLINGUISTIC PROGRAMMING

16. Richard Bandler John Grinder NLP was devised by Richard Bandler and John Grinder in 1975 and is based on studying people who displayed excellence in fields including Professional Communication, Psychotherapy, Hypnosis, Law and Education. Understanding the influence of language on the brain allows you to use it deliberately to communicate more effectively.A vital skill in business success.

17. Language is influenced buy the way you perceive the worldand can be used to influence others. NEURO-LINGUISTIC PROGRAMMINGis the study of how the interaction of your brain (NEURO),your language (LINGUISTIC)and body produces patterns of behaviour(PROGRAMMING).

18. Our model is updated through our senses. We each take in information through a natural preferred combination of senses (called modalities): Visual Olfactory Gustatory Auditory Kinesthetic / Tactile When learning something difficult use your preferred sense. When something is easy try to develop your weaker senses.

19. MakingSense If you match your language to the preferred sense ofthe person you’re taking to, then you communicate more effectively. So how do you find out their preferred sense?

20. I’ll see to it The words that they use Hand inhand I follow your drift Take a dim view of I see what you mean. See eye toeye Get or gripswith That ringsa bell Loud and clear Hang in there Voiced anopinion Get a handleon To tell the truth

21. Physiological clues Visual learners tend to sit up straight and make eye contact, talk fast and have shallow breathing high in the chest. Auditory learners often softly repeat what has been said to themselves and nod their heads as they listen. They breathe more deeply and in a controlled way from the diaphragm. Their tone, intonation and speed of speech is also controlled. They tend to use a rich vocabulary.

22. Kinesthetic learners often slump down in their seats or fidget and speak much more slowly. If they are also tactile they will feel a need to fiddle with their pen or papers whilst listening.

23. VISUAL CONSTRUCTED VISUAL RECALL AUDITORY CONSTRUCTED AUDITORYRECALL AUDITORY DIGITAL KINESTHETIC The position of their eyes

24. BuildingRapport When people are naturally in rapport with each other they have the same posture, breathing, etc. You can gain rapport rapidly by adopting this state.

25. Conclusions You can find out how someone represents the world in their head by observing the words they use, their physiology and the position of their eyes when thinking. If you match the behavior of a person you can gain rapport more rapidly and hence ‘connect’ with them. Understanding a person’s personality type allows you to give them information in a way they are most receptive to.

26. References Brown, H. Douglas. 1994. Principles of language learning and teaching. 3rd edition. Englewood Cliffs, NJ: Prentice Hall Regents. Gardner, H. (1983) Frames of mind: the theory of multiple intelligences. New York: Basic Books. Bandler, R., Grinder, J. (1979) Frogs into Princes: Neuro Linguistic Programming. Real People Press.