Harvard Gardner's Multiple Intelligence Theory

Harvard Gardner's Multiple Intelligence Theory

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  By Javed IqbalAnjum ProfessionalDevelopmentTeacher of AKU-IED, PDCN for EDIP Project
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   Session Learningoutcomes  Background of Harvard Gardner  Multiple Intelligence  Why MI  Teaching Examples  M.I Eight ways of teaching  Conclusion
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   By theend of this session, C.Ps could be able to;  Discuss Multiple Intelligence theory of Harvard Gardner,  Differentiate between the eight categories of multiple Intelligence,  Check their own intelligence,  Incorporate Multiple IntelligenceTheory by adopting teaching strategies pertinent to the theory.
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  “The theory ofmultiple intelligences 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. Instead, Dr. Gardner proposes eight different intelligences to account for a broader range of human potential in children and adults.”  Thomas Armstrong - www.ThomasArmstrong.com
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   1.Verbal-linguistic intelligence (well-developed verbal skills and sensitivity to the sounds, meanings and rhythms of words)  2. Logical-mathematical intelligence  (ability to think conceptually and abstractly, and capacity to discern logical and numerical patterns)  3. Spatial-visual intelligence  (capacity to think in images and pictures, to visualize accurately and abstractly)  4. Bodily-kinesthetic intelligence  (ability to control one’s body movements and to handle objects skillfully)
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   5.Musical intelligences (ability to produce and appreciate rhythm, pitch and timber)  6. Interpersonal intelligence  (capacity to detect and respond appropriately to the moods, motivations and desires of others)  7. Intrapersonal  (capacity to be self-aware and in tune with inner feelings, values, beliefs and thinking processes)  8. Naturalist intelligence  (ability to recognize and categorize plants, animals and other objects in nature) (Source:Thirteen ed online, 2004)
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   Helping teachers,students, and parents  realize that there are multiple ways to learn and that  they themselves possess multiple types of intellectual strengths and life skills  Helps the students with special needs.  increases students’ confidence and enthusiasm for learning.  also improve their academic achievement  change teachers’ perceptions of their students’ learning abilities.  Creates a classroom environment of students with different abilities  Makes students interdependent Edward Garcia Fierros1,Villanova University
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  • Read aboutit • Study mathematical formulas that express it • Examine a graphic chart that illustrates the principle • Observe the law in the natural world • Observe the law in the human world of commerce • Examine the law in terms of your own body, e.g. when you supply. • Performing well in sports • Write a song that demonstrates the law • linguistic • logical/mathematic al • spatial • naturalist • interpersonal • Intrapersonal • Bodily Kinesthetic • musical
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  Intelligence Teaching Activities Teaching Materials Instructional Strategies SampleTeacher Presentation Skill Linguistic Lectures, discussions, wordgames, storytelling, journal writing Books, tape recorders, stamps sets, books on tape Read about it, write about it, listen to it Teaching through story telling Logical- Mathematical Brain teasers, problem solving, science experiments, mental calculations, number games, critical thinking Calculators, math manipulative, science equipment, math games Quantify it, think critically about it, put it in a logical framework, experiment with it Socratic questioning Multiple Intelligences in theClassroom, pg 41-42
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  Intelligence Teaching Activities Teaching Materials Instructional Strategies SampleTeacher Presentation Skill Spatial Visual presentations, artactivities, Imagination games, visualization, metaphor Graphs, maps, videos, art materials, cameras, pictures, library See it, draw it, visualize it, color it, mind-map it Drawing, Mind- mapping concepts Bodily- kinesthetic Hands on learning, drama, dance, sports that teach, tactile activities, relaxation exercises Building tools, clay , sports equipment, manipulative, tactile learning resources Build it, act it out, touch it, get a “gut feeling” of it, dance it Using gestures, dramatic expressions Multiple Intelligences in theClassroom, pg 41-42
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  Intelligence Teaching Activities Teaching Materials Instructional Strategies SampleTeacher Presentation Skill Musical Rhythmic learning, rapping,using songs that teach Tape recorder, tape collection, musical instruments Sing it, rap it, listen to it Using voice rhythmically Interpersonal Cooperative learning, peer tutoring, community involvement, social gatherings, simulation Board games, party supplies, props for role plays Teach it, collaborate on it, interact with respect to it Dynamically interacting with students Multiple Intelligences in theClassroom, pg 41-42
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  Intelligence Teaching Activities Teaching Materials Instructional Strategies SampleTeacher Pres Intrapersonal Individualized instruction, independent study,options in course of study, self esteem building Self checking materials, journals, materials for projects Connect it to your personal life, make choices with regard to it, reflect on it Bringing feeling into presentation Naturalist Nature study, ecological awareness, care of animals Plant, animals, naturalists’ tools, gardening tools Connect to living things and natural phenomena Linking subject matter to natural phenomena Multiple Intelligences in theClassroom, pg 41-42
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   In orderto in corporate MI teacher must be aware about MI.  Teachers need to help the students in identifying their MI.  Teachers should devise teaching strategies and materials relevant to students’ MI  A teacher and a student can have MI in different areas simultaneously  A culture of cooperative learning environment needs to be encouraged in classroom where students can be benefited from each others’ MI  In order to happen all aforementioned points teachers need to develop an effective lesson plan.
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   ThanksYou