The most successful people in every field share an ability to think in ways that we seldom teach in the classroom. Sparks of Genius~Robert S. Root-Bernstein & Michele Root-Bernstein

REMEMBER….

Howard Gardner

INTELLIGENCE is the ability to pose and solve problems one encounters in real life and create effective products or services valued within one’s culture.

Intelligence vs Learning Style

Not linked to the senses

Not cognitive (learning) styles

Not nature OR nurture Not how we think, but

what we think about Attraction to and skill

with specific stimuli

Is Linked to senses Is cognitive learning

style Is both nature &

nurture Is how we think,

what we think about Is perception and

approach to a task

An Intelligence is NOT… A Pattern of Coordination is…

Interaction and Influence

THRUST SHAPE SWING HANG

LINGUISTIC

MUSICAL

LOGIC-MATHEMATIC

BODY-KINESTHETIC

SPATIAL

NATURALISTIC

INTRAPERSONAL

INTERPERSONAL

Key Points in MI Theory

Each person possesses all eight intelligences MI is a theory of cognitive functioning and all eight functioning together in ways unique to each person. Everyone has each intelligence and a unique organization of the eight intelligences.

Most people can develop each intelligence to an adequate level of competency if given appropriate encouragement enrichment and instruction

Intelligences usually work together in complex ways Intelligences are always interacting with each other and must be thought of in their specific culturally valued contexts.

There are many ways to be intelligent within each category MI emphasizes the rich diversity of ways in which people show their gifts within intelligences as well as between intelligences.

MI: Stimuli, Skills, End State

INTELLIGENCE

STIMULI SKILLS END STATE

Linguistic Written & spoken words

Read, decode, Speak & discuss, Write, Language

Orator, Journalist, Blogger, Sales people, Attorney

Logical/Mathematical

Patterns, relationships, numbers, symbols

Logic, Analysis & Synthesis, Math, Number games

Scientist, Mathematician, Detectives, Accountants

Spatial Color, shape, space Spatial awareness, Arts & Crafts Visualization,

Navigator, Sculptor, Designer, Architects

Musical Rhythm, pitch, timbre

Create music, perform, learn about music, learn thru music

Composer, Pianist, Conductors, Singers

Bodily/Kinesthetic

Bodily cues, force, time

Body expression, Hands-on, Fine motor, Physical exercise

Athlete, Dancer, Surgeons, Carpenters, Gymnasts

Naturalistic Flora, fauna, rocks, clouds

Observation, Record, In or with Nature, Classify/Categorize

Biologist, Gardner, Astronomer, Zoologist

Interpersonal

Desires, motivations, feelings of others

Work together, Solve conflicts, Organize others

Counselor, Sales Person, Teachers, Politicians

Intrapersonal

Emotions, impulses, moods, reflectivity

Set goals & prioritize, Values/ Beliefs, Reflect/ Introspection

Philosopher, Therapist Religious figure

The Eight Intelligences

Criteria to determine an Intelligence

1. Potential isolation by brain damage2. Existence of idiot savants, prodigies,

and other exceptional individuals3. Identifiable core operation or set of

operations4. Distinctive developmental history;

definable set of expert end states performances

5. An evolutionary history and evolutionary plausibility

6. Support from experiential psychological tasks

7. Support from psychometric findings8. Susceptibility to encoding in a symbol

system

MI Activators and Deactivators of Intelligences

Crystallizing experiences -- turning points in the development of a person's talents and abilities usually in early childhoodAlbert Einstein 4 years old his father showed him a magnetic compass filled him with a desire to ferret out the mysteries of the universe

  Paralyzing experiences -- experiences which shut

down intelligences often filled with shame, guilt, fear, anger and other negative emotions that prevent our intelligences from growing and thriving

 

MI Environmental Influences

Promote or retard the development of intelligences:

Access to resources or mentors -- lack of resources

Historical-cultural factors -- the times Geographic factors -- where you live Familial factors -- parental wishes Situational factors -- unable to develop due

to situation

The EIGHT: Word Smart

Linguistic CHILDREN ARE WORD SMART WHEN THEY:

Learn through reading, writing, discussing

Communicate effectively

Have a good vocabulary

Write clearly Spells easily Think in words

The EIGHT: Music Smart

Linguistic Musical

CHILDREN ARE MUSIC SMART WHEN THEY:

Have a good sense of rhythm and melody

Like to sing, hum, chant and rap

Enjoy listening to music

Read and write music Learn through music

and lyrics Enjoy creating music

The EIGHT: Logic & Math Smart Linguistic Musical Logical/Mathematical

CHILDREN ARE LOGIC/MATH SMART WHEN THEY:

Think in numbers, patterns and algorithms

Think clearly and analytically

Learn by appeal to logic

Use abstract symbols Solve logic problems

easily Are good in math

The EIGHT: Art/Space Smart

Linguistic Musical Logical/Mathematical Spatial

CHILDREN ARE ART/SPACE SMART WHEN THEY:

Think in pictures and images

Are good with spatial relations

Have a good eye for detail and color

“See” or draw solutions to problems

Learn through visuals See relationships

between/among objects/space

Like to draw and create

The EIGHT: Body Smart

Linguistic Musical Logical/Mathematical Spatial Bodily Kinesthetic

CHILDREN ARE BODY SMART WHEN THEY:

Are highly coordinated Use gestures and body

language Take things apart and

fixes them Learn through “hands-

on” activities Enjoy acting and role-

playing Enjoy dancing and

athletics

The EIGHT: Nature Smart

Linguistic Musical Logical/Mathematical Spatial Bodily Kinesthetic Naturalistic

CHILDREN ARE NATURE SMART WHEN THEY:

Are aware of their natural surroundings

Discriminate different flora and fauna

Are good at sorting and classifying

Have keen observational skills

Understand natural phenomena

Garden or care for pets and animals

The EIGHT: People Smart

Linguistic Musical Logical/

Mathematical Spatial Bodily Kinesthetic Naturalistic Interpersonal

CHILDREN ARE PEOPLE SMART WHEN THEY:

Make and maintain friends easily

Understand and respect others

Resolve conflicts Learn by interacting

with others Like to work and be

with others

The EIGHT: Self Smart

Linguistic Musical Logical/

Mathematical Spatial Bodily Kinesthetic Naturalistic Interpersonal Intrapersonal

CHILDREN ARE SELF SMART WHEN THEY:

Need time to process information

Think about their own thinking

Have strong opinions and beliefs

Are introspective Know themselves

well Like quiet time alone

“Do not train youths to learning by force and harshness, but direct them to it by what amuses their minds so that you may be better able to discover with accuracy the peculiar bent of the genius of each.” -- Plato

Theory into Practice

MI Ways to Experience Learning

MI Types of Activities

Verbal Spatial

Logical

Musical

InterP IntreP Bodily Nature

SymbolsPrintoutsDebatesPoetryJokesReadingStorytellingListeningAudiotapesEssaysReportsCrosswordsFictionNonfictionNewspapersBooksResearchBiographies

MosaicsPaintingsDrawingsSketchesIllustrationsSculpturesModelsVisualizationMapsStoryboardsVideotapesPhotographsSymbolsVisual aidsPostersMuralsCollagesMobiles

MazesPuzzlesOutlinesMatricesSequencesPatternsAnalogiesTimelinesEquationsFormulasTheoremsCalculationsComputationsSyllogismsCodesProbabilitiesFractions

PerformanceSongsMusicalsInstrumentsRhythmsCompositionsHarmoniesTrios/DuosQuartetsBeatMelodiesRapsJinglesChoral readingScoresAcappella Choir

Group projectsGroup tasksObservationsSocial interactionDialogsConversationsDebatesConsensusCommunicationCollagesMuralsMosaicsRound robbinsSportsGamesDiscussions

JournalsMeditationsSelf-assessmentIntuitingLogsRecordsReflections“I Statements”Creative expressGoalsAffirmationsInsightsPoetryInterpretationsStoriesTime alone

Role-playingDramatizingSkitsBody languageFacial expressionExperimentsDancingPantomimeField tripsLab workInterviewsSportsGamesSquare DancesLine dancesRelays

Field tripsField studiesBird watchingObservationsPlantingPhotographyNature walksForecastingStargazingFishingExploringCategorizingEcologyCollecting SpecimensMicroscopeIdentification

EnvironmentPlanning

CurriculumInstruction/LessonsExtensions

AssessmentDocumentationCelebration

MI in the CLASSROOM

MI Learning Centers

Three Visions for MI Theory Practice Matching: Teaching with MI

Match instructional strategies with student’s MI set Provide success in curriculum for all students Build bridges into curriculum – create windows for

learning Stretching: Teaching for MI

Nurture development of all intelligences Develop dominant and nondominant intelligences Enhance capacities

Celebrating: Teaching about MI Improve self-awareness, metacognition, and

reflection Respect and appreciate differences Celebrate collective diversity

MI Planning Frame

SUN ~ Mercury, Venus , Earth, Mars, Jupiter, Saturn, Uranus, Neptune

MI TEACHING…….

MI Assessment

Portfolios

Documentation

Curriculum Projects

Inquiry Projects

Presentation of Findings in Multiple ways

Documentation

Making Learning Visible

Documentation requires

Attention to learning and involves questions, wonderings

Recording in multiple ways, more than one source and/or medium

Shared with the learners Analysis or interpretation

about aspects of learning from multiple perspectives

Information and design communicates a Learning Story and informs future learning

Documentation vs Display

Five features of documentation: Does the “display/documentation” involve a question about

learning? Is it shared back with the learners? Does it involve more than one medium, source of information? Does it entail multiple perspectives, and include adult analysis or

reflections? Does it help inform future learning experiences as well as revisit

past learning?

Most documentation shows evidence of the learning process as well as product, and isn't just a record of what happened, but an analysis or interpretation of the learning that took place.

@ 2006 Making Learning Visible Project at the Harvard Graduate School of Education

SHARING THE LEARNING STORY

DISPLAY

DOCUMENTATION

I still need to know….

Interaction and Influence

THRUST SHAPE SWING HANG

LINGUISTIC

MUSICAL

LOGIC-MATHEMATIC

BODY-KINESTHETIC

SPATIAL

NATURALISTIC

INTRAPERSONAL

INTERPERSONAL