Digest on Howard Gardner's Multiple Intelligence Theory printed at his “Theory of Multiple Intelligences,” a theory that challenged the dominant definition of. You are here: Home» Multiple Intelligences. Multiple Intelligences “In a Nutshell,” the first chapter of Multiple Intelligences: New Horizons (PDF); “ Multimedia. This paper compares the theories of multiple intelligences and learning styles to Almost every teacher today has heard the terms multiple intelligences and.
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Among them is the theory of multiple intelligences, developed by Howard Gardner, Ph.D., Professor of Education at Harvard. University. Gardner's early work in. Howard Gardner. Katie Davis, Joanna Christodoulou, Scott Seider, bodily-kinesthetic intelligence, naturalistic. Howard Gardner's Theory of Multiple Intelligences. “An intelligence is the ability to solve problems, or to create products, that are valued within one or more.
Intelligence is often defined as our intellectual potential; something we are born with, something that can be measured, and a capacity that is difficult to change. In recent years, however, other views of intelligence have emerged. One such conception is the theory of multiple intelligences proposed by Harvard psychologist Howard Gardner. Illustration by JR Bee, Verywell Theory of Multiple Intelligences This theory suggests that traditional psychometric views of intelligence are too limited. Gardner first outlined his theory in his book "Frames of Mind: The Theory of Multiple Intelligences," where he suggested that all people have different kinds of "intelligences.
Musically smart people constantly hear musical notes in their head.
Learning Activities and Project Ideas Writing their own songs and music about content-area topics Putting original poems to music, and then performing them for the class Setting a poem to music, and then performing it for the class Incorporating a poem they have written with a melody they already know Listening to music from different historical periods Tape recording a poem over "appropriate" background music i. Schoolhouse Rock!
Bodily-Kinesthetic Intelligence Body Smart Description: Bodily-kinesthetic students are highly aware of the world through touch and movement. There is a special harmony between their bodies and their minds. They can control their bodies with grace, expertise, and athleticism. Learning Activities and Project Ideas Creating costumes for role-playing, skits, or simulations Performing skits or acting out scenes from books or key historical events Designing props for plays and skits Playing games like Twister and Simon Says Using charades to act out characters in a book, vocabulary words, animals, or other content-area topics Participating in scavenger hunts, searching for items related to a theme or unit Acting out concepts.
For example, "student planets" circle around a "student sun" or students line up appropriately to demonstrate events in a history time line Participating in movement breaks during the day Building objects using blocks, cubes, or Legos to represent concepts from content-area lessons Using electronic motion-simulation games and hands-on construction kits that interface with computers Interpersonal Intelligence People Smart Description: Students strong in interpersonal intelligence have a natural ability to interact with, relate to, and get along with others effectively.
They are good leaders. They use their insights about others to negotiate, persuade, and obtain information. They like to interact with others and usually have lots of friends. Setting a body of literary texts, building the canon, is one of the important issues regarding the teaching of literature.
Therefore, we can distinguish theories in the didactics of literature, balancing between tradition and modernity, involving the use of canonical texts or not, centering on the teacher or the student. According to Showalter there are four types of theories that refer to the teaching of literature: Subject centered theories represent traditional approaches to teaching literature.
Teacher centered theories are called the performance approach to teaching, focusing on the teacher. Student centered theories are modern approaches, based on active learning. The emphasis is on the learner, the techniques used being the dialogue, problem solving, shifting from the teacher to the student.
Eclectic theories are modern approaches, a mixture of all theories. They involve the use of modern and traditional techniques, but the final touch is a modern one, as the focus is still on the student.
Whereas traditional theories believe in uniformity, transmitting the content in the same way, modern approaches, such as student centered theories or eclectic ones, focus on individuality, personality, variety. Even tough it is not an educational theory, but a psychological one; it has been applied in many educational situations. Gardner himself pleads for the personalisation of the content, teaching it in various ways, as we have different personalities and different types of intelligences.
It is an alternative perspective, a pluralist view on the mind, leading to a pluralist view on education, which should be based on the individual, should consider the multiple intelligences in teaching and learning. Practical approach 2.
Graduate training in PhD should include training in pedagogy, and also in acting, performance and writing. Teachers should read contemporary literature, go to the theatre and movies, watch television, write in all forms and reflect on how all these activities contribute to what we do in class.
All the participants were able to determine several intelligences they had and identify, a dominant one. The selection of texts and creation of the activities was the next stage, which involved the answer to an important question: What type of texts should we choose: The texts chosen were canonical ones, Virginia Woolf - Mrs. The types of activities were designed according to the intelligence meant to be developed, therefore the texts were chosen accordingly: The students were asked to read R.
Dalloway and categorize the stylistic devices in a chart epithets, metaphors, and personifications. Findings and discussions: The intelligences of the 40 participants were distributed in the following way: The feedback and our observation techniques gave us the following results: Nevertheless, there were few students 4 out of 40 who misjudged their type of intelligence, realising it afterwards.
They even asked for a test to determine their type of intelligence, an element Gardner finds irrelevant, suggesting observation instead. The musical and kinaesthetic tasks were considered the most entertaining and appreciated by the other students, as well.
They will find it exciting to see the areas they are strongest in and to understand how these might be affecting their schoolwork. Verbal-Linguistic Intelligence Word Smart Description: Verbal-linguistic students love words and use them as a primary way of thinking and solving problems. They are good writers, speakers, or both. Learning Activities and Project Ideas Completing crossword puzzles with vocabulary words Playing games like Scrabble, Scrabble Junior, or Boggle Writing short stories for a classroom newsletter Writing feature articles for the school newspaper Writing a letter to the editor in response to articles Writing to state representatives about local issues Using digital resources such as electronic libraries, desktop publishing, word games, and word processing Creating poems for a class poetry book Entering their original poems in a poetry contest Listening to a storyteller Studying the habits of good speakers Telling a story to the class Participating in debates Logical-Mathematical Intelligence Math Smart Description: Logical-mathematical students enjoy working with numbers.
They can easily interpret data and analyze abstract patterns.
They have a well-developed ability to reason and are good at chess and computer programming. They think in terms of cause and effect. Learning Activities and Project Ideas Playing math games like mancala, dominoes, chess, checkers, and Monopoly Searching for patterns in the classroom, school, outdoors, and home Conducting experiments to demonstrate science concepts Using math and science software such as Math Blaster, which reinforces math skills, or King's Rule, a logic game Using science tool kits for science programs Designing alphabetic and numeric codes Making up analogies Spatial Intelligence Picture Smart Description: Students strong in spatial intelligence think and process information in pictures and images.
They have excellent visual receptive skills and excellent fine motor skills. Students with this intelligence use their eyes and hands to make artistic or creatively designed projects. They can build with Legos, read maps, and put together 1,piece jigsaw puzzles.