Gardner's Theory of Multiple Intelligences PDF

Gardner's Theory of Multiple Intelligences Presented by Frail Jamaica H. Gabales "Everybody is a genius. But if you judge a fish by its ability to climb a tree, it will live its whole life believing that it is stupid."  What is intelligence? There is n...

Gardner's Theory of Multiple Intelligences Presented by Frail Jamaica H. Gabales "Everybody is a genius. But if you judge a fish by its ability to climb a tree, it will live its whole life believing that it is stupid."  What is intelligence? There is no single, universally accepted definition, but it generally refers to the ability to learn, understand, and apply knowledge and skills in a variety of situations.  Howard Gardner An American psychologist who proposed the Multiple Intelligence Theory (also known as MI) which suggests that human intelligence can be differentiated into 8 modalities.  List of Multiple Intelligences by Howard Gardner Linguistics Logical-Mathematical Musical Bodily-kinesthetic Spatial Naturalist Interpersonal Intrapersonal  Linguistics Sensitivity to meaning and order of words This intelligence involves a facility with words and languages. Example of people who exemplify this intelligence: Maya Angelou (Poet) Stephin King (Writer) Martin Luther King (Civil rights leader and orator Left Hemisphere, temporal lobe  Logical-Mathematical Ability to reason logically and recognize patterns and order The ability to reason logically, solve problems, and think abstractly. Example of people who exemplify this intelligence: Bill Gates (Former CEO of Microsoft) Stephen Hawking (Physicist) James Watson (Biologist) Left parietal lobe, left hemisphere in verbal naming; right hemisphere for spatial organization  Musical Sensitivity to pitch, melody, rhythm and tone The ability to perceive, create, and appreciate music. Example of people who exemplify this intelligence: Yo Yo Ma (Cellist) Mariah Carey (Singer) Wolfgang Amadeus Mozart (Composer) Right anterior temporal lobe, frontal lobes Bodily-kinesthetic Ability to use one's body skillfully and handle objects adroitly The ability to use one's body skillfully and to control physical movements. Example of people who exemplify this intelligence: David Copperfield (Magician) Kobe Bryant (basketball player) Mia Hamm (Soccer player) Cerebral motor strip, thalamus basal ganglia, cerebellum  Spatial Ability to perceive physical environment accurately and to recreate aspects of the environment The ability to perceive and manipulate visual information. Example of people who exemplify this intelligence: Frank Loyd Wright (Architect) Pablo Picasso (Painter) Gorgea O'Keefe (Painter) Right hemisphere, parietal occipital lobe  Naturalist Ability to recognize and classify numerous species of flora and fauna. The ability to recognize and categorize patterns in nature. Example of people who exemplify this intelligence: Charles Darwin (Biologist) Jane Goodall (Primatologist) E. O Wilson (Biologist) Left parietal lobe, discriminating living from non living Interpersonal Ability to understand people and relationships. The ability to understand and interact effectively with others. Example of people who exemplify this intelligence: Bill Clinton (Politician) Ronald Raegan (Politician) Madeline Albright (Diplomat) Frontal lobes Intrapersonal Access to one's emotional life as a means to understand oneself and others The ability to understand oneself, including one's emotions, thoughts, and motivations. Example of people who exemplify this intelligence: Oprah Winfrey (Talk show host) Bono (Singer, philanthropist) Frontal lobes  Spiritual Individuals who exhibits the proclivity to pose and ponder questions about life, death and ultimate realities. Example of people who exemplify this intelligence: Albert Einstein (Scientist) Socrates (Philosopher) Dalai Lama (Tivetan Monk) Hypothesized as specific region in the right temporal lobe 8 criteria for considering an intelligence  Definition Criteria Damage to specific brain areas should impair specific Potential isolation by brain intelligences (for example, damage to Broca's area hinders damage language production). There should be some evolutionary history of an intelligence, An evolutionary history and perhaps evidence of antecedents of these abilities in and evolutionary other species, and a plausible evolutionary explanation of plausibility how these intelligences may have been selected. An identifiable core Each intelligence should have associated with it one or more operation or set of basic information- processing operations, specialized to deal operations with a particular type of input (language, music, and so on). Susceptibility to encoding An intelligence should have its own symbol system. in a system  A distinctive developmental An intelligence must develop and have an identifiable end- progression, along with a state-that is, a level of performance attainable by mature definable set of expert experts. end-state performances An intelligence is reflected by exceptionalities and, thus, can be exhibited by savants (people with intellectual impairment The existence of savants but who possess an exceptional talent in a single domain) and prodigies and prodigies (children with generally typical abilities in all but a small number of areas, in which they excel). Support from Evidence from tasks used in cognitive psychology (for experimental example, for reasoning, language, spatial cognition). psychological tasks Support from Evidence from psychometric tasks, especially those that psychometric findings assess linguistic and logical/mathematical abilities.  Some differences between a traditional classroom and one based in Multiple Intelligences Traditional classroom Multiple Intelligences (MI) Classroom Kids with strong scholastic Everyone has a different profile of intelligence; we are all intelligence are smart, and smart in different ways. the other kids aren't. Teachers create a Teachers use all students' intelligences to help them learn. hierarchy of intellect. The classroom is The classroom is child centered. curriculum centered. Teachers help students Teachers help students create meaning in a constructivist acquire information and way facts.  Personal Intelligences are valued: Who you are is more The focus is on the scholastic important than what you know. intelligences, the 3 Rs. Teachers work from texts. Teachers create curriculum-lessons, units, themes. Teachers assess students by Teachers create assessment tools-projects, exhibitions, paper-and-pencil, objective presentations (PEPs)-which incorporate MI. measures. Teachers close the door and Teachers work with colleagues in using MI, developing work in isolation collegiality The end