multiple intelligences and its strategies for teaching.ppt

Multiple Intelligences used for strategies for teaching

1. MARGIE NOLASCOMARGIE NOLASCO
Facilitator Facilitator

2. Guide Questions for movie
analysis
What did you like about the film?
What did you dislike about the
film?
What issues does the film presents?
What did you learn from this film?
Did this film change your opinion
about any of the issue it addressed?

3. Session Objectives
1.To introduce the principles of multiple
intelligence theory.
2.To understand the different types of
intelligences.
3.To look at useful strategies to tap into your
child’s strengths.

4. The Theory of Multiple Intelligence

5. Are you smart?

6. We are all smart.
We are smart in different ways.
One person is not better than
another.

7. What is intelligence?
“The ability to solve problems or to create
products that are valued within one or more
cultural settings.”
Frames of Mind: HOWARD GARDNER
The Theory of Multiple Intelligences (1983)
Other definitions are:
A general cognitive problem-solving skills. A mental
ability involved in reasoning,
 perceiving relationships and
analogies, calculating, learning quickly… etc.
“Intelligence is what you do when
 you don’t know what to
do.”

8. How smart
are you?

9. The 8 Intelligences

11. How is this relevant for your child?
As teachers and parents we need to understand:
 how children learn best to overcome
learning obstacles
 make learning more accessible,
enjoyable and meaningful.
Research shows “if children enjoy what they are
learning, and can relate to it in a personal way, they
are more likely to retain it.”

13. A Bodily-Kinesthetic Learner
ability to use the body to express ideas and
feelings and to solve problems.
works well with hands;
develops through physical activities like
exercises, games, assembling objects
enjoy acting or performing,
enjoys concrete learning experiences such as
field trips, model building
demonstrates skill in acting, athletics,
dancing, sewing, carving, or keyboarding.

14. Kinesthetic Strategies
Competitive and cooperative games
Concrete materials & experiences
Manipulative activities, ‘hands-on-thinking’ and crafts
Physical awareness exercises, activities, mime (act out)
and creative movement
Cooking, gardening, and other “messy” activities
E.g. A child who struggles with spelling but has
kinesthetic intelligence could write their spellings in
shaving foam or make word out of homemade clay, bake
it and paint it!

15. An Interpersonal Learner
talks and has friends;
works well in groups and peer teaching;
organizes, leads and mediates.
tends to be extrovert.
Is sensitive to others' moods, feelings, temperaments and
motivations.
Often show good cooperation skills,
can communicate effectively and empathize easily with others.
learns best by working with others
often enjoys interviews, discussion and debate.

16. Interpersonal Strategies
Interpersonal interaction & group work
Board games
Interactive software
Community involvement
peer teaching and sharing.
E.g. A child who struggles with spelling but has
interpersonal intelligence could brainstorm with mum
or dad words that are in the same family, play a
spelling board game or try and teach a younger
brother or sister how to write these words.

17. A Verbal-Linguistic Learner
Has the ability to think in words and use words
effectively whether orally or in writing.
reads and tell stories;
can memorize data;
learns best through reading, taking notes, listening,
discussing and debating.
skilled at explaining, teaching and persuasive speaking.
Often learn foreign languages very easily
have high verbal memory and recall,
Has the ability to understand grammar and structure.

18. Verbal-Linguistic Strategies
Storytelling, show and tell & word games.
Talking books, publishing (creating newspapers)
Debating, brainstorming, speeches & discussing
E.g. A child who struggles with science concepts, but
has verbal-linguistic intelligence could write a story,
personifying the objects.
For example: The little seed. (Lifecycles)
One day there was a baby seed
called Cedrick. He felt very cold so
the gardener buried him in the soil.
Now he was nice and warm, he
had lots of water, the sun shone
all day and he grew a root.
After a few more days, Cedrick
grew a shoot etc…

19. A Naturalistic Learner
Consists of the ability to understand, appreciate
and enjoy the natural world
interacts with the surroundings;
studies and learns about animals and plants;
is interested in geography and natural
 phenomena;
 classifies and cares for plants and animals.
perceives changes in the weather or similar
fluctuations in their natural surroundings.
good at recognizing and classifying different species.

20. Naturalistic Strategies
Use the garden as a stimulus
Nature study tools (binoculars, telescope etc..)
Aquariums, terrariums, and other portable ecosystems
E.g. A child who struggles with number bonds could
plant some seeds and add the little shoots together,
example 3 + 3 = 6

21. An Intrapersonal Learner:
Has the ability to understand yourself – your
strengths, weaknesses, moods, desires, and intentions.
works independently and pursues own interests;
understands self and feelings;
develops best in quiet places;
prepares portfolios;
Prepares checklists to examine work.
 learns best when allowed to concentrate on the
subject by themselves.

22. Intrapersonal Strategies:
Independent study, individualized projects and games
Journal keeping
Self-esteem activities
Goal-setting sessions
Interest centers
Self-teaching programmed
instruction
E.g. a child who struggles with interpersonal
intelligence, but has intrapersonal intelligence could
play self-esteem activities at home or keep a journal
of their feelings.

23. A Musical Learner
Has the ability to sense rhythm, pitch, and melody.
sings and listens to songs;
play musical instruments, and compose music.
remembers melodies and keeps time;
develops best by singing and dancing.
has a strong auditory component, may learn best via
listening.
use songs or rhythms to learn and memorize
information,
may work best with music playing in the background.

24. Musical Strategies
Use rhythms, songs, raps, and chants to aid
memory
Use background music or mood music to
concentrate
Link tunes or instruments with concepts
Music software
E.g. a child who struggles with times tables but
has musical intelligence could sing a table to the
tune of their favorite pop song.

25. A Visual-Spatial Learner
has the ability to sense form,
space, color, and shape.
draws, builds, designs and creates things;
reads maps, charts and diagrams;
watches movies and plays with computers;
solves puzzles and mazes;
very good at visualizing and mentally manipulating
objects
Is often artistically inclined.
has a very good sense of direction and may also have
very good hand-eye coordination.

26. Visual-Spatial Strategies
Charts, graphs, diagrams,
maps and mind maps
Photography, videos, slides,
and movies
Picture metaphors, idea sketching and color cues
Painting, collage, and other visual arts
Computer assisted graphics and design software (E.g..
Tiny Art)
Visual puzzles, mazes and thinking exercises
Imaginative storytelling and picture literacy
experiences
E.g. A child who struggles with science concepts but
has special intelligence could use a mind map to clarify
ideas.

27. A Logical-
Mathematical Learner
Has the ability to use numbers effectively, reasoning and recognizing
abstract patterns.
finds patterns and relationships;
is good at strategy games and puzzles;
develops best by categorizing, deciphering , and outlining;
finds patterns and relationships.
has the ability to use numbers effectively, as well as being apt at reasoning.

28. Logical-Mathematical
Strategies:
Creating codes
Practical demonstrations
Socratic questioning
Logical problem-solving exercises
Classifications and categorizations
Logic puzzles and games
Quantifications and calculations
Logical-sequential presentation of subject matter
E.g. A child who struggles with linguistic intelligence,
but has logical intelligence could learn new vocabulary
or spellings through making crossword puzzles.

29. MI Lesson Planning Guide
Logical/
Mathematical
How can I use
numbers, lists,
classifications,
logic, scientific
inquiry?
Visual/Spatial How
can I use
visualization, art,
colors, or
metaphors?
Intrapersonal
How can I provide
choices or involve
personal
memories or
feelings?
Verbal/Linguistic
How can I use
language (stories,
poems, reader’s
theater)?
Musical - How
can I use music,
rhythm, songs,
raps, chants, or
instruments?
Interpersonal - How
can I use partners or
cooperative group
activities?
Naturalist – How
can I get students
to collect data or
observe nature?
Bodily/Kinesthetic
How can I use
movement or
hands-on activities?
Theme/Concept

30. The take-away questionnaire will help you determine the
intelligence strengths and weaknesses of your children and
what kind of learners they are.

31. Guide Questions:
1.What issues does the film
presents?
2.What did you learn from this
film?
3.Did this film change your opinion
about any of the issue it
addressed?