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Howard Gardner Discusses Multiple Intelligences

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Ever wondered what your intelligences were? How many ways do you express your intelligences? Are you word smart, people smart, all eight of the intelligences? Forget IQ test, now you have a quiz that shows ALL the ways you express your smarts. Take the MI QUIZ here: https://skydrive.live.com/?cid=0ed07709b0c7c588&id=ED07709B0C7C588%213277# How can you know what multiple intelligence your students are?

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The theory of multiple intelligences differentiates intelligece into specific

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I want to share with you this interesting video about Howard Gardner's Theory of Multiple Intelligences

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Howard Gardner's Theory of Multiple Intelligences (Historical Overview)

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Howard Gardner theorized that there are multiple intelligences, and that we all use one or two for the most effective learning. Our culture teaches, tests, reinforces and rewards primarily two kinds of intelligence: verbal/linguistic and logical/mathematical. His theory proposes that there are at least eight other kinds of intelligence that are equally important. They are “languages” that most people speak, and that cut through cultural, educational, and ability differences

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Why is a Multiple Intelligences model successful?
Many student needs are met through this program. Their intellectual needs are met by constantly being challenged and frequently exercising their creativity. At the same time, their emotional needs are met by working closely with others. They develop diverse strengths, and they understand themselves better as individuals.
What is the teacher’s role in a Multiple Intelligences program?

The teacher’s role also transforms in this type of program.

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This is the way we do things with our brain

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Yay!

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Using Multiple Intelligences in the Classroom

Accepting Gardner's TheoryofMultipleIntelligences has several implications for teachers in terms of classroom instruction. The theory states that all seven intelligences are needed to productively function in society. Teachers, therefore, should think of all intelligences as equally important. This is in great contrast to traditional education systems which typically place a strong emphasis on the development and use of verbal and mathematical intelligences. Thus, the TheoryofMultipleIntelligencesimplies that educators should recognize and teach to a broader range of talents and skills.

http://www.literacynet.org/mi/assessment/findyourstrengths.html

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PAOLA ARIAS AGUIRRE

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George Lucas Educational Foundation

Editor's Note: The multiple intelligences quiz has been removed from Edutopia. While the test was a useful tool to explore different ways in which intelligence can be understood, research calls into question whether results were being interpreted and used appropriately.

To learn more, please see this 2018 article on some common misunderstandings about multiple intelligences theory and learning styles.

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The theory of multiple intelligences has captured the attention of many educators who are interested in how students learn. While the theory hasn't been corroborated by research, many teachers find it helpful to better understand the abilities of their students.

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i'm gonna share you a test of multiple intelligences

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E-encuesta requiere cookies para funcionar. Por favor, habilite las cookies de su navegador.

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Here's an image explaining the multiple intelligences

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Key Points in Multiple Intelligences Theory

Beyond the descriptions of the eight intelligences and their theoretical underpinnings, certain points of the model are important to remember:

1. Each person possesses all eight intelligences. Of course, the intelligences function together in ways unique to each person. Most of us fall somewhere in between two poles -- being highly developed in some intelligences, modestly developed in others, and relatively underdeveloped in the rest.

2. Most people can develop each intelligence to an adequate level of competency. Although an individual may complain about his deficiencies in a given area and consider his problems innate and intractable, Howard Gardner suggests that virtually everyone has the capacity to develop all eight intelligences to a reasonably high level of performance if given the appropriate encouragement, enrichment, and instruction.

3. Intelligences usually work together in complex ways. Gardner points out that no intelligence exists by itself in life (except perhaps in very rare instances in savants and brain-injured individuals). Intelligences are always interacting with each other. To cook a meal, one must read the recipe (linguistic), possibly divide the recipe in half (logical-mathematical), develop a menu that satisfies all members of a family (interpersonal), and placate one's own appetite as well (intrapersonal). Similarly, when a child plays a game of kickball, he needs bodily-kinesthetic intelligence (to run, kick, and catch), spatial intelligence (to orient himself to the playing field and to anticipate the trajectories of flying balls), and linguistic and interpersonal intelligences (to successfully argue a point during a dispute in the game).

4. There are many ways to be intelligent within each category. A person may not be able to read, yet be highly linguistic because he can tell a terrific story or has a large oral vocabulary. Similarly, a person may be quite awkward on the playing field, yet possess superior bodily-kinesthetic intelligence when she weaves a carpet or creates an inlaid chess table. MI theory emphasizes the rich diversity of ways in which people show their gifts within intelligences as well as between intelligences.

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Here are  some activities you can do with your diffrent type of students according to their intelligence type:

Verbal-Linguistic:
choral speaking
declarizing

storytelling

Logical-Mathematical:
problem solving
measuring

coding

Visual-Spatial:
graphing
photographing

making visual metaphors

Bodily-Kinesthetic:
hands on experiments
activities

changing room arrangement

Musical:
humming
rapping

playing background music

Interpersonal:
classroom parties
peer editing

cooperative learning

Intrapersonal:
personal response
individual study

personal goal setting

Naturalistic:
reading outside
cloud watching

identifying insects

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Here is some more info about Multiple
Intelligence :)

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The theory of multiple 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. These intelligences are:

Linguistic intelligence ("word smart")

Logical-mathematical intelligence ("number/reasoning smart")

Spatial intelligence ("picture smart")

Bodily-Kinesthetic intelligence ("body smart")

Musical intelligence ("music smart")

Interpersonal intelligence ("people smart")

Intrapersonal intelligence ("self smart")

Naturalist intelligence ("nature smart")

Dr. Gardner says that our schools and culture focus most of their attention on linguistic and logical-mathematical intelligence. We esteem the highly articulate or logical people of our culture. However, Dr. Gardner says that we should also place equal attention on individuals who show gifts in the other intelligences: the artists, architects, musicians, naturalists, designers, dancers, therapists, entrepreneurs, and others who enrich the world in which we live. Unfortunately, many children who have these gifts don't receive much reinforcement for them in school. Many of these kids, in fact, end up being labeled "learning disabled," "ADD (attention deficit disorder," or simply underachievers, when their unique ways of thinking and learning aren't addressed by a heavily linguistic or logical-mathematical classroom.

The theory of multiple intelligences proposes a major transformation in the way our schools are run. It suggests that teachers be trained to present their lessons in a wide variety of ways using music, cooperative learning, art activities, role play, multimedia, field trips, inner reflection, and much more (see Multiple Intelligences in the Classroom, 4th ed.). The good news is that the theory of multiple intelligences has grabbed the attention of many educators around the country, and hundreds of schools are currently using its philosophy to redesign the way it educates children. The bad news is that there are thousands of schools still out there that teach in the same old dull way, through dry lectures, and boring worksheets and textbooks. The challenge is to get this information out to many more teachers, school administrators, and others who work with children, so that each child has the opportunity to learn in ways harmonious with their unique minds (see In Their Own Way).

The theory of multiple intelligences also has strong implications for adult learning and development. Many adults find themselves in jobs that do not make optimal use of their most highly developed intelligences (for example, the highly bodily-kinesthetic individual who is stuck in a linguistic or logical desk-job when he or she would be much happier in a job where they could move around, such as a recreational leader, a forest ranger, or physical therapist). The theory of multiple intelligences gives adults a whole new way to look at their lives, examining potentials that they left behind in their childhood (such as a love for art or drama) but now have the opportunity to develop through courses, hobbies, or other programs of self-development (see 7 Kinds of Smart).
How to Teach or Learn Anything 8 Different Ways
One of the most remarkable features of the theory of multiple intelligences is how it provides eight different potential pathways to learning. If a teacher is having difficulty reaching a student in the more traditional linguistic or logical ways of instruction, the theory of multiple intelligences suggests several other ways in which the material might be presented to facilitate effective learning. Whether you are a kindergarten teacher, a graduate school instructor, or an adult learner seeking better ways of pursuing self-study on any subject of interest, the same basic guidelines apply. Whatever you are teaching or learning, see how you might connect it with

words (linguistic intelligence)

numbers or logic (logical-mathematical intelligence)

pictures (spatial intelligence)

music (musical intelligence)

self-reflection (intrapersonal intelligence)

a physical experience (bodily-kinesthetic intelligence)

a social experience (interpersonal intelligence), and/or

an experience in the natural world. (naturalist intelligence)

For example, if you're teaching or learning about the law of supply and demand in economics, you might read about it (linguistic), study mathematical formulas that express it (logical-mathematical), examine a graphic chart that illustrates the principle (spatial), observe the law in the natural world (naturalist) or in the human world of commerce (interpersonal); examine the law in terms of your own body [e.g. when you supply your body with lots of food, the hunger demand goes down; when there's very little supply, your stomach's demand for food goes way up and you get hungry] (bodily-kinesthetic and intrapersonal); and/or write a song (or find an existing song) that demonstrates the law (perhaps Dylan's "Too Much of Nothing?").

You don't have to teach or learn something in all eight ways, just see what the possibilities are, and then decide which particular pathways interest you the most, or seem to be the most effective teaching or learning tools. The theory of multiple intelligences is so intriguing because it expands our horizon of available teaching/learning tools beyond the conventional linguistic and logical methods used in most schools (e.g. lecture, textbooks, writing assignments, formulas, etc.). To get started, put the topic of whatever you're interested in teaching or learning about in the center of a blank sheet of paper, and draw eight straight lines or "spokes" radiating out from this topic. Label each line with a different intelligence. Then start brainstorming ideas for teaching or learning that topic and write down ideas next to each intelligence (this is a spatial-linguistic approach of brainstorming; you might want to do this in other ways as well, using a tape-recorder, having a group brainstorming session, etc.). Have fun!
Resources

Armstrong, Thomas. Multiple Intelligences in the Classroom 4th ed. Alexandria, VA: Association for Supervision and Curriculum Development, 2018.

Armstrong, Thomas. 7 Kinds of Smart: Identifying and Developing Your Multiple Intelligences. New York: Plume, 1999.

Armstrong, Thomas. In Their Own Way: Discovering and Encouraging Your Child's Multiple Intelligences, New York: Tarcher/Putnam, 2000.

Armstrong, Thomas. You're Smarter Than You Think: A Kid's Guide to Multiple Intelligences. Minneapolis, MN: Free Spirit, 2014.

Armstrong, Thomas. The Multiple Intelligences of Reading and Writing: Making the Words Come Alive. Alexandria, VA: Association of Supervision and Curriculum Development, 2003.

Gardner, Howard. Frames of Mind: The Theory of Multiple Intelligences. New York: Basic Books,2011.

Gardner, Howard. Multiple Intelligences: New Horizons in Theory and Practice. New York: Basic Books, 2006.

Gardner, Howard. Intelligence Reframed: Multiple Intelligences for the 21st Century. New York: Basic Books, 2000.

Hoerr, Thomas R. Becoming a Multiple Intelligences School, Alexandria, VA: ASCD, 2000.

New City School, Celebrating Multiple Intelligences ( 5209 Waterman Ave., St. Louis, MO

To schedule a keynote or workshop on multiple intelligences go to the Keynotes and Workshops page.
www.institute4learning.com

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The theory of multiple 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.

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Brain-based Learnig
Background: The theory of multiple intelligences, developed by psychologist Howard Gardner in the late 1970’s and early 1980’s, posits that individuals possess eight or more relatively autonomous intelligences.
Although there are various studies that discuss the way of learning and thinking with other variables. It seems that studying the way of learning and thinking that is attributed to the brain and its relation to the multiple intelligences is still rare. The study of Roubinek, Bell and Gates (1987) aims at identifying the brain dominance of excellent students.

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howdy partners, its Jacob here is a short clip explaining how to apply Multiple Intelligences activities in the classroom 

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howdy partners, its Jacob here is a short clip explaining how to apply Multiple Intelligences activities in the classroom 

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just click on the link below

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Learning Styles ~ Personalized Education

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Howard Gardner Discusses Multiple Intelligences

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Powerful Method for Teaching Reading to Classroom of Students

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While MI provides choice, teachers have to have different styles available to create those choices. Here we talk about teacher-centered, student-centered and inquiry based learning models. These include folder activities and pinwheel activities. Check out www.mi-classroom for more information

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8 Intelligences - Theory of Multiple Intelligences Explained - Dr. Howard Gardner

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1. Naturalist Intelligence (“Nature Smart”)

Designates the human ability to discriminate among living things (plants, animals) as well as sensitivity to other features of the natural world (clouds, rock configurations).  This ability was clearly of value in our evolutionary past as hunters, gatherers, and farmers; it continues to be central in such roles as botanist or chef.  It is also speculated that much of our consumer society exploits the naturalist intelligences, which can be mobilized in the discrimination among cars, sneakers, kinds of makeup, and the like.

2. Musical Intelligence (“Musical Smart”)

Musical intelligence is the capacity to discern pitch, rhythm, timbre, and tone.  This intelligence enables us to recognize, create, reproduce, and reflect on music, as demonstrated by composers, conductors, musicians, vocalist, and sensitive listeners.  Interestingly, there is often an affective connection between music and the emotions; and mathematical and musical intelligences may share common thinking processes.  Young adults with this kind of intelligence are usually singing or drumming to themselves.  They are usually quite aware of sounds others may miss.

3. Logical-Mathematical Intelligence (Number/Reasoning Smart)

Logical-mathematical intelligence is the ability to calculate, quantify, consider propositions and hypotheses, and carry out complete mathematical operations.  It enables us to perceive relationships and connections and to use abstract, symbolic thought; sequential reasoning skills; and inductive and deductive thinking patterns.  Logical intelligence is usually well developed in mathematicians, scientists, and detectives.  Young adults with lots of logical intelligence are interested in patterns, categories, and relationships.  They are drawn to arithmetic problems, strategy games and experiments.

4. Existential Intelligence

Sensitivity and capacity to tackle deep questions about human existence, such as the meaning of life, why do we die, and how did we get here.

5. Interpersonal Intelligence (People Smart”)

Interpersonal intelligence is the ability to understand and interact effectively with others.  It involves effective verbal and nonverbal communication, the ability to note distinctions among others, sensitivity to the moods and temperaments of others, and the ability to entertain multiple perspectives.  Teachers, social workers, actors, and politicians all exhibit interpersonal intelligence.  Young adults with this kind of intelligence are leaders among their peers, are good at communicating, and seem to understand others’ feelings and motives.

6. Bodily-Kinesthetic Intelligence (“Body Smart”)

Bodily kinesthetic intelligence is the capacity to manipulate objects and use a variety of physical skills.  This intelligence also involves a sense of timing and the perfection of skills through mind–body union.  Athletes, dancers, surgeons, and craftspeople exhibit well-developed bodily kinesthetic intelligence.

7. Linguistic Intelligence (Word Smart)

Linguistic intelligence is the ability to think in words and to use language to express and appreciate complex meanings.  Linguistic intelligence allows us to understand the order and meaning of words and to apply meta-linguistic skills to reflect on our use of language.  Linguistic intelligence is the most widely shared human competence and is evident in poets, novelists, journalists, and effective public speakers.  Young adults with this kind of intelligence enjoy writing, reading, telling stories or doing crossword puzzles.

8. Intra-personal Intelligence (Self Smart”)

Intra-personal intelligence is the capacity to understand oneself and one’s thoughts and feelings, and to use such knowledge in planning and directioning one’s life.  Intra-personal intelligence involves not only an appreciation of the self, but also of the human condition.  It is evident in psychologist, spiritual leaders, and philosophers.  These young adults may be shy.  They are very aware of their own feelings and are self-motivated.

9. Spatial Intelligence (“Picture Smart”)

Spatial intelligence is the ability to think in three dimensions.  Core capacities include mental imagery, spatial reasoning, image manipulation, graphic and artistic skills, and an active imagination.  Sailors, pilots, sculptors, painters, and architects all exhibit spatial intelligence.  Young adults with this kind of intelligence may be fascinated with mazes or jigsaw puzzles, or spend free time drawing or daydreaming.

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MULTIPLE INTELLIGENCES THEORY (GARDNER)

https://www.learning-theories.com/gardners-multiple-intelligences-theory.html

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Without this múltiple inteligentes, we wouldn't be able to know about each method there is and what we use in the real world.

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José Luis Romero Ocampo...

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A LITTLE VIDEO ABOUT MULTIPLE INTELLIGENCES