Multiple Intelligences.ppt

Chapter10MultipleIntelligences contents 3 4 Approach Theoryoflanguage languagelearning Design Objectives syllabus learningactivities rolesoflearners teachers andmaterials Procedure Conclusion Background 1 WhatisthetraditionalIQtest foundedontheideathatintelligenceisasingle unchanged inborncapacity basedonatestcalledthestanford Binet 2 WhatistheMultipleIntelligences MI alearner basedphilosophythatcharacterizeshumanintelligenceashavingmultipledimensioinsthatmustbeacknowledgedanddevelopedineducation basedontheworkofHowardGardneroftheHarvardGraduateSchoolofEducation 3 WhoisHowardGardner BorninJuly11 1943 AnAmericandevelopmentalpsychologist TheprofessorofCognitionandEducationattheHarvardGraduateSchoolofEducationatHarvardUniversity TheSeniorDirectorofHarvardProjectZero Since1995 hehasbeentheco directoroftheGoodWorkProject Bestknownforhistheoryofmultipleintelligences asoutlinedinhisbookFramesofMind TheTheoryofMultipleIntelligences 1993 ReceivedthePrinceofAsturiasAward2011inSocialSciencesforthedevelopmentofthistheory 4 WhatarethedifferencesbetweentraditionalIQtests individuallearningstyles preferences orintelligences 5 WhatistheMultipleIntelligencesModel aviewofnaturalhumantalents culture free avoidstheconceptualnarrownessusuallyassociatedwithtraditionalmodelsofintelligence e g theIQtestingmodel 6 Assumptionsofeightnative intellegence linguistic WordSmart Logical mathematical Logicsmart Spatial Picturesmart Musical Musicsmart Bodily kinesthetic Bodilysmart Interpersonal Peoplesmart Intrapersonal Selfsmart Naturalist Naturesmart 6 Assumptionsofeightnative intellegence linguistic WordSmart theabilitytouselanguageinspecialandcreativeways e g lawyers writers editors andinterpreters 6 Assumptionsofeightnative intellegence linguistic WordSmart Logical mathematical Logicsmart theabilitytothinkrationally e g doctors engineers programmers andscientists 6 Assumptionsofeightnative intellegence linguistic WordSmart Logical mathematical Logicsmart Spatial Picturesmart theabilitytoformmentalmodelsoftheworld e g architects decorators sculptors andpainters 6 Assumptionsofeightnative intellegence linguistic WordSmart Logical mathematical Logicsmart Spatial Picturesmart Musical Musicsmart agoodearformusic e g singers composers 6 Assumptionsofeightnative intellegence linguistic WordSmart Logical mathematical Logicsmart Spatial Picturesmart Musical Musicsmart Bodily kinesthetic Bodilysmart havingawell coordinatedbody e g athletes craftspersons 6 Assumptionsofeightnative intellegence linguistic WordSmart Logical mathematicalv Logicsmart Spatial Picturesmart Musical Musicsmart Bodily kinesthetic Bodilysmart Interpersonal Peoplesmart theabilitytobeabletoworkwellwithpeople e g salespeople politicians andteachers 6 Assumptionsofeightnative intellegence linguistic WordSmart Logical mathematical Logicsmart Spatial Picturesmart Musical Musicsmart Bodily kinesthetic Bodilysmart Interpersonal Peoplesmart Intrapersonal Selfsmart theabilitytobeabletounderstandoneselfandapplyone stalentsuccessfully e g peopleinallareasoflife 6 Assumptionsofeightnative intellegence linguistic WordSmart Logical mathematical Logicsmart Spatial Picturesmart Musical Musicsmart Bodily kinesthetic Bodilysmart Interpersonal Peoplesmart Intrapersonal Selfsmart Naturalist Naturesmart theabilitytounderstandandorganizethepatternsofnature 7 InfluencesofMIEncouraginglearningthatgoesbeyondtraditionalbooks pens andpensils Learner s children sparticulargiftsandtalentscanprovidelearningactivitiesthatbuildonthoseinherentgifts Individualsarefreetobeintelligentintheirownways Approach Theoryoflanguage languagelearning Somepointsofviewoftheoryoflanguage OriginallyproposedbyGardner 1993 asacontributiontocognitivescience Interpretedbysomegeneraleducators suchasArmstrong 1994 MItheorylackssomeofthebasicelementsthatmightlinkitmoredirectlytolanguageeducation OnelackisaconcreteviewofhowMItheoryrelatestoanyexistinglanguageand orlanguagelearningtheories Lookingatthelanguageofanindividual includingoneormoresecondlanguages Integratedwithmusic bodilyactivity interpersonalrelationships etc andencompassesallaspectsofcommunication Someproposalsoflanguagelearninganduse Thereismoretolanguagethanwhatisusuallysubsumedundertherubriclinguistics e g Thereareaspectsoflanguagesuchasrhythm tone volume andpitchthataremorecloselylinkedtoatheoryofmusicthantoatheoryoflinguistics Languagehasitstiestolifethroughthesenses whichprovidetheaccompanimentandcontextforthelinguisticmessagethatgivemeaningandpurpose Intelligence howevermeasuredandinwhatevercircumstance comprisesasinglefactor usuallycalledthe g factor whichcanbedescribedastheabilitytodealwithcongnitivecomplexity Intelligenceisbasedonaunitaryor general abilityforproblemsolving Teele2000 27 Thereexistsaclusterofmentalabilitiesthatareseperatebutequalandthatsharethepinnacleatthetopofthehierarchycalledintelligence byGardner Thehigherthe g facterintheindividual thegreaterthespeedandefficiencyofthatindividual sbraininperformingcognitiveoperations Gottfredson1998 3 Design Objectives syllabus learningactivities rolesoflearners teachers andmaterials Objectives Makingthelanguagelearnerabetterdesignerofhis herownlearningexperiences whowillbecomebetterempowered morefulfilled moregoal directed SyllabusStage1 AwakentheIntelligence Stage2 AmplifytheIntelligence Stage3 Teachwith fortheIntelligence Stage4 TransferoftheIntelligence SyllabusStage1 AwakentheIntelligence Throughmultisensoryexperiences touching smelling tasting seeing andsoon learnerscanbesensitizedtothemany facetedpropertiesofobjectsandeventsintheworldthatsurroundsthem SyllabusStage1 AwakentheIntelligence Stage2 AmplifytheIntelligence Studentsstrengthenandimprovetheintelligencebyvolunteeringobjectsandeventsoftheirownchoosinganddefiningwithothersthepropertiesandcontextsofexperienceoftheseobjectsandevents SyllabusStage1 AwakentheIntelligence Stage2 AmplifytheIntelligence Stage3 Teachwith fortheIntelligence Atthisstagetheintelligenceislinkedtothefocusoftheclass thatis tosomeaspectoflanguagelearning Thisisdoneviaworksheetsandsmall groupprojectsanddiscussion SyllabusStage1 AwakentheIntelligence Stage2 AmplifytheIntelligence Stage3 Teachwith fortheIntelligence Stage4 TransferoftheIntelligence Studentsreflectonthelearningexperiencesofthepreviousthreestagesandrelatethesetoissuesandchallengesintheout of classworld Thesearebasedononeormoreoftheintelligencesandaredesignedtostimulateparticularintelligences Thesearebasedoncurriculumcontentareasbutarecategorizedaccordingtotheparticularintelligencestheymakeuseof Thesearebasedonathemefromthecurriculumorclassroombutaredividedintodifferentintelligences Thesearedesignedtoprovidestudentswithopportunitiestoresearchatopicusingmultipleintelligences Thesearedesignedbystudentsanddrawonparticularintelligences Learningactivities materials Ateacher frontedclassrooms Playtostrength Varietyisthespice Pickatooltosuitthejob Allsizesfitone Meandmypeople Ifyouwantanathleteoramusiciantobeaninvolvedandsuccessfullanguagelearner structurethelearningmaterialforeachindividualaroundthesestrengths Providingateacher directedrichmixoflearningactivitiesvariouslycallingupontheeightdifferentintelligencesmakesforaninteresting lively andeffectiveclassroomforallstudents DifferentfacetsoflanguagearebestservedinstructionallybylinkingtheirlearningtothemostappropriatekindofMIactivity Everyindividualexercisesallintelligenceseventhoughsomeofthesemaybeoutofawarenessorundervalued Sincelanguagelearninginvolvesculturelearningaswell itisusefullforthelanguageinacontextthatrecognizesandhonorsarangeofdiversityvaluedintelligences MIisrichestinproposalsforlessonorganization multisensoryactivityplanning andinusingrealia Activitiesandthematerialsthatsupportthemareoftenshownorsuggestedintables SuchatablefromChristison 1997 7 8 isreproducedinTable1 p121 Rolesofteachers Complexmentalmodelsfromwhichtoconstructcurriculumandimprovethemselvesaseducators Understand master andbecommittedtotheMImodel AdministeranMIiventoryonthemselvesandtherebybeableto connectyourlife sexperiencestoyourconcept ofMI Curriculumdevelopers lessondesignersandanalysts activityfindersorinventors and mostcriticallyorchestratorsofaricharrayofmultisensoryactivities Nottothinkofthemselvesmerelyaslanguageteachers Rolesoflearners Seethemselvesengagedinaprocessofpersonalitydevelopmentaboveandbeyondthatofbeingsuccessfullanguagelearners Becomemorewell roundedindividualsandmoresuccessfullearnersingeneral Seetheirgoalsinthesebroaderterms TakeanMIinventoryandtodeveloptheirownMIprofilesbasedontheinventory Procedure Stage1 AwakentheIntelligence Stage2 AmplifytheIntelligence Stage3 Teachwith fortheIntelligence Stage4 TransferoftheIntelligence Procedure Stage1 AwakentheIntelligence Theteacherbringsmanydifferentobjectstoclass Studentsexperiencefeelingthingsthataresoft rough cold smoth andsoon Procedure Stage1 AwakentheIntelligence Stage2 AmplifytheIntelligence Studentsareaskedtobringobjectstoclassortousesomethingintheirpossession Teamsofstudentsdescribeeachobjectattendingtothefivephysicalsenses Theycompleteaworksheetincludingtheinformationtheyhaveobservedanddiscussed Table2onp122 Procedure Stage1 AwakentheIntelligence Stage2 AmplifytheIntelligence Stage3 Teachwith fortheIntelligence Theteacherstructureslargersectionsofle