Multiple+Intelligences

=Howard Gardner's Multiple Intelligence Theory=

//"Intelligence is the ability to find and solve problems and create products of value in one's own culture." -Dr. Howard Gardner//



//Everyone has ALL the intelligences The intelligences are not mutually exclusive - they act in consort MI Theory was not developed to exclude individuals, but to allow all people to contribute to society through their own strengths! -Walter McKenzie//

[|What is Multiple Intelligences Theory?]


 * Howard Gardner's theory of Multiple Intelligences utilizes aspects of cognitive and developmental psychology, anthropology, and sociology to explain the human intellect. The theory consists of nine components with the key points being:**

[|Department of Educational Psychology and Instructional Technology, University of Georgia]
 * All human beings possess all nine intelligences in varying degrees.
 * Each individual has a different intelligence profile.
 * Education can be improved by assessment of students' intelligence profiles and designing activities accordingly.
 * Each intelligence occupies a different area of the brain.
 * The nine intelligences may operate in consort or independently from one another.
 * These nine intelligences may define the human species.


 * And The Nine Intelligences Are:**



Diagram adapted from http://www.dmps.k12.ia.us/schools/2Goodrell/Multiple_Intelligences_diagram3.jpg

Verbal/Linguistic
Verbal/Linguistic intelligence refers to an individual's ability to understand and manipulate words and languages. Everyone is thought to possess this intelligence at some level. This includes reading, writing, speaking, and other forms of verbal and written communication. Teachers can enhance their students' verbal/linguistic intelligence by having them keep journals, play word games, and by encouraging discussion. People with strong rhetorical and oratory skills such as poets, authors, and attorneys exhibit strong Linguistic intelligence. Some examples are T.S. Elliot, Maya Angelou, Adolph Hitler, and Martin Luther King Jr. Traditionally, Linguistic intelligence and Logical/Mathematical intelligence have been highly valued in education and learning environments.

Logical/Mathematical
Logical/Mathematical intelligence refers to an individual's ability to do things with data: collect, and organize, analyze and interpret, conclude and predict. Individuals strong in this intelligence see patterns and relationships. These individuals are oriented toward thinking: inductive and deductive logic, numeration, and abstract patterns. They would be a contemplative problem solver; one who likes to play strategy games and to solve mathematical problems. Being strong in this intelligence often implies great scientific ability. This is the kind of intelligence studied and documented by Piaget. Teachers can strengthen this intelligence by encouraging the use of computer programming languages, critical-thinking activities, linear outlining, Piagetian cognitive stretching exercises, science-fiction scenarios, logic puzzles, and through the use of logical/sequential presentation of subject matter. Some real life examples people who are gifted with this intelligence are Albert Einstein, Niehls Bohr, Stephen Hawking, and John Dewey.

Visual/Spatial
Visual/Spatial intelligence refers to the ability to form and manipulate a mental model. Individuals with strength in this area depend on visual thinking and are very imaginative. People with this kind of intelligence tend to learn most readily from visual presentations such as movies, pictures, videos, and demonstrations using models and props. They like to draw, paint, or sculpt their ideas and often express their feelings and moods through art. These individuals often daydream, imagine and pretend. They are good at reading diagrams and maps and enjoy solving mazes and jigsaw puzzles. Teachers can foster this intelligence by utilizing charts, graphs, diagrams, graphic organizers, videotapes, color, art activities, doodling, microscopes and computer graphics software. It could be characterized as right-brain activity. Pablo Picasso, Bobby Fischer, and Georgia O'Keefe are some examples of people gifted with this intelligence.

Bodily/Kinesthetic
Bodily/Kinesthetic intelligence refers to people who process information through the sensations they feel in their bodies. These people like to move around, touch the people they are talking to and act things out. They are good at small and large muscle skills; they enjoy all types of sports and physical activities. They often express themselves through dance. Teachers may encourage growth in this area of intelligence through the use of touching, feeling, movement, improvisation, "hands-on" activities, permission to squirm and wiggle, facial expressions and physical relaxation exercises. Some examples of people who are gifted with this intelligence are Michael Jordan, Mikhail Baryshnikov, and Russel Crowe.

Naturalistic
Naturalistic intelligence is seen in someone who recognizes and classifies plants, animals, and minerals including a mastery of taxonomies. They are holistic thinkers who recognize specimens and value the unusual. They are aware of species such as the flora and fauna around them. They notice natural and artificial taxonomies such as dinosaurs to algae and cars to clothes. Teachers can best foster this intelligence by using relationships among systems of species, and classification activities. Encourage the study of relationships such as patterns and order, and compare-and-contrast sets of groups or look at connections to real life and science issues. Charles Darwin and John Muir are examples of people gifted in this way.

Musical Intelligence
Musical intelligence refers to the ability to understand, create, and interpret musical pitches, timbre, rhythm, and tones and the capability to compose music. Teachers can integrate activities into their lessons that encourage students' musical intelligence by playing music for the class and assigning tasks that involve students creating lyrics about the material being taught. Composers and instrumentalists are individuals with strength in this area. Wolfgang Amadeus Mozart, Ludwig von Beethoven, and Miles Davis are examples.

Interpersonal
Although Gardner classifies interpersonal and intrapersonal intelligences separately, there is a lot of interplay between the two and they are often grouped together. Interpersonal intelligence is the ability to interpret and respond to the moods, emotions, motivations, and actions of others. Interpersonal intelligence also requires good communication and interaction skills, and the ability show empathy towards the feelings of other individuals. Teachers can encourage the growth of Interpersonal Intelligences by designing lessons that include group work and by planning cooperative learning activities. Counselors and social workers are professions that require strength in this area. Some examples of people with this intelligence include Gandhi, John F. Kennedy, and William Clinton.

Intrapersonal
Intrapersonal Intelligence, simply put, is the ability to know oneself. It is an internalized version of Interpersonal Intelligence. To exhibit strength in Intrapersonal Intelligence, an individual must be able to understand their own emotions, motivations, and be aware of their own strengths and weaknesses. Teachers can assign reflective activities, such as journaling to awaken students' Intrapersonal Intelligence. Its important to note that this intelligence involves the use of all others. An individual should tap into their other intelligences to completely express their Intrapersonal Intelligence. Authors of classic autobiographies such as Jean Paul Satre, Malcolm X, and Frederick Douglas are examples of individuals who exhibited strong Interpersonal Intelligence in their lifetimes.

**And as far as the ninth intelligence**
The ninth intelligence that has yet to experience full acceptance by educators in the classroom. This is Existential intelligence, which encompasses the ability to pose and ponder questions regarding the existence -- including life and death. This would be in the domain of philosophers and religious leaders.
 * ||~ Intelligence Area ||~ Strengths ||  ||~ Preferences ||   ||~ Learns best through ||~ Needs ||
 * ~ Verbal / Linguistic || Writing, reading, memorizing dates, thinking in words, telling stories ||  || Write, read, tell stories, talk, memorize, work at solving puzzles ||   || Hearing and seeing words, speaking, reading, writing, discussing and debating || Books, tapes, paper diaries, writing tools, dialogue, discussion, debated, stories, etc. ||
 * ~ Mathematical/ Logical || Math, logic, problem-solving, reasoning, patterns ||  || Question, work with numbers, experiment, solve problems ||   || Working with relationships and patterns, classifying, categorizing, working with the abstract || Things to think about and explore, science materials, manipulative, trips to the planetarium and science museum, etc. ||
 * ~ Visual / Spatial || Maps, reading charts, drawing, mazes, puzzles, imagining things, visualization ||  || Draw, build, design, create, daydream, look at pictures ||   || Working with pictures and colors, visualizing, using the mind's eye, drawing || LEGOs, video, movies, slides, art, imagination games, mazes, puzzles, illustrated book, trips to art museums, etc. ||
 * ~ Bodily / Kinesthetic || Athletics, dancing, crafts, using tools, acting ||  || Move around, touch and talk, body language ||   || Touching, moving, knowledge through bodily sensations, processing || Role-play, drama, things to build, movement, sports and physical games, tactile experience4s, hands-on learning, etc. ||
 * ~ Musical || Picking up sounds, remembering melodies, rhythms, singing ||  || Sing, play an instrument, listen to music, hum ||   || Rhythm, singing, melody, listening to music and melodies || Sing-along time, trips to concerts, music playing at home and school, musical instruments, etc. ||
 * ~ Interpersonal || Leading, organizing, understanding people, communicating, resolving conflicts, selling ||  || Talk to people, have friends, join groups ||   || Comparing, relating, sharing, interviewing, cooperating || Friends, group games, social gatherings, community events, clubs, mentors/ apprenticeships, etc. ||
 * ~ Intrapersonal || Recognizing strengths and weaknesses, setting goals, understanding self ||  || Work alone, reflect pursue interests ||   || Working alone, having space, reflecting, doing self-paced projects || Secret places, time alone, self-paced projects, choices, etc. ||
 * ~ Naturalistic || Understanding nature, making distinctions, identifying flora and fauna ||  || Be involved with nature, make distinctions ||   || Working in nature, exploring living things, learning about plants and natural events || Order, same/different, connections to real life and science issues, patterns ||   ||   ||   ||   ||   ||   ||   ||
 * ~ Musical || Picking up sounds, remembering melodies, rhythms, singing ||  || Sing, play an instrument, listen to music, hum ||   || Rhythm, singing, melody, listening to music and melodies || Sing-along time, trips to concerts, music playing at home and school, musical instruments, etc. ||
 * ~ Interpersonal || Leading, organizing, understanding people, communicating, resolving conflicts, selling ||  || Talk to people, have friends, join groups ||   || Comparing, relating, sharing, interviewing, cooperating || Friends, group games, social gatherings, community events, clubs, mentors/ apprenticeships, etc. ||
 * ~ Intrapersonal || Recognizing strengths and weaknesses, setting goals, understanding self ||  || Work alone, reflect pursue interests ||   || Working alone, having space, reflecting, doing self-paced projects || Secret places, time alone, self-paced projects, choices, etc. ||
 * ~ Naturalistic || Understanding nature, making distinctions, identifying flora and fauna ||  || Be involved with nature, make distinctions ||   || Working in nature, exploring living things, learning about plants and natural events || Order, same/different, connections to real life and science issues, patterns ||   ||   ||   ||   ||   ||   ||   ||
 * ~ Intrapersonal || Recognizing strengths and weaknesses, setting goals, understanding self ||  || Work alone, reflect pursue interests ||   || Working alone, having space, reflecting, doing self-paced projects || Secret places, time alone, self-paced projects, choices, etc. ||
 * ~ Naturalistic || Understanding nature, making distinctions, identifying flora and fauna ||  || Be involved with nature, make distinctions ||   || Working in nature, exploring living things, learning about plants and natural events || Order, same/different, connections to real life and science issues, patterns ||   ||   ||   ||   ||   ||   ||   ||
 * ~ Naturalistic || Understanding nature, making distinctions, identifying flora and fauna ||  || Be involved with nature, make distinctions ||   || Working in nature, exploring living things, learning about plants and natural events || Order, same/different, connections to real life and science issues, patterns ||   ||   ||   ||   ||   ||   ||   ||

For a brilliant video further demonstrating MI Theory and for those of you that are more visual/spatial media type="custom" key="519839"

**How Does All This Fit Into Teaching And The Use Of Hypermedia?**
Using Multiple Intelligences theory in the classroom has many benefits:
 * As a teacher and learner you realize that there are many ways to be "[|smart]"
 * All forms of intelligence are equally celebrated.
 * A sense of increased self-worth may be seen as students build on their strengths and work towards becoming an expert in certain areas
 * Students may develop strong problem solving skills that they can use real life situations


 * So Whether You Prefer A Teacher-Centered Or Student-Centered Class, You can still incorporate MI Theories/Strategies** (Technology Modifications are listed in **BOLD/ALL CAPS**)

Verbal/Lingusitic || * Present content verbally Logical/Mathematical || * Provide brain teasers or challenging questions to begin lessons. Bodily/Kinesthetic || * Use props during lecure Visual/Spatial || * When presenting the information, use visuals to explain content: Musical || * Play music in the classroom during reflection periods Interpersonal || * Be aware of body language and facial expressions Intrapersonal || * Encourage journaling as a positive outlet for expression Naturalistic || * Take students outside to enjoy nature while in learning process (lecture)
 * ||= **Teacher-Centered** ||= **Student-Centered** ||
 * [[image:http://www.gifs.net/Animation11/Geography_and_History/Europe/Orator.gif width="93" height="156" link="http://projects.coe.uga.edu/epltt/index.php?title=Image:Multiple_1.jpg"]]
 * Ask questions aloud and look for student feedback
 * Interviews || * Student Presents Material
 * Students read content and prepare a presentation for his/her classmates
 * Students debate over an issue
 * **STUDENTS CAN POST INFORMATION AND ANSWERS TO A BLOG** ||
 * [[image:http://www.gifs.net/Animation11/Jobs_and_People/Teachers/Math_teacher.gif link="http://projects.coe.uga.edu/epltt/index.php?title=Image:Multiple_2.jpg"]]
 * Make logical connections between the subject matter and authentic situations to answer the question "why?" || * Students categorize information in logical sequences for organization.
 * Students create graphs or charts to explain written info.
 * Students participate in webquests associated with the content ||
 * [[image:http://www.gifanimations.com/Image/Animations/Sports/Other/Runner.gif link="http://projects.coe.uga.edu/epltt/index.php?title=Image:Multiple_3.jpg"]]
 * Provide tangible items pertaining to content for students to examine
 * Review using sports related examples (throw a ball to someone to answer a question) || * Students use computers to research subject matter.
 * Students create props of their own explaining subject matter (shadow boxes, mobiles, etc...)
 * Students create review games. ||
 * [[image:http://www.gifs.net/Animation11/Hobbies_and_Entertainment/Art_and_Sculpture/Work_of_art.gif link="http://projects.coe.uga.edu/epltt/index.php?title=Image:Multiple_4.jpg"]]
 * PowerPoint Slides, Charts, Graphs, cartoons, videos, overheads, smartboards, interactive response system || * Have students work individually or in groups to create visuals pertaining to the information:
 * Posters; timelines; models; powerpoint slides; maps; illustrations, charts; concept mapping
 * **STUDENTS CAN CREATE ELECTRONIC PORTFOLIOS AND/OR FLASH PRESENTATIONS** ||
 * [[image:http://www.gifanimations.com/Image/Animations/Music/Notes/notes_010.gif width="77" height="77" link="http://projects.coe.uga.edu/epltt/index.php?title=Image:Multiple_5.jpg"]]
 * Show examples or create musical rythyms for students to remember things || * Create a song or melody with the content embedded for memory
 * Use well known songs to memorize formulas, skills, or test content
 * **STUDENTS CREATE MP3 FILES TO UPLOAD ONTO PORTABLE AUDIO DEVICE. FILES CAN BE SHARED AMONGST CLASS/GROUP** ||
 * [[image:http://www.gifs.net/Animation11/Jobs_and_People/Politicians/Quales.gif width="104" height="151" link="http://projects.coe.uga.edu/epltt/index.php?title=Image:Multiple_6.jpg"]]
 * Offer assistance whenever needed
 * Encourage classroom discussion
 * **STUDENTS CAN UTILIZE SOCIAL NETWORKING WITH TEACHER AND PEERS IN ANOTHER LOCATION** || * Encourage collaboration among peers
 * Group work strengthens interpersonal connections
 * Peer feedback and peer tutoring
 * Students present to the class
 * Encourage group editing
 * **STUDENT GROUPS CAN CREATE AND PUBLISH WIKIS OF CLASS/SCHOOL PROJECTS** ||
 * [[image:http://www.gifs.net/Animation11/Jobs_and_People/Scientists/Thought_process.gif link="http://projects.coe.uga.edu/epltt/index.php?title=Image:Multiple_7.jpg"]]
 * Introduce web logging (blogs)
 * Make individual questions welcome
 * Create a positive environment. || * Journaling
 * **WRITING/PUBLISHING A BLOG**
 * Individual research on content
 * Students create personal portfolios of work ||
 * [[image:http://www.gifs.net/Animation11/Animals/Eagles_and_Hawks/Eagle_in_mountains.gif link="http://projects.coe.uga.edu/epltt/index.php?title=Image:Multiple_8.jpg"]]
 * Compare authentic subject matter to natural occurrences.
 * Relate subject matter to stages that occur in nature (plants, weather, etc) || * Students organize thoughts using natural cycles
 * Students make relationships among content and the natural environment (how has nature had an impact?)
 * Students perform community service
 * **STUDENTS CAN COLLECT AND ORGANIZE DATA THAT CAN BE SHARED ACROSS THE CURRICULUM** ||

Additional Technology Applications to MI
 * [|Verbal-Linguistic]
 * [|Logical/Mathematical]
 * [|Visual/Spatial]
 * [|Bodily/Kinesthetic]
 * [|Musical/Rhythmic]
 * [|Intrapersonal]
 * [|Interpersonal]
 * [|Naturalist]
 * [|Existentialist]

==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?").==

**Now What Are Your Intelligence Strengths?**
Click on any of the links below

[|MI Test 1]

[|MI Test 2]

[|MI Test 3]

[|MI Test 4]

What are some of the criticisms of the Multiple Intelligence Theory?
When reviewing criticism of Multiple Intelligences theory, addressing the historically ever-present question of whether intelligence is one thing or many things is unavoidable. The fundamental criticism of MI theory is the belief by scholars that each of the seven multiple intelligences is in fact a cognitive style rather than a stand-alone construct (Morgan, 1996). Morgan, (1996) refers to Gardner's approach of describing the nature of each intelligence with terms such as abilities, sensitivities, skills and abilities as evidence of the fact that the "theory" is really a matter of semantics rather than new thinking on multiple constructs of intelligence and resembles earlier work by factor theorists of intelligence like L.L. Thurstone who argued that a single factor (g) cannot explain the complexity of human intellectual activity. According to Morgan (1996), identifying these various abilities and developing a theory that supports the many factors of intelligence has been a significant contribution to the field. Furthermore, he believes that MI theory has proven beneficial to schools and teachers and it may help explain why students do not perform well on standardized tests but it in Morgan's opinion it does not warrant the complete rejection of g. Gardner (1995) admittedly avoided addressing criticism of his theory for nearly a decade after the publication of Frames of Mind. However, in a 1995 article that appeared in Phi Delta Kappan he responds to several "myths" about the Theory of Multiple Intelligences. These myths provide a summary of the major commentary on and criticism of Gardner's theory. The first myth is that if there are seven intelligences we must be able to measure them with seven specific tests. Gardner is vocal about his disdain for a singularly psychometric approach to measuring intelligence based on paper and pencil tests. Secondly, he responds to the belief that an intelligence is the same as a domain or a discipline. Gardner reiterates his definition of an intelligence and distinguishes it from a domain which he describes as a culturally relevant, organized set of activities characterized by a symbol system and a set of operations. For example, dance performance is a domain that relies on the use of bodily-kinesthetic and musical intelligence (Gardner, 1995). Other criticisms include the notion that MI theory is not empirical, is incompatible with g, heritability, and environmental influences, and broadens the construct of intelligence so widely as to render it meaningless. Gardner (1995) staunchly defends the empiricism of the theory by referring to the numerous laboratory and field data that contributed to its development and the ongoing re-conceptualization of the theory based on new scientific data. Regarding the claim that Multiple Intelligences theory cannot accommodate g, Gardner argues that g has a scientific place in intelligence theory but that he is interested in understanding intellectual processes that are not explained by g. In response to the criticism that MI theory is incompatible with genetic or environmental accounts of the nature of intelligence, Gardner states that his theory is most concerned with the interaction between genetics and the environment in understanding intelligence. Finally, the notion that MI theory has expanded the definition of intelligence beyond utility produces a strong reaction from Gardner. He argues passionately that the narrow definition of intelligence as equal to scholastic performance is simply too constrictive. In his view, MI theory is about the intellectual and cognitive aspects of the human mind. Gardner is careful to point out that MI theory is not a theory of personality, morality, motivation, or any other psychological construct (1995, 1999a, 1999b).

Some critics argue that many of Gardner's "intelligences" actually correlate with the [|//g// factor], supporting the idea of single dominant type of intelligence. For example, Carroll (1993) argued that verbal comprehension, auditory processing, visual perception and ability in logic and mathematics all correlate with each other and are actually subsets of global intelligence. This gives further support for a theory of a single type intelligence. A critical review of MI theory argues that there is little empirical evidence to support it:

"To date there have been no published studies that offer evidence of the validity of the multiple intelligences. In 1994 Sternberg reported finding no empirical studies. In 2000 Allix reported finding no empirical validating studies, and at that time Gardner and Connell conceded that there was "little hard evidence for MI theory" (2000, p. 292). In 2004 Sternberg and Grigerenko stated that there were no validating studies for multiple intelligences, and in 2004 Gardner asserted that he would be "delighted were such evidence to accrue" (p. 214), and he admitted that "MI theory has few enthusiasts among psychometricians or others of a traditional psychological background" because they require "psychometric or experimental evidence that allows one to prove the existence of the several intelligences" (2004, p. 214)." (Waterhouse, 2006a, p. 208).