The most successful people in every field share an ability to think in ways that we seldom teach in the classroom.

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REMEMBER.

• The most successful people in every field
  share an ability to think in ways that
  we seldom teach in the classroom.
• Sparks of GeniusRobert S. Root-Bernstein
  Michele Root-Bernstein

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Howard Gardner

• THEORY OF MULTIPLE INTELLIGENCE

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Howard Gardner

• INTELLIGENCE is the ability to pose and solve
  problems one encounters in real life and create
  effective products or services valued within
  ones culture.

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Intelligence vs Learning Style

• An Intelligence is NOT

• A Pattern of Coordination is

• Not linked to the senses
• Not cognitive (learning) styles
• Not nature OR nurture
• Not how we think, but what we think about
• Attraction to and skill with specific stimuli

• Is Linked to senses
• Is cognitive learning style
• Is both nature nurture
• Is how we think, what we think about
• Is perception and approach to a task

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Interaction and Influence
THRUST SHAPE SWING HANG
LINGUISTIC
MUSICAL
LOGIC-MATHEMATIC
BODY-KINESTHETIC
SPATIAL
NATURALISTIC
INTRAPERSONAL
INTERPERSONAL
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Key Points in MI Theory

• Each person possesses all eight intelligences
  
  
  MI is a theory of cognitive functioning and
  all eight functioning together in ways unique to
  each person. Everyone has each intelligence and
  a unique organization of the eight intelligences.
• Most people can develop each intelligence to an
  adequate level of competency if given appropriate
  encouragement enrichment and instruction
• Intelligences usually work together in complex
  ways
  
  Intelligences are always interacting with each
  other and must be thought of in their specific
  culturally valued contexts.
• There are many ways to be intelligent within each
  category
  MI emphasizes
  the rich diversity of ways in which people show
  their gifts within intelligences as well as
  between intelligences.

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MI Stimuli, Skills, End State
INTELLIGENCE STIMULI SKILLS END STATE
Linguistic Written spoken words Read, decode, Speak discuss, Write, Language Orator, Journalist, Blogger, Sales people, Attorney
Logical/Mathematical Patterns, relationships, numbers, symbols Logic, Analysis Synthesis, Math, Number games Scientist, Mathematician, Detectives, Accountants
Spatial Color, shape, space Spatial awareness, Arts Crafts Visualization, Navigator, Sculptor, Designer, Architects
Musical Rhythm, pitch, timbre Create music, perform, learn about music, learn thru music Composer, Pianist, Conductors, Singers
Bodily/Kinesthetic Bodily cues, force, time Body expression, Hands-on, Fine motor, Physical exercise Athlete, Dancer, Surgeons, Carpenters, Gymnasts
Naturalistic Flora, fauna, rocks, clouds Observation, Record, In or with Nature, Classify/Categorize Biologist, Gardner, Astronomer, Zoologist
Interpersonal Desires, motivations, feelings of others Work together, Solve conflicts, Organize others Counselor, Sales Person, Teachers, Politicians
Intrapersonal Emotions, impulses, moods, reflectivity Set goals prioritize, Values/ Beliefs, Reflect/ Introspection Philosopher, Therapist Religious figure
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The Eight Intelligences
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Criteria to determine an Intelligence

1. Potential isolation by brain damage
2. Existence of idiot savants, prodigies, and other
   exceptional individuals
3. Identifiable core operation or set of operations
4. Distinctive developmental history definable set
   of expert end states performances
5. An evolutionary history and evolutionary
   plausibility
6. Support from experiential psychological tasks
7. Support from psychometric findings
8. Susceptibility to encoding in a symbol system

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MI Activators and Deactivators of Intelligences

• Crystallizing experiences -- turning points in
  the development of a person's talents and
  abilities usually in early childhood
• Albert Einstein 4 years old his father showed
  him a magnetic compass filled him with a desire
  to ferret out the mysteries of the universe
•  
• Paralyzing experiences -- experiences which shut
  down intelligences often filled with shame,
  guilt, fear, anger and other negative emotions
  that prevent our intelligences from growing and
  thriving
•  

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MI Environmental Influences

• Promote or retard the development of
  intelligences
• Access to resources or mentors -- lack of
  resources
• Historical-cultural factors -- the times
• Geographic factors -- where you live
• Familial factors -- parental wishes
• Situational factors -- unable to develop due to
  situation

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The EIGHT Word Smart

• Linguistic

• CHILDREN ARE WORD SMART WHEN THEY
• Learn through reading, writing, discussing
• Communicate effectively
• Have a good vocabulary
• Write clearly
• Spells easily
• Think in words

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The EIGHT Music Smart

• Linguistic
• Musical

• CHILDREN ARE MUSIC SMART WHEN THEY
• Have a good sense of rhythm and melody
• Like to sing, hum, chant and rap
• Enjoy listening to music
• Read and write music
• Learn through music and lyrics
• Enjoy creating music

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The EIGHT Logic Math Smart

• Linguistic
• Musical
• Logical/Mathematical

• CHILDREN ARE LOGIC/MATH SMART WHEN THEY
• Think in numbers, patterns and algorithms
• Think clearly and analytically
• Learn by appeal to logic
• Use abstract symbols
• Solve logic problems easily
• Are good in math

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The EIGHT Art/Space Smart

• Linguistic
• Musical
• Logical/Mathematical
• Spatial

• CHILDREN ARE ART/SPACE SMART WHEN THEY
• Think in pictures and images
• Are good with spatial relations
• Have a good eye for detail and color
• See or draw solutions to problems
• Learn through visuals
• See relationships between/among objects/space
• Like to draw and create

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The EIGHT Body Smart

• Linguistic
• Musical
• Logical/Mathematical
• Spatial
• Bodily Kinesthetic

• CHILDREN ARE BODY SMART WHEN THEY
• Are highly coordinated
• Use gestures and body language
• Take things apart and fixes them
• Learn through hands-on activities
• Enjoy acting and role-playing
• Enjoy dancing and athletics

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The EIGHT Nature Smart

• Linguistic
• Musical
• Logical/Mathematical
• Spatial
• Bodily Kinesthetic
• Naturalistic

• CHILDREN ARE NATURE SMART WHEN THEY
• Are aware of their natural surroundings
• Discriminate different flora and fauna
• Are good at sorting and classifying
• Have keen observational skills
• Understand natural phenomena
• Garden or care for pets and animals

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The EIGHT People Smart

• Linguistic
• Musical
• Logical/Mathematical
• Spatial
• Bodily Kinesthetic
• Naturalistic
• Interpersonal

• CHILDREN ARE PEOPLE SMART WHEN THEY
• Make and maintain friends easily
• Understand and respect others
• Resolve conflicts
• Learn by interacting with others
• Like to work and be with others

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The EIGHT Self Smart

• Linguistic
• Musical
• Logical/Mathematical
• Spatial
• Bodily Kinesthetic
• Naturalistic
• Interpersonal
• Intrapersonal

• CHILDREN ARE SELF SMART WHEN THEY
• Need time to process information
• Think about their own thinking
• Have strong opinions and beliefs
• Are introspective
• Know themselves well
• Like quiet time alone

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Theory into Practice

• Do not train youths to learning by force and
  harshness, but direct them to it by what amuses
  their minds so that you may be better able to
  discover with accuracy the peculiar bent of the
  genius of each. -- Plato

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MI Ways to Experience Learning
Verbal Spatial Logical Musical InterP IntraP Bodily Nature
Reporting Storyboard Reasoning Singing Discussing Journaling Dancing Relating
Writing essays Painting Collecting Listening Responding Intuiting Sculpting Discovering
Creating Cartooning Recording Playing Dialoguing Reflecting Performing Uncovering
Reciting Observing Analyzing Composing Reporting Logging Preparing Observing
Listing Drawing Graphing Audiotaping Surveying Mediating Constructing Digging
Telling/retelling Illustrating Comparing Improvising Questioning Studying Acting Planting
Listening Diagramming Classifying Concerts Paraphrasing Rehearsing Role-playing Comparing
Labeling Depicting Ranking Selections Clarifying Self-assessing Dramatizing Displaying
Joking Showing Evaluating Critiquing Affirming Expressing Pantomiming Sorting
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MI Types of Activities
Verbal Spatial Logical Musical InterP IntreP Bodily Nature
Symbols Printouts Debates Poetry Jokes Reading Storytelling Listening Audiotapes Essays Reports Crosswords Fiction Nonfiction Newspapers Books Research Biographies Mosaics Paintings Drawings Sketches Illustrations Sculptures Models Visualization Maps Storyboards Videotapes Photographs Symbols Visual aids Posters Murals Collages Mobiles Mazes Puzzles Outlines Matrices Sequences Patterns Analogies Timelines Equations Formulas Theorems Calculations Computations Syllogisms Codes Probabilities Fractions Performance Songs Musicals Instruments Rhythms Compositions Harmonies Trios/Duos Quartets Beat Melodies Raps Jingles Choral reading Scores Acappella Choir Group projects Group tasks Observations Social interaction Dialogs Conversations Debates Consensus Communication Collages Murals Mosaics Round robbins Sports Games Discussions Journals Meditations Self-assessment Intuiting Logs Records Reflections I Statements Creative express Goals Affirmations Insights Poetry Interpretations Stories Time alone Role-playing Dramatizing Skits Body language Facial expression Experiments Dancing Pantomime Field trips Lab work Interviews Sports Games Square Dances Line dances Relays Field trips Field studies Bird watching Observations Planting Photography Nature walks Forecasting Stargazing Fishing Exploring Categorizing Ecology Collecting Specimens Microscope Identification
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MI in the CLASSROOM

• Environment
• Planning
• Curriculum
• Instruction/Lessons
• Extensions
• Assessment
• Documentation
• Celebration

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MI Learning Centers
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Three Visions for MI Theory Practice

• Matching Teaching with MI
• Match instructional strategies with students MI
  set
• Provide success in curriculum for all students
• Build bridges into curriculum create windows
  for learning
• Stretching Teaching for MI
• Nurture development of all intelligences
• Develop dominant and nondominant intelligences
• Enhance capacities
• Celebrating Teaching about MI
• Improve self-awareness, metacognition, and
  reflection
• Respect and appreciate differences
• Celebrate collective diversity

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MI Planning Frame
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MI TEACHING.

• SUN Mercury, Venus , Earth, Mars, Jupiter,
  Saturn, Uranus, Neptune

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MI Assessment

• Portfolios
• Documentation
• Curriculum Projects
• Inquiry Projects
• Presentation of Findings in Multiple ways

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Making Learning Visible

• Documentation

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Documentation requires

• Attention to learning and involves questions,
  wonderings
• Recording in multiple ways, more than one source
  and/or medium
• Shared with the learners
• Analysis or interpretation about aspects of
  learning from multiple perspectives
• Information and design communicates a Learning
  Story and informs future learning

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Documentation vs Display

• Five features of documentation
• Does the display/documentation involve a
  question about learning?
• Is it shared back with the learners?
• Does it involve more than one medium, source of
  information?
• Does it entail multiple perspectives, and include
  adult analysis or reflections?
• Does it help inform future learning experiences
  as well as revisit past learning?
• Most documentation shows evidence of the
  learning process as well as product, and isn't
  just a record of what happened, but an analysis
  or interpretation of the learning that took
  place.
• _at_ 2006 Making Learning Visible Project at the
  Harvard Graduate School of Education

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SHARING THE LEARNING STORY

• DISPLAY

• DOCUMENTATION

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I still need to know.
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Interaction and Influence
THRUST SHAPE SWING HANG
LINGUISTIC
MUSICAL
LOGIC-MATHEMATIC
BODY-KINESTHETIC
SPATIAL
NATURALISTIC
INTRAPERSONAL
INTERPERSONAL