How do you incorporate the MI?
I've been thinking a lot about how to incorporate more Multiple Intelligence focused learning in the classroom. I found some pretty good info about planning and including activities to meet the needs of all learners. I have some links down at the bottom that give examples of teaching using the different intelligences.
These are two tables about Multiple Intelligences from Emerging Perspectives on Learning, Teaching, and Technology.
The article about Multiple Intelligences has a lot more examples, ideas, and research about Multiple Intelligences.
Here is the article: Multiple Intelligences and Learning Styles written by Emily Giles, Sarah Pitre, Sara Womack. I just thought they were too good not to share.
|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 experiences, 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|
Again, these tables are from Multiple Intelligences and Learning Styles written by Emily Giles, Sarah Pitre, Sara Womack.
The following is from a great article from Dr. Thomas Armstrong at this link:
"When Planning a Lesson, Ask the Right Questions!
Certain questions help me look at the possibilities for involving as many intelligences as possible:
Linguistic: How can I use the spoken or written word?Logical-Mathematical: How can I bring in numbers, calculations, logic, classifications, or critical thinking?Spatial: How can I use visual aids, visualization, color, art, metaphor, or visual organizers?Musical: How can I bring in music or environmental sounds, or set key points in a rhythm or melody?Bodily-Kinesthetic: How can I involve the whole body, or hands-on experiences?Interpersonal: How can I engage students in peer or cross-age sharing, cooperative learning or large-group simulation?Intrapersonal: How can I evoke personal feelings or memories, or give students choices?
You won't always find ways of including every intelligence in your curriculum plans. But if this model helps you reach into one or two intelligences that you might not otherwise have tapped, then it has served
its purpose very well indeed!"
its purpose very well indeed!"
Here are some other links with info about Multiple Intelligences.