Multiple Intelligences

Multiple Intelligences

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.

Table 1. Summary of the Eight Intelligences

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

Table 2. Multiple Intelligences: Classroom Application (Table added by Brandy Bellamy and Camille Baker, 2005)

	Teacher Centered	Student Centered
Verbal/Linguistic	Present content verbally 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
Logical/Mathematical	Provide brain teasers or challenging questions to begin lessons. 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
Bodily/Kinesthetic	Use props during lecture 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.
Visual/Spatial	When presenting the information, use visuals to explain content:</br> PowerPoint Slides, Charts, Graphs, cartoons, videos, overheads, smartboards	Have students work individually or in groups to create visuals pertaining to the information: Posters; timelines; models; powerpoint slides; maps; illustrations, charts; concept mapping
Musical	Play music in the classroom during reflection periods Show examples or create musical rhythms 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
Interpersonal	Be aware of body language and facial expressions Offer assistance whenever needed Encourage classroom discussion	Encourage collaboration among peers Group work strengthens interpersonal connections Peer feedback and peer tutoring Students present to the class Encourage group editing
Intrapersonal	Encourage journaling as a positive outlet for expression Introduce web logging (blogs) Make individual questions welcome Create a positive environment.	Journaling Individual research on content Students create personal portfolios of work
Naturalistic	Take students outside to enjoy nature while in learning process (lecture) 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

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:

Multiple Intelligences: Seven Ways to Approach Curriculum

"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!"

   

Here are some other links with info about Multiple Intelligences.

http://www.edutopia.org/mi-resources

http://www.teachervision.fen.com/intelligence/teaching-methods/2204.html

http://www.creative-writing-ideas-and-activities.com/multiple-intelligence-lesson-plans.html

http://www.homeschoolhelper.com/milessonplans.html

http://www.thirteen.org/edonline/concept2class/mi/implementation_sub1.html

http://projects.coe.uga.edu/epltt/index.php?title=Multiple_Intelligences_and_Learning_Styles