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"Using technology to connect
educators, students and parents to new ideas and innovations in education."
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Multiple
Intelligences Defined
�Leslie
Owen Wilson
Background:
Howard Gardner�s ground breaking theory on redefining intelligence was first
published in his book Frames of Mind, in 1983.
Gardner, a Harvard scholar, was studying work on the development of young
children's thinking processes. Through
his own work on the development of children�s thinking, he came to view
previous definitions of intelligence as too narrowly focused.
In his innovative theory, Dr. Gardner presents a new framework for
considering the gifts of children.
Gardner arrived at
his conclusions through studying other cultures� definitions of intelligence,
and by studying anthropological evidence, as well as the case histories of many
savants. He also arrived at his
conclusions through his own experimentation and observations of children.
From these sources he devised eight categories of respective
intelligence. While Gardner contends that all humans have some degree of all
eight intelligences, there are those who are more gifted in some areas, or in
combinations of areas, than in others.
For
more resources related to Multiple Intelligences, please click
here.
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Importance
to education:
Howard
Gardner's work adds new depth to understanding the multifaceted and varied
dimensions of human intelligence. Under
the umbrella of Gardner's definitions, American schools seemingly have few
problems meeting the needs of students who have verbal/linguistic or
logical/mathematical intelligences.
Even in special programs that are designed
for "gifted" students, many of Gardner's intelligences are not
recognized or acknowledged as important or valued gifts.
As a result of this ancient, and very Western, cultural mindset, some
children are elevated while others must
go wanting. And although physical
giftedness appeared in the initial definitions concerning federal
mandates governing gifted education, during the 70's that form of
giftedness was removed from successive definitions. This was done reportedly because schools meet the need of
physically gifted children through expensive sports programs.
While that is undoubtedly true for those students displaying physical
traits compatible with the narrow needs of established sports, it is not true
that all kinesthetically/bodily gifted students are served by schools' athletic
programs. Students having kinesthetic gifts in areas such as dance,
mime, gymnastics, small muscle kinesthetic proficiencies, performance arts,
table tennis and so forth, are virtually ignored by school programs.
Gardner's
Intelligences Defined:
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Verbal/Linguistic ( Word Smarts) � This intelligence deals with
abilities in the acquisition, formation and processing of language.
Reading, writing and the development of symbolic writing and language
skills all fall under this heading. These
folks may be good at devising and understanding palindromes,
metaphors, similes, puns, and analogies. Children
who talk early, those who enjoy making sounds and rhyming patterns;
children who are avid readers and have good memories for poetry,
lyrics, tongue twisters, and verse, they may have a well-developed
intelligence in this area.
These individuals love words, both spoken and
written, and they often think in words.
They learn by saying things, by seeing and hearing words and they
usually enjoy word games like scrabble and crossword puzzles.
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Logical/mathematical ( Number Smarts) � This intelligence deals with the
ability to think using logic, and inductive and, to some degree, deductive
thinking. These children are able
to categorize things easily. They
are good at recognizing patterns, both geometric and numeric. These children often have the ability to easily see and work with
abstract concepts. Children who
possess this form of developed intelligence
may be constant questioners; they may easily grasp games that involve sophisticated strategies, like chess.
Also, they may be fascinated with computers or with puzzles that
involving logic and reasoning abilities.
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Spatial
Intelligence (Picture Smarts) � This intelligence encompasses the ability to
see, notice, and retain visual images. Children
possessing this intelligence think in images and are usually the ones able to
find missing objects. This is
facilitated by their tremendous powers of visual recall.
They may be the first to notice things that have been changed or
rearranged. Many of these
children are earlier drawers. Children
with strong spatial intelligence are delighted with shapes, lines and colors.
These folks are attracted to jigsaw puzzles, mazes, find the hidden
picture puzzles, and they love to construct things with blocks.
They have an early sense of proportion and perspective.
Children good at spatial tasks are also good at reading and
constructing maps, or they are good in visualizing objects as they might
appear in three dimensional space. It
is truly unfortunate that children with preference for this intelligence are
often referred to as daydreamers staring off into space.
When they do this, they are often simply thinking or remembering in
pictures and that takes a lot of mental energy.
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Musical
Intelligence ( Music Smarts) -- Obviously this intelligence deals with the
ability to create or interpret music. These
children may need music while they study, and they are continually humming,
singing, tapping out tunes rhythmically, or whistling.
They have keen ears for
distinguishing sounds and subtle nuances in music and in the sounds in their
environments. These children can also be excellent mimics and can easily
discern differences in speech patterns or accents. |
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Bodily/Kinesthetic (Physical Smarts) -- This intelligence deals with the gift
of physical movement, that of both the fine and/or the large muscle systems.
These children are the movers of the universe, and frequently they
squirm, rock, or even fall off their chairs when required to sit still for
extended periods of time. These
children are adept at creating and interpreting gestures.
They are often attuned at communicating in body language or at reading
others� body language. They may
even have a need to enter the personal space of others, may need to touch
others while communicating. This
group of students needs to learn by acting and moving, or to learn by actual
physical experiences.
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Interpersonal
Intelligence ( People Smarts) -- This intelligence deals with the ability to
understand and communicate with others. This
person is good with facilitating relationships and group processes.
They get along well with others and they understand people.
The phrase "they can work the room " aptly describes this
person�s uncanny abilities to read
people. Children having this type of
intelligence start out young showing that
they are highly empathetic. Frequently
they can arbitrate differences between friends. They can easily pick up on the vibrations and the feelings of
others. These children
enjoy cooperative learning experiences and often learn best in group
settings.
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Intrapersonal
Intelligence (Self Smarts) -- This intelligence deals with the ability to be
somewhat insulated from others.
These folks often have a strong sense of self; or they may have
leadership abilities. They have the
ability to make decisions that may not be popular with others.
This strong sense of self can create a certain amount of immunity from
peer pressure. As children these
folks may be described as
"loners.� They may have
gifts out the ordinary realm of human understanding, strong
intuitive feelings, a sense of inner wisdom, or sometimes even the gift of
precognition. This special child
needs learning experiences where he/she can focus on the inner being.
This child may appreciate activities that allow him/her to work alone on
material and projects that offer choice.
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Naturalistic Intelligence (Nature Smarts) � This intelligence deals with
sensing patterns in and making connections to elements in nature.
Using this same intelligence, these people may also be very interested in
other species, or in the environment and the earth.
Children possessing this type of intelligence may have a strong affinity
to the outside world or to animals, and this interest often begins at an early
age. They may enjoy subjects, shows and stories that deal with animals or
natural phenomena.
Or they may show unusual interest in subjects like biology, zoology,
botany, geology, meteorology or astronomy. People possessing nature smarts are
keenly aware of their surroundings and changes in their environment.
Often this is due to their highly-developed senses.
Their heightened sensory perceptions help them notice similarities,
differences and changes in their surroundings.
They may be able to categorize or catalogue things easily too.
Frequently, they may notice things others may not be aware of.
As children these people often like to collect, classify, or read about
things from nature � rocks, fossils, butterflies, feathers, shells, and the
like. |
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Best
Books for Parents
Armstrong, T. (1987). In their own way.
Los Angeles:
Jeremy P. Tarcher, Inc.
Armstrong, T. (1993). 7 kinds of smart: identifying and
developing your own intelligences. New York: Plume Books (Penguin).
Haggerty, B. A. (1995). Nurturing intelligences: a guide
to multiple intelligences theory and teaching. Menlo Park, CA:
Addison-Wesley.
Lazear, D. (1991). Seven ways of knowing: teaching to the
multiple intelligences. Palatine, IL: Skylight Publishing.
Lazear, D. (1991). Seven ways of teaching: the artistry of
teaching with multiple intelligences. Palatine, IL: Skylight
Publishing.
Lazear, D. (1994). Seven pathways of learning: teaching
students and parents about multiple intelligences. Tucson, AZ:
Zephyr Press.
Lazear, D. (1994). Multiple intelligences approaches to
assessment: solving the conundrum. Tucson, AZ: Zephyr Press.
Lazear, D. G. (1999). Eight ways of knowing: teaching for
the multiple intelligences: a handbook of techniques for expanding
intelligence. Arlington Heights, IL: Skylight Training and
Publishing.
Lazear, D.G. (1999). Eight ways of teaching: the artistry
of teaching with multiple intelligences. Arlington Heights, IL:
Skylight Training and Publishing.
Marks-Tarlow, T. (1996). Creativity inside out: learning
through multiple intelligences. New York: Innovative Learning
Publications -Addison-Wesley.
Melton, L. & Pickett, W.D. (1997). Using multiple
intelligences in middle school reading. Bloomington, IN: Phi Delta
Kappa Educational Foundation.
Nelson, Kristen. (1998). Developing students multiple
intelligences: 100's of practical ideas easily integrated into your
lessons and activities. New York: Scholastic.
Samples, B. (1987). Wholemind/Openmind.
Rollinghills
Estates, CA: Jalmar Press.
Shearer, C.B. (2000). Common miracles in the classroom: a
guide to multiple intelligences in your school. Thousand Oaks, CA:
Corwin Press.
Wilson, L. (1994). Every child, whole child.
Tucson,
AZ: Zephyr Press.
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