Teaching And Learning Through Multiple Intelligences Pdf

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teaching and learning through multiple intelligences pdf

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Multiple Intelligences: What Does the Research Say?

To browse Academia. Skip to main content. By using our site, you agree to our collection of information through the use of cookies. To learn more, view our Privacy Policy. Log In Sign Up. Download Free PDF. Oussama Boukhari. Download PDF. A short summary of this paper. The multiple intelligences go beyond learning modalities, as they deal with the way information is processed and how learning occurs in individuals. In his book Frames of Mind he suggested that as humans we do not possess a single intelligence, but a range of intelligences Gardner: He listed a minimum of eight intelligences to account for a broader range of human potential in children and adults.

Verbal-linguistic-these students speak, read, or write well. They like manipulating words and play with language. To develop verbal-linguistic intelligence, have students read and write in a variety of genres, give speeches, participate in performances, and hear the magic of language by reading telling stories.

Have them create word games, crossword puzzles, and word searches. Logical-mathematical-these students are good with numbers and enjoy logic problems and puzzles.

They enjoy figuring things out and coming up with unusual solutions. To develop logical-mathematical intelligence, use Think Aloud for solving mathematical problems. Ask students how they come up with the answer, why they think it is right, and if they can think of another way to solve the problem. Have them record information on graphs, establish time lines, and create maps.

Let them explore how things work. Visual-spatial-these students doodle and design. They see things differently in mind, and they recognize spatial relationships. To develop visual-spatial intelligence, read stories with well-described visual images. Have students listen to the words the author uses and draw a picture from the description.

Let students demonstrate understanding through drawing, painting, sculpting, and create backdrops and scenery for class plays.

Use videos, slides, art, puzzles and mazes. Bodily-kinesthetic-these students use the body effectively, like a dancer or a surgeon. Have sense of body awareness.

They like movement, making things, touching. They communicate well through body language and are taught through physical activity, hands-on learning, acting out, and role playing.

Have tools include equipment and real objects. Musical-rhythmic-these students are affected by music, rhythm, and environmental sounds. They sing, whistle, hum, tap, and sway. They are able to attach feelings to music and can create and replicate tunes.

To build musicalrhythmic intelligence, have students create songs or raps to explain concepts, put their own learning to music, or participate in music and dance from a variety of sources. Play different types of music during the day.

Environmental-naturalist-these students have empathy for standard crickets and butterflies with broken wings. They seem to come alive when allowed to interact with nature. They are able to see patterns and relationships in nature and life. To develop environmental intelligence, read stories about environmental issues to your students, categorize and classify objects of all kinds, or turn your attention into a nature lab complete with plants and animals.

Conduct lessons outside on occasion or even create a playground nature area as a school service project. Interpersonal-these students are sensitive to other people's needs and moods. They excel at cooperative activities and solving conflicts between classmates. To develop interpersonal intelligence, use cooperative learning, have students tutor each other, and teach students methods for solving group problems, perhaps using class meetings as a forum for social problem solving.

Let them interact with others when problem solving. Do not insist that they quietly work alone much of the time; they need to be productive.

Intrapersonal-these students are self-motivated and reflective. They watch and listen, taking in conversation rather than contributing to it. They prefer working alone, need quiet time to process ideas, and daydream often. They usually need space and time away from hustle and bustle of the classroom agenda so they can pursue ideas in their own way.

To develop intrapersonal intelligence, give students time at the end of each day to reflect on what they have learned and experienced in a journal, involve them in setting personal goals, and allow them to work at their own pace. Share your own reflections, listing two or three reasons why the day was a good one. In this article, I will shed light on different issues that the inspector has addressed in the workshop in brief.

The latter asked us to work out a definition of the term 'intelligence' in the beginning. Then, he provided us with Howard Gardener's definition, which is 'intelligence is the ability to solve problems or to create products, that are valued within one or more cultural settings.

It is clear that Howard Gardner claims that all human beings have multiple intelligences. These multiple intelligences can be nurtured and strengthened, or ignored and weakened. He believes each individual has eight intelligences. Nature smartStudents love playing with pets, gardening, raising animals and caring for earth.

People smartStudents love leading, talking to others, relating, and meditating. Logic smartStudents love experimenting, questioning, logical puzzles, and calculating. Word smartStudents love reading, writing, telling stories, and playing with games. Self-smartMeditating, dreaming, planning, and reflecting. Body smartStudents love dancing, jumping, and moving. Music smartStudents love different kinds of music.

What is more is that the inspector made it clear that teachers should take advantage of these intelligences. It is worth mentioning that I have summarized the points, ideas and information of the inspector in this article. Here are some of the benefits in the following:Studies show that many students who perform poorly on traditional tests perform well when the classroom learning and experiences incorporate artistic… You will provide opportunities for authentic learning based on your students' needs, interests and talents.

Parents' involvement in your school may increase. This happens as students demonstrate work before audiences. Activities involving parents into the learning process and feel happy about their kid's achievement. Students will be able to demonstrate and share their strengths. Building strengths give a student the motivation to be 'specialist'. This can lead to increased self-esteem. When you 'teach for understanding', your students accumulate positive educational experiences and the capability for creating solutions to problems in life.

Applying the Multiple Intelligences Method help students learn better. By doing so, students begin to understand now that they are intelligent.

When students understand the balance of their own multiple intelligences, they begin to manage their own learning, and they value their individual strengths. Thus, teachers understand how students are intelligent as well as how intelligent they are. In a summary, I would safely say that one should keep in mind that the multiple intelligences are problem-solving capabilities.

Instead, allow students to use all the intelligences to solve a problem. Indeed, having multiple ways to solve a problem is beneficial for all of us, particularly when problems are complex and require strategic or innovative thinking. Related Papers. By Oussama Boukhari.

Multiple Intelligences. By Nityananda Pradhan. By Mohamed Aymane Sbai. Facilitating Diversity in Language Learning. By Joseph William M Tweedie. Role of intelligence in ESL classrooms docx sir arfan lodhi. By ajmal dass.

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Checklist: Learning Activities That Connect With Multiple Intelligences

No matter what, multiple intelligences can give you — and your students — a new way to approach learning. In , Howard Gardner proposed the theory of multiple intelligences MI , though he has continued to revise his theory over the years. He felt the traditional concept of intelligence was incomplete and instead proposed a variety of different types of intelligence, such as:. For many teachers, MI theory makes perfect sense. While not all questions about the science of MI have been answered, it can be extremely helpful in the classroom.


PDF | This brief paper summarizes a mixed method review of over neuroscientific reports investigating the proposition that general.


Multiple Intelligences

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PreK—K , 1—2 , 3—5 , 6—8 , 9— In the early s, Howard Gardner's theory of multiple intelligences took the educational world by storm. Educators had long dabbled in learning modalities — verbal, auditory, tactile, and kinesthetic methods for receiving information — and recognized that not all students learn the same way.

12+ Ways to Teach Using Multiple Intelligences

What does it mean to express kinesthetic intelligence in an interpersonal way? Integrating styles and intelligences can help children learn in many ways—not just in the areas of their strengths. In the 20th century, two great theories have been put forward in an attempt to interpret human differences and to design educational models around these differences. Learning-style theory has its roots in the psychoanalytic community; multiple intelligences theory is the fruit of cognitive science and reflects an effort to rethink the theory of measurable intelligence embodied in intelligence testing. Both, in fact, combine insights from biology, anthropology, psychology, medical case studies, and an examination of art and culture. But learning styles emphasize the different ways people think and feel as they solve problems, create products, and interact.

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Teaching and learning through multiple intelligences in the outcomes-based education classroom. November Request Full-text Paper PDF.


The Theory of Multiple Intelligences

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Adapting Instruction to Multiple Intelligences

Use these ideas for learning activities that will appeal to your students based on their particular strengths. PreK—K , 1—2 , 3—5 , 6—8. Like most teachers, you're probably familiar with Howard Gardner's theory on multiple intelligences: that there are eight different types of intelligence and that these intelligences guide the way we learn and process information. What you may not be as familiar with is how to apply a multiple intelligence approach to learning in your classroom. Start with this checklist.

The aim of this research is to investigate the ability of multiple intelligence MI of male and female students from primary school. The total sample was 71 students consisting of 35 experimental group students and 36 in the control group in a primary school in Cilegon City, academic year. In this study, the experimental group consisted of male students using learning with the MI and the control group consisted of female students using learning with the MI approach. The findings of this study indicate that there is a statistically significant difference between the ability of MI in the experimental group and the control group, where the average score experimental group is higher.

Skip to search form Skip to main content You are currently offline. Some features of the site may not work correctly. Chan Published Psychology. Gardner's theory of multiple intelligences and the multiple-intelligences perspective on learning, teaching, curriculum, and assessment are briefly described. Save to Library.

No matter what, multiple intelligences can give you — and your students — a new way to approach learning. In , Howard Gardner proposed the theory of multiple intelligences MI , though he has continued to revise his theory over the years. He felt the traditional concept of intelligence was incomplete and instead proposed a variety of different types of intelligence, such as:. For many teachers, MI theory makes perfect sense.

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