Gardners Multiple Intelligence Ppp 1

Multiple IntelligenceMultiple Intelligencevsvs

Universal Design for Universal Design for LearningLearning

By Kathleen BraleyBy Kathleen Braley

UDLUDL claims to be addressing the reality claims to be addressing the reality ofof learner diversity in an educational learner diversity in an educational climate of climate of

high expectations high expectations..

• Howard Gardner’s Howard Gardner’s Theory of Multiple Theory of Multiple IntelligenceIntelligence suggests that the suggests that the traditional traditional notion of intelligence, based notion of intelligence, based on I.Q. testing, is far on I.Q. testing, is far too limitedtoo limited. .

.

UDLUDL claims that the claims that the solutionsolution to the to the problem is that problem is that traditional curriculumtraditional curriculum

needs to be needs to be fixedfixed • The The theory of multiple intelligencestheory of multiple intelligences

proposes a major transformation in the proposes a major transformation in the way our schools are run. It suggests way our schools are run. It suggests that that teachersteachers be be trainedtrained to present to present their lessons in a their lessons in a wide varietywide variety of ways of ways using using musicmusic, , cooperative learningcooperative learning, , art art activitiesactivities, , role playrole play, , multimediamultimedia, , field field tripstrips, , inner reflectioninner reflection, and much more , and much more

Multiple Intelligence Type Multiple Intelligence Type GroupingsGroupings

•Associated with the artsAssociated with the arts

•Typically valued in schoolTypically valued in school

•Personal IntelligencesPersonal Intelligences

•Other later added categoriesOther later added categories

Category Groupings Category Groupings ExplainedExplained

Typically valued in school

1. Linguistic2. Logical-

mathematical

Sensitive to spoken and written language

Ability to detect patterns, reason deductively and think logically

Art

3.Musical

4.Bodily-Kines-thetic

5.Spatial

Personal intelligences

6.Interpersonal

7.Intrapersonal

Added later

8.Existentialist

9.Naturalist

9 intelligences explained9 intelligences explained

• Linguistic intelligenceLinguistic intelligence (word smart)(word smart)

• Logical-mathematical Logical-mathematical intelligenceintelligence (number/reasoning (number/reasoning smart) smart)

• Spatial intelligenceSpatial intelligence (picture smart) (picture smart)

• Bodily-Kinesthetic Bodily-Kinesthetic intelligenceintelligence (body (body smart)smart)

• Musical intelligenceMusical intelligence (music smart)(music smart)

• Interpersonal Interpersonal intelligenceintelligence (people (people smart) smart)

• Intrapersonal Intrapersonal intelligenceintelligence (self (self smart) smart)

• Naturalist intelligenceNaturalist intelligence (nature smart)(nature smart)

• Existentialist Existentialist ((philosophically smartphilosophically smart))

UDL claims that learner UDL claims that learner diversity is the norm diversity is the norm

• Howard Gardner agrees!! Howard Gardner agrees!!

• He has identified He has identified 9 categories of ‘intelligence9 categories of ‘intelligence’.’.

• The intelligences do not operate in The intelligences do not operate in isolation.isolation.

• Every normal individual possesses varying Every normal individual possesses varying degrees of each of these intelligences.degrees of each of these intelligences.

• The ways in which intelligences combine The ways in which intelligences combine and blend are as varied as the faces and and blend are as varied as the faces and the personalities of individuals the personalities of individuals

T

UDL begins by examining the UDL begins by examining the BROKENBROKEN curriculumcurriculum

in order to solve the problemin order to solve the problem

• The Theory of Multiple Intelligence The Theory of Multiple Intelligence focuses on attending to the different focuses on attending to the different types of intelligences present in the types of intelligences present in the students in order to help them learn in students in order to help them learn in the manner that best suits each studentthe manner that best suits each student

Methods for implementing the Methods for implementing the ImplicationsImplications of Multiple Intelligencesof Multiple Intelligences

• Gardner did not set out initially to reform Gardner did not set out initially to reform educational practiceseducational practices

• As MI became more popular, schools As MI became more popular, schools have adopted the theory and set it into have adopted the theory and set it into practicepractice

• Teachers are encouraged to collaborate Teachers are encouraged to collaborate and brainstorm when planning lessons so and brainstorm when planning lessons so that all types of learners can use his/her that all types of learners can use his/her strengths in acquiring new informationstrengths in acquiring new information

““HOW TO”HOW TO” useuse Multiple IntelligenceMultiple Intelligence

in schoolin school

• Attend to all intelligences not just the Attend to all intelligences not just the traditional valued twotraditional valued two

• Students need to have extended Students need to have extended opportunities to work on a topicopportunities to work on a topic

• Develop flexible programsDevelop flexible programs• Multiple means of assessmentsMultiple means of assessments• Acting on the beliefActing on the belief that diverse students that diverse students

can learn and succeedcan learn and succeed• Reflect on what worked, what didn’t and Reflect on what worked, what didn’t and

rework it for next time.rework it for next time.

A TYPICAL MI CLASSROOM A TYPICAL MI CLASSROOM has:has:

• Engaged studentsEngaged students

• Choices Choices

• Portfolios for all students for all subjectsPortfolios for all students for all subjects

• Art centersArt centers

• TechnologyTechnology

• Co-teaching and collaborationCo-teaching and collaboration

• Dioramas, projects, and multi-media Dioramas, projects, and multi-media presentationspresentations

Works CitedWorks Cited

• http://www.thomasarmstrong.com/mhttp://www.thomasarmstrong.com/multiple_intelligences.htmultiple_intelligences.htm

• http://www.education-world.com/a_chttp://www.education-world.com/a_curr/curr054.shtmlurr/curr054.shtml

• http://naungancinta.files.wordpress.chttp://naungancinta.files.wordpress.com/2008/04/multiple_intelligences_diom/2008/04/multiple_intelligences_diagram.jpgagram.jpg

• http://www.pz.harvard.edu/http://www.pz.harvard.edu/Research/MISchool.htmResearch/MISchool.htm