Handouts March 20, 2014 - Singapore - KK Women's and Children's Hospital

Eight Kinds of Intelligence:

Scientific Exploration in Brain Research, Psychology and Anthropology

Thomas Armstrong, Ph.D. (www.institute4learning.com)

KK Women’s and Children’s Hospital Singapore

March 20, 2014

The Eight Intelligences Word SmartWord Smart Logic SmartLogic Smart Picture SmartPicture Smart Body SmartBody Smart Music SmartMusic Smart People SmartPeople Smart Self SmartSelf Smart Nature SmartNature Smart

Evidence for MI Theory

• Symbol Systems

• Cultural Value

• Developmental History

• Savants

• Brain Structures• Evolutionary Plausibility

• Other Species

Infant Stimulation

Word Smart – exposure to spoken/written words of all kinds

Logic Smart – exposure to counting songs, number rhymes, pattern songs and stories Picture Smart – exposure to

visual images of all kinds

Music Smart – songs, lullabies, and other music of all kinds

Body Smart – opportunity to move and use hands

Nature Smart - exposure to the natural world (plants, animals, rocks, clouds, etc.)

People Smart – immersion in a rich social milieu

Self Smart – opportunities to experience emotions and self-initiated behaviors in a safe setting

Toddler Play

Word Smart – word block play, emergent literacy activities, lots of conversation play

Logic Smart – lots of manipulative play, especially with materials emphasizing logical, mathematical or science domains

Picture Smart – art play, block play, play with other construction materials

Music Smart – Music Smart instruments (including real and toy) to play around with, music to sing to, sound effects to play with

Body Smart – manipulative, block play, spaces to move around or dance around in, space for simple non-directive sports

Nature Smart - opportunities to play around pets, play in nature, play with materials of nature (rocks, twigs, leaves, etc.).

People Smart – opportunities to play with other kids, engage in social play (e.g. playing house, dress up, construction workers etc.)

Self Smart – spaces for solo play, materials for challenging oneself\ space to express feelings in safe environment

Preschool Environments

Word Smart – storytelling center; reading area

Logic Smart – science discovery area

Picture Smart – picture library; drawing center

Music Smart – song-writing center

Body Smart – letter gymnasium, whole body and hands-on centers

Nature Smart – Nature Smart museum

People Smart – magic circle, simulated environments (castle, rocket ship, play house)

Intrarpersonal – spaces for privacy, areas for individual work

Advice to Give Parents

• Start by Identifying Strengths

• Encourage ALL Your Child’s Intelligences

• Be Sparing with Technology

• Choose a Developmental Preschool

• See the Gifts in Children with Special Needs

• Provide Simple Experiential Learning Activities

• Supply Proper Nutrition to Nourish the Brain

MI Inventory – Young Child Check those statements that apply:Word Smart__ is attracted to words (e.g. letter blocks etc.)__ enjoys talking__ engages in emergent writing (or is an early writer)__ engages in emergent reading (or is an early reader)__ likes to listen to and/or take part in verbal conversations.__ has a good memory for facts

Logic Smart __ asks lots of ‘’why’’ questions__ is attracted to numbers (e.g. number blocks etc.)__ likes to count__ likes logical patterns (e.g. one red block, two yellow blocks, one red block, two yellow blocks etc.)__ shows interest in science related topics.__ does well on Piagetian-type assessments of logical thinking

Picture Smart __ is attracted to pictures and images (e.g. illustrations in a book etc.)__ is highly imaginative__ enjoys art-related activities.__ draws well for age__ enjoys watching video other visual presentations.__ likes building with blocks or other construction sets

MI Inventory (cont’d)Body Smart__ is good with hands (e.g. building, making things, etc.)__ puts his/her hands all over something he’s/she’s just seen.__ enjoys running, jumping, wrestling, or similar activities__ shows ability in one or more sports__ has a dramatic way of expressing herself/himself.__ loves tactile experiences (e.g. finger painting, clay, etc.).

Music Smart__ is attracted to music (e.g. on TV, radio, CD etc.)__ loves to sing__ enjoys interacting with a Music Smart instrument__ remembers melodies of songs__ has a good sense of rhythm.__ has a melodic way of speaking

People Smart__ enjoys socializing with peers.__ shows qualities of a natural leader.__ likes to play games with other kids.__ makes friends easily__ has a good sense of empathy or concern for others.__ is good at resolving social conflicts

MI Inventory (cont’d)Self Smart __ displays a sense of independence or a strong will.__ does well when left alone to play.__ has a good sense of self-direction.__ prefers working alone to working with others.__ accurately expresses how he/she is feeling.__ has a good sense of self-esteem.

Nature Smart__ relates very well to animals (e.g. pets).__ loves to be out in nature__ has strong feelings for protecting the natural world.__ is able to identify different kinds of birds, plants, or other living things.__ enjoys activities in nature such as bird watching, rock or insect collecting, or raising animals.__ expresses interest in a career relating to nature (e.g. forest ranger, veterinarian etc.).

Learningis a broad, holistic experience that begins early in the life course

During the first 3 years, the early foundations of learning – including language & visual development, reasoning, memory and problem solving – are established

Optimal growth and development early in the life course can serve to prepare children for lifelong learning and later accomplishments in school and beyond.

““Good health and nutrition are needed to achieve one’s full Good health and nutrition are needed to achieve one’s full educational potential because nutrition affects intellectual educational potential because nutrition affects intellectual

development and learning ability”development and learning ability”

- World Health Organization (WHO) Information Series on School Health

Nutrition Can ImpactEarly Brain Development & Learning

• Early childhood is a critical period for cognitive, Early childhood is a critical period for cognitive, social and emotional growth.social and emotional growth.

Key Contributors to Learning• Key contributors to learning impacted by nutrition include:

Perception Cognition Physical Vitality

• Described as perception through sensory development

• A child employs all 5 senses to form their perception of the world around them

• Described as the ability to think and encompasses such intellectual processes as:

�̶Reasoning �̶Recognition�̶Problem-solving

• Continuous experiences support cognitive development by improving neuronal connections and memory efficiency2,3

�̶These experiences also facilitate infants to handle more complicated tasks, promote cognitive development, and ultimately help to learn4

• Described as the ability to actively engage in one’s environment and in opportunities to learn

• Supported by growth, digestive health, and immunity

�̶ Optimal growth & motor development allows child to interact with the world

�̶ Proper digestion and absorption ensures bio-availability of essential nutrients

�̶ Healthy immune system enables greater opportunity to learn

Role of Nutrients that Support

LearningKey

Contributors Nutrient

Associated Processes

Structural Impact Functional Benefits

DHA1,2 Synaptogenesis Myelin

Global Visual cortex, retina Cortex

Supports visual and cognitive development

Lutein 2,3 Antioxidant, filters

blue UV light

Retina and macula Frontal, auditory,

occipital cortex, and hippocampus

Supports visual development and may support brain development

Choline 1

Acetylcholine synthesis

DNA methylation Myelin synthesis

Global Hippocampus White matter

Supports brain and memory development

High Quality Alpha Protein

Rich source of essential amino acids

Growth and development

Gastrointestinal tract

Supports growth outcomes and gastrointestinal tolerability similar to breast milk fed infants. Reference: Trabulsi study

Dietary Fibre (Oligofructose)6

Promotes growth of bifidobacteria

 Gastrointestinal tract

Softens stools and promotes the growth of healthy gastrointestinal bacterial

ResourcesThomas Armstrong, Awakening Your Child’s Natural Genius. New York: Putnam/Tarcher, 1991.

Thomas Armstrong, Awakening Genius in the Classroom. Alexandria, VA: Association for Supervision and Curriculum Development, 1998.

Thomas Armstrong. In Their Own Way: Discovering and Encouraging Your Children’s Multiple Intelligences, 2nd Ed. New York: Tarcher/Penguin, 2000.

Marian Diamond and Janet Hopson. Magic Trees of the Mind: How to Nurture Your Child’s Intelligence, Creativity, and Healthy Emotions from Birth through Adolescence. New York: Dutton, 1998.

David Elkind. The Hurried Child. Reading, MA: Addison-Wesley, 1981.

Jane Healy, Endangered Minds. New York: Simon & Schuster, 1990.

Jonathan Kozol. Savage Inequalities. New York: Crown, 1991.

Ashley Montagu. Growing Young. New York: McGraw-Hill, 1983..

Joseph Chilton Pearce. Magical Child. New York: Bantam, 1980.

Teaching Tolerance magazine. Southern Poverty Law Center (400 Washington Ave., Montgomery, AL 36104).

Website: www.institute4learning.com

Email: [email protected]

Blog: http://institute4learning.com/blog/

Twitter: Dr_Armstrong

Contact Information

ReadingsArmstrong, Thomas. Neurodiversity in the Classroom: Strength-Based Strategies to Help Students with Special Needs Achieve Success in School and Life. Alexandria, VA: ASCD, 2012.

Armstrong, Thomas. The Power of Neurodiversity: Unleashing the Advantages of Your Differently Wired Brain. Cambridge, MA: DaCapo/Perseus, 20101

Armstrong, Thomas. Multiple Intelligences in the Classroom, 3rd Ed.. Alexandria, VA: ASCD, 2009.

Armstrong, Thomas. 7 Kinds of Smart: Identifying and Developing Your Many Intelligences: Revised and Updated with Information on 2 New Kinds of Smart. , New York: Plume, 1999.

Armstrong, Thomas. In Their Own Way: Discovering and Encouraging Your Child’s Multiple Intelligences. New York: Tarcher/Putnam-Penguin, 2000.

Armstrong, Thomas. You’re Smarter Than You Think: A Kids’ Guide to Multiple Intelligences. Minneapolis, MN: Free Spirit, 2003.

Armstrong, Thomas. The Myth of the A.D.D. Child: 50 Ways to Improve Your Child’s Behavior and Attention Span without Drugs, Labels, or Coercion. New York: Plume, 1997.

Gardner, Howard. Frames of Mind: The Theory of Multiple Intelligences. New York: Basic Books, 1983.

Gardner, Howard et al. (eds). Building on Children's Strengths: The Experience of Project Spectrum. New York: Teachers College Press, 1998.

Gardner, Howard. Multiple Intelligences: New Horizons in Theory and Practice. New York: Basic Books, 2006.

Readings (p. 2)

• Gardner, Howard, et al. (eds). Building on Children's Strengths: The Experience of Project Spectrum (Project Zero Frameworks for Early Childhood Education, Vol 1). New York: Teachers College Press, 1998.

• Gardner, Howard, et al. (eds). Project Spectrum: Early Learning Activities (Project Zero Frameworks for Early Childhood Education, Vol 2) New York: Teachers College Press, 1998.

• Gardner, Howard, et al. (eds.). Project Spectrum: Preschool Assessment Handbook (Project Zero Frameworks for Early Childhood Education, Vol 3)

• Project Zero and Reggio ChildrenMaking Learning Visible: Children As Individual and Group Learners. Reggio Emilia, Italy: Reggio Children.

Neurodiversity Strengths ChecklistPersonal Strengths

___ Enjoys working independently___ Has a good sense of his/her personal strengths and weaknesses___ Learns from past mistakes___ Has persistence in carrying out assignments or activities___ Is courageous in dealing with adversity and/or the unknown___ Keeps a personal diary or journal___ Has a good sense of humor___ Possesses a sense of responsibility___ Has strong opinions about controversial topics___ Marches to the beat of a different drummer___ Handles stressful events well (e.g. is resilient)___ Has good character (e.g. honesty, integrity, fairness)___ Has the ability to set realistic goals for him/herself___ Has a sense of confidence or high self-esteem___ Has good self-discipline___ Has personal ambitions in life___ Displays good common sense___ Possesses personal vitality, vigor, or energy

Communication Strengths

___ Explains ideas or concepts well to others___ Asks good questions___ Is a good storyteller___ Is a good joke teller___ Has good listening skills___ Handles verbal feedback (especially negative feedback) well___ Has good articulation ability___ Is able to effectively use non-verbal cues to communicate with others___ Is persuasive in getting someone to do something___ Has good assertive skills without being pushy

Emotional Strengths

____ Is emotionally sensitive to perceiving the world around him/her ____ Has an optimistic attitude toward life____ Can tell how he/she is feeling at any given moment____ Can easily pick up on the emotional state of another person____ Is able to handle strong internal feelings in a constructive manner____ Receives gut feelings about things

From: Thomas Armstrong, Neurodiversity in the Classroom: Strength-Based Strategies to Help Students with Special Needs Succeed in School and Life. Alexandria, VA: ASCD, 2012. "Reproduced with permission. Learn more about ASCD at www.ascd.org."

Neurodiversity Strengths ChecklistSocial Strengths

___ Has leadership ability___ Has a good sense of empathy for others___ Enjoys socializing with others___ Is good at helping others___ Is kind or affectionate towards others___ Has at least one good friend___ Prefers working with others___ Likes to play board games and/or card games with others___ Has skill in refereeing disputes conflicts between classmates___ Is polite and has good manners___ Is able to work out his/her own conflicts with others___ Works well in groups___ Volunteers his/her time in some worthy cause___ Belongs to at least one club or social group (e.g. Scouts.)___ Has a good relationship with at least one family member___ Is friendly to others___ Is good at sharing with others___ Follows class rules___ Has a good relationship with at least one teacher in the school___ Has good personal hygiene___ Trusts others without being taken in___ Is liked by his peers

Cognitive Strengths

___ Has good organizational skills___ Has good study skills___ Is able to use cognitive strategies (e.g. self-talk) in solving problems___ Is able to pay close attention to details___ Has a good short-term and/or long-term memory___ Is able to think ahead___ Is able to become totally absorbed in an activity___ Can easily divide his attention between two or more activities

Cultural Strengths

___ Has traveled to other countries___ Speaks more than one language___ Is tolerant of others who have cultural, ethnic, or racial differences___ Has pride in his/her own cultural, ethnic, or racial background___ Likes to find out about historical events around the world___ Enjoys learning about different cultural traditions

From: Thomas Armstrong, Neurodiversity in the Classroom: Strength-Based Strategies to Help Students with Special Needs Succeed in School and Life. Alexandria, VA: ASCD, 2012. "Reproduced with permission. Learn more about ASCD at www.ascd.org."

Neurodiversity Strengths ChecklistLiteracy Strengths

___ Enjoys reading books___ Has good reading comprehension___ Enjoys doing word puzzles or playing word games___ Is a good writer in one or more genres (e.g. poetry, stories, reports, letters)___ Is a good speller___ Has a large vocabulary___ Enjoys listening to audio books or to someone telling a story or reading out loud

Logical Strengths

___ Does well in science class___ Can estimate things easily___ Enjoys working with numbers and/or statistics___ Is good at solving math problems___ Has a chemistry set or other science kit that he/she works with at home___ Has an interest in astronomy, chemistry, physics, or biology___ Enjoys logical or number games or puzzles like Rubik’s cube or Sudoku___ Can easily calculate numbers in his/her head

Visual-Spatial Strengths

___ Has an aptitude for fixing machines___ Likes to create three-dimensional structures with building materials___ Is good at doing jigsaw puzzles or other visual puzzles___ Is able to read maps well___ Reports being able to visualize images clearly___ Gets information more easily through pictures than words___ Is sensitive to the visual world around him/her

Physical Strengths

___ Has a good sense of balance___ Learns material best when moving around___ Likes to ride his/her bike, skateboard, and/or other self-powered personal vehicle___ Is good at playing team sports like baseball, soccer, basketball, or football___ Is good at playing individual sports like tennis, swimming, gymnastics, or golf___ Is in good physical health___ Likes to dance___ Is physically strong___ Is a fast runner or has other athletic abilities___ Likes to exercise (e.g. weights, aerobics, jogging, treadmill)___ Has good physical endurance___ Has good physical flexibility

From: Thomas Armstrong, Neurodiversity in the Classroom: Strength-Based Strategies to Help Students with Special Needs Succeed in School and Life. Alexandria, VA: ASCD, 2012. "Reproduced with permission. Learn more about ASCD at www.ascd.org."

Neurodiversity Strengths ChecklistDexterity Strengths

___ Has a hobby building model cars, planes, ships or other similar projects___ Displays good handwriting___ Likes to juggle or do magic tricks___ Enjoys hand crafts like knitting, crocheting, embroidery, or needlepoint___ Likes to make things with his/her hands___ Has good tactile ability___ Enjoys arts and crafts like origami, collage, and/or paper maché ___ Enjoys woodworking, carpentry, carving, and/or metal work____Has good eye-hand coordination

Nature Strengths

___ Has good rapport with animals___ Is good at taking care of plants in the classroom or at home___ Is sensitive to weather patterns___ Takes care of a pet at home or at school___ Is concerned about the welfare of the planet (e.g. is ecologically-minded)___ Likes to go hiking and/or camping in nature___ Enjoys studying nature (e.g. insects, plants, birds, rocks, and/or animals)___ Likes to hunt or fish___ Has a good sense of direction

Musical Strengths

___ Is sensitive to the rhythms of music___ Enjoys playing a musical instrument___ Knows the music and lyrics of many songs___ Has a particular interest in one or more musical genres (e.g. rock, classical, jazz) ___ Enjoys listening to music___ Has a good sense of hearing auditory acuity___ Has a good sense of pitch___ Has a good singing voice___ Makes up his/her own tunes or melodies with or without/lyrics

High Tech Strengths

___ Likes to spend time using a computer, tablet, or smart phone___ Has a facility for playing video games___ Likes to surf the Internet___ Knows how to set up audio-visual or computer equipment___ Likes to text on the phone___ Enjoys social networking (e.g. blog, website, Facebook)___ Enjoys using a still camera or video camera to record events or express him/herself___ Has several his/her own favorite movies or TV shows that he/she likes to talk about____Understands at least one computer language

From: Thomas Armstrong, Neurodiversity in the Classroom: Strength-Based Strategies to Help Students with Special Needs Succeed in School and Life. Alexandria, VA: ASCD, 2012. "Reproduced with permission. Learn more about ASCD at www.ascd.org."

Neurodiversity Strengths Checklist

Creative Strengths

___ Expresses him/herself dramatically___ Has a good imagination___ Enjoys doodling, drawing, and/or painting___ Likes to act in plays and skits___ Works well with clay or other forms of sculpture___ Demonstrates creativity in one or more school assignments___ Possesses a love of beautiful things___ Has ideas for futuristic or fantastic projects___ Comes up with ideas that nobody else has thought of

Spiritual Strengths

___ Enjoys meditation, yoga, or some other form of contemplation___ Asks big life questions (e.g. what is the purpose of life?)___ Has a deep sense of wisdom___ Participates in religious or other spiritual events___ Has a philosophical attitude toward life___ Has a strong faith in something higher than him/herself

Miscellaneous Strengths

___ Likes collecting things (e.g. stamps, coins, buttons)___ Loves to cook___ Has a love of learning new things___ Is a good test taker___ Possesses a good memory for nighttime dreams___ Is curious about the world around him/her___ Has a good sense of time___ Manages money well___ Has good fashion sense in the clothes he/she wears___ Has good entrepreneurial skills (e.g. has started own business) started his/her own business

Other Strengths (write in other strengths not mentioned elsewhere in checklist):

From: Thomas Armstrong, Neurodiversity in the Classroom: Strength-Based Strategies to Help Students with Special Needs Succeed in School and Life. Alexandria, VA: ASCD, 2012. "Reproduced with permission. Learn more about ASCD at www.ascd.org."