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Welcome page Unleashing Potential through Multi-Intelligent
Literacy Instruction Collage of three photos with captions:
Caption: Pathway to Literacy (photo 1) Description: Learners
created this three-dimensional model of their process of becoming
literate. Caption: Teaching parts of speech (photo 2) Description:
Tutors create a lesson activity using at least four intelligences.
Caption: Teaching with cartoons (photo 4) Description: A tutor
brings Spatial Intelligence into literacy instruction. Click on
each image to see brief description
Slide 4
(Instructions for Course Objectives page) The next two slides
describe Understanding Goals and Performance Goals. Wed like to
combine these two slides into one page Wed like to have a light
bulb as a background for the Understanding Goals and each goal
could appear one at a time out of the light bulb. Wed like to have
an image of an egg cracking open for the Performance Goals and have
each goal appear one at a time out of the egg image.
Slide 5
Understanding Goals Weve designed this course to help you
understand: The Theory of Multiple Intelligences (MI) What MI
theory tells us about learning preferences How to create more
effective strategies for literacy instruction How to increase
understanding and skills How to introduce concepts using strengths
How to engage a blend of intelligences in learning activities.
Slide 6
Skill and Performance goals At the end of the course, youll be
able to: Design practical activities that apply MI Theory in
literacy and adult education lessons Identify learner capabilities
using MI assessment tools Develop new ways to introduce a topic
Open doorways into learning experiences Present subject matter
through various modes.
Slide 7
Course navigation
Slide 8
Lesson 1 Focusing on Strengths
Slide 9
(Instructions for Lesson Objectives) Wed like to include photos
that show different activities in a way that represents various
intelligences.
Slide 10
Lesson 1: Focusing on Strengths Objectives By the end of this
lesson, you will be able to: 1.Understand that all human beings
have at least eight intelligence systems and use a blend of these
to learn. 2.Name and describe each intelligence. 3.Assess ones own
intelligence preferences. 4.Know how to identify student learning
strengths.
Slide 11
Topic 1: Understanding How We Learn How we learn is as unique
as our faces. Even though every face has a nose, eyes, and ears, we
all accept that every face is unique. The same holds true for how
each of us learns. We all have the same human capacities to draw
upon, but each of us expresses these in a unique way. From this
perspective, its not how smart we are but how we are smart. Take a
look at the faces on this page and notice the words each person
uses to introduce himself. When people talk about themselves, we
get clues about how they learn and use their smarts. The people we
are discussing in this course are real people, the first three of
whom are adult learners who have attended Project Read, a library
literacy program in South San Francisco, California. Hi, Im Patty.
I love making crafts and party decorations. I enjoy talking to
people and could sell you anything! I also like to spend time alone
thinking about what matters to me. My name is Enrique. When I was a
kid, my dream was to compete in the Olympics. I pack cargo planes
faster than anyone else. I was pleased to speak out for adult
learners when I testified before Congress about the importance of
literacy. Hello, Im Donna. When I was a kid, I loved to play
kickball. I liked to spend hours outside playing in the dirt. One
of my favorite activities today is tracking down my fathers Native
American roots. Ive been entering writing contests for adult
learners for the last several years and won first place this year.
My name is Benay. When I was a kid, I spent hours reading, playing
the piano, and playing math games with my Dad. In the summer, I
loved to go sailing by myself for hours, thinking about life. In
college, I discovered another kind of keyboard -- on a computer. I
love to plan technology projects that solve problems for people.
Patty Enrique Donna Benay
Slide 12
How do I learn? In order to understand how we learn best and
learn differently, wed like to begin the discovery process with
you. Reflecting on your own talents and skills will offer a window
into understanding how individuals prefer to learn and communicate
ideas. Activity: Think about a quality you bring to tutoring (or
teaching) or a strength you have. For example, Leslie thinks one of
her strengths is vision to see possibilities. Now go to the draw
program and create a symbol that represents the quality or strength
you feel you bring to tutoring or to your work. Please avoid using
words in your symbol. Here is the symbol Leslie created for her
quality of vision. (symbol image) Leslie described what her symbol
represents in the following way: The symbol represents not only
seeing, but also a breadth of vision that is expansive, taking in
new ideas. It also reminds me a bit of an eagle, which can see
great distances. Now post your symbol and write a note describing
what your symbol represents. Once youve posted your own symbol,
take a look at other participants symbols and comments. Youll see a
wide variety of symbols representing many types of strengths.
Slide 13
Reflection Questions Weve found that periodic reflection helps
solidify the learning process. It encourages us to think about how
we think and how we do what we do. This is called meta- cognition.
At this point, wed like you to take a moment and sit back and think
about the activity you just did. Please post your answers to the
How I learn topic in the discussion forum. Reflection questions to
answer: 1.How did it feel to be asked to draw - a non-dominant or
less-developed capability? (unless youre an artist) 2.What internal
messages and feelings came up for you during this activity? 3.How
do symbols capture information differently than words?
Slide 14
Synthesis As you completed the activity to create a symbol,
some of you may have found it challenging or uncomfortable to think
in pictures and make a drawing of your ideas. In the same way,
adults with reading and writing difficulties can often feel
embarrassed or frustrated when asked to express themselves using
the written word as a mode of expression. By examining your own
experience of how you completed the activity as well as what it was
like be asked to complete the task using a less-dominant mode of
expression, we hope that you will gain a deeper appreciation not
only of learning preferences, but also how learning preferences and
differences can effect the learning process Please discuss the
following: What process did you go through to come up with your
symbol? Did you begin with pictures first? Did you make a list of
ideas? Did you search for feelings? How has this experience changed
your perspective of persons with literacy challenges? Please post
your comments in the discussion forum under the Synthesis subtopic
of How I learn.
Slide 15
Lesson 1, topic 2 What is Intelligence?
Slide 16
Understanding Human Capacities in order to Understand How
People Learn The previous activity set the stage for us to begin to
explore how people think, learn and carry out tasks. This is often
referred to as cognition. Scholars in the fields of psychology and
education have chosen to study human capacities as a doorway into
understanding the complexities of the learning experience.
Observing how children interact with and learn about their world
informs us a great deal about our common human capacities and how
we prefer to learn. Take a moment to think about how children
interact with their worlds. They love to run, dance, sing, make
music, move, climb, handle objects, tell stories, watch insects,
notice patterns, put things in order, daydream, fantasize, talk to
themselves and more. These actions are clues to the spectrum of
capabilities that all individuals share, unless significantly
disabled. Some of the key points that emerge from these studies are
that: We are each uniquely gifted and challenged as human beings
and as learners throughout our lives. Human beings learn and
express their learning in a variety of ways. Learning relies on
both innate talents (nature) as well as skills that can be
developed (nurture). One of the best known researchers to study
human capacities is Harvard psychologist Howard Gardner. He studied
children and adults from cultures across the globe, including
people with brain injures and those considered to be savants
(geniuses). His research (1983) led to the Theory of Multiple
Intelligences, which states that all human beings have a
multiplicity of intelligence systems (at least eight), and we use a
combination to learn and accomplish most tasks in our daily lives.
Stefanie Weiss, from NEA (National Education Association) Today,
spoke with Howard Gardner. For the condensed version of the
interview, go to -- http://nea.org/neatoday/9903/meet.html
http://nea.org/neatoday/9903/meet.html For the complete interview,
go to -- http://nea.org/neatoday/9903/gardner.html
Slide 17
A Different View of Intelligence When we think of intelligence,
the first person to come to mind is Albert Einstein, a brilliant
scientist and mathematician. He was also a talented musician, but
he he is not well-known for that skill. Notice the word talented.
We dont say hes an intelligent musician, we call him talented. We
recognize him as a genius for his scientific prowess, not his
musical skill. In Western cultures, we have drawn a distinction
between intelligence and talent The sports star, ball player,
musician, dancer, and artist are talented. The scientist, computer
whiz, college professor, and banker are intelligent. The bus
driver, mechanic, and dishwasher probably arent called either
talented or intelligent. As a society, we have valued some human
skills and talents more than others. These perceptions have come
about over the last century as the use of the IQ test became the
commonly used benchmark for measuring intelligence and predicting
school success. Albert Einstein playing with Benays cousin
Slide 18
How Intelligence has been defined Interestingly, the IQ test
was developed in the early 1900s by French psychologist, Alfred
Binet, in order to identify individual children who were at risk of
having difficulty in school, so they could receive individualized
help. The test was designed to predict school performance and
measures only the ability to perform mathematical calculations and
use good language skills. The test was never intended to label
people as smart or dumb. But that is what happened as it became
widely used in America to predict academic success. Despite the
deference paid to IQ, it has never been an indicator of potential
or success in life. The idea that there is a general intelligence
(g) and one test (IQ) that measures how smart a person is or how
successful he or she will be in life has been seriously challenged
by several psychologists, based on recent brain/mind research.
Leading the challenge is Harvard psychologist, Dr. Howard Gardner,
the originator of the Theory of Multiple Intelligences.
Slide 19
Reflection Signs of Intelligence Lets take a moment to reflect
on the concept of intelligence. Please address each of these
reflection questions in the discussion forum. 1. What kinds of
skills or occupations in this society are viewed as signs of
intelligence? 2. Which ones are considered signs of talent? 3. How
do you view the similarities and differences between talents and
intelligences?
Slide 20
MI Theory Looking at how people solve problems and function in
the real world, Gardner proposed a new view of intelligence that is
now widely accepted as a more complete description of human
capabilities. Gardner defines intelligence as: the capacity to
solve problems or fashion products that are valued in one or more
cultural settings. It is the ability to respond successfully to new
situations and the capacity to learn from ones past experiences.
The Theory of Multiple Intelligences is the result of research that
Gardner began in 1979 to investigate human capacities and
cognition. He wrote Frames of Mind, published in 1983, to describe
his findings and propose MI theory, which identified the different
ways humans think and interact with the world. He was interested in
creating a more complete understanding of the mind and
intelligence. To do this he studied people with extraordinary
talents (savants), gifted children, and normal people, as well as
individuals who had suffered specific brain damage from strokes or
accidents. In addition, he studied people from different cultures,
ethnic backgrounds, types of education, and life experiences. What
he found was seven distinct intellectual potentials (intelligences)
that are common to all human beings across cultures, age groups,and
biological traits. Recently, Gardner added an eighth intelligence
(naturalist), and is considering several more. By proposing that
human beings are smart in many different ways, Gardner emphasized
his belief that our Western culture has defined intelligence too
narrowly. Instead, he found a broad range of functional abilities
that could be seen operating in peoples daily lives. He grouped
these common areas of ability into categories, which he
intentionally chose to call intelligences. Every human being has
all eight intelligences. Each intelligence is relatively
independent of the others. These intelligences are both innate and
learned, and can be further developed in a nurturing environment.
Individuals tend to be more developed in some intelligences than
others. We tend to use a combination of intelligences in most
things we do.
Slide 21
Discovering Learning Strengths MI Theory can help educators and
tutors to identify learning strengths. Engaging a students learning
strengths has been emphasized for many years in terms of creating
effective teaching strategies and addressing learning difficulties.
But how do you discover your students strengths? Most teachers and
volunteer tutors believe that the best way to identify learning
strengths is by understanding and engaging a persons learning
styles. But this is not necessarily true. While the concept of
learning styles is popular and well-known, it is most appropriately
applied to understanding how a person prefers to access (take in)
information and is less useful in actually identifying a persons
cognitive strengths and capabilities. The three most commonly
described learning styles (also referred to as learning
preferences) are: visual kinesthetic auditory. Each is
sensory-based and describes how an individual prefers to take
information in -- whether one prefers to see images, hear
information, or feel and handle objects. While people may have a
strong preference for one style, more often they use two or all
three. Studies have shown that the most effective instructional
strategies use a combination of all three. Learning Styles and MI
Theory are complimentary but different theories and concepts. While
learning styles are connected to the senses, intelligences are not.
While learning styles describes how a person prefers to receive new
information, multiple intelligence theory details how a person
prefers to take in, synthesize (understand) and apply new learning.
The beauty of MI Theory is that it helps one identify real-life
strengths in such a concrete way that teachers and tutors can
successfully tap into the specific skills and talents of their
students in order to teach reading and writing more effectively. By
understanding each intelligence, we discover a framework that
recognizes and names all the ways a person may be smart. In this
way, MI Theory supports a strength-based paradigm rather than a
deficit-oriented paradigm.
Slide 22
(Link to Paradigm characteristics) A Deficit-oriented paradigm
Labels Diagnoses Remediates Separates Mystifies Segments A
Growth-oriented paradigm Describes Assesses Nurtures Includes
Demystifies Celebrates Thomas Armstrong, Multiple Intelligences in
the Classroom, 1994.
Slide 23
Intelligences in Action Remember meeting Patty, Enrique, Donna,
and Benay earlier in the course? Now lets take a look at what they
said about their interests in order to discover how these translate
into learning strengths and intelligences. Pattys interest in
making crafts and party decorations shows her spatial and body
movement skills. Her sales skills show her social smarts. Patty
also has a high level of self awareness or self smarts. Enriques
athletic skills show his body smarts. His ability to pack cargo
planes so well relies on his spatial, logic and body smarts all
working together. When Enrique agreed to testify before the U.S.
Congress he demonstrated his strong self and social smarts. Donnas
love of playing games outdoors reflects her nature and body
movement intelligences. Her drive to understand her roots reflect
her deep self-awareness, and her recent writing achievements show
her language smarts. Benays math games and technology interests
demonstrate her logic-math aptitude. As a bookworm, pianist, and
self-reflecting person, she shows her strong language, musical, and
self smarts.
Slide 24
video Take a moment to watch this discussion between three of
the adult learners as they talk about their interests and skills
and the ways that they are smart.
Slide 25
Reflection and Discussion Based on Gardners definition of
intelligence, how does this change how you view the intelligence of
adults with literacy challenges? After hearing the learners
describe how they see themselves as intelligent, how would you tap
those intelligences in your own approaches to literacy
instruction?
Slide 26
Learning More about MI Theory For more information on MI
Theory, take a look at the following sites -- Howard Gardners
answers to frequently asked questions about MI Theory --
http://www.howardgardner.com/docs/Dr.%20Gardner%20FAQ%207_ 2004.pdf
Howard Gardners presentation to the Wisconsin Education Association
Council (WEAC) --
http://www.weac.org/aboutwea/conven97/gardner2.htm Harvard
University Project Zero and Howard Gardners work
http://pzweb.harvard.edu/PIs/HG.htm Thomas Armstrongs explanation
of Multiple Intelligences
http://www.thomasarmstrong.com/multiple_intelligences.htm
Slide 27
Lesson 1, topic 3 Our Many Intelligences
Slide 28
Lesson 1, Topic 3: Intelligences In-depth In this section, you
will have an opportunity to learn more about each individual
intelligence. The following eight intelligence systems meet
Gardners criteria. We have changed some of his names to make them
more tutor and learner-friendly. If changed, his names appear in
parentheses. Gardner is continuing to investigate two others the
spiritual and existential intelligences, but has not designated
them as intelligences at this time. Click on the icon to explore
each intelligence further. Language (Linguistic) Spatial Body
movement (Bodily-Kinesthetic) Naturalist Musical Logic-Math
(Logical-Mathematical) Social (Interpersonal) Self
(Intrapersonal)
Slide 29
Spatial Intelligence The ability to perceive the visual-spatial
world accurately and to perform transformations upon perceptions.
Characteristics A person who is spatially smart is: a keen observer
able to think in three dimensions uses metaphors in speech good at
drawing pictures and diagrams good at taking things apart and
putting them back together again has a strong visual memory for
shapes, colors and patterns. Interests Likes to read posters,
photographs, and diagrams Is good at drawing, cartoons, designing
patterns, making models, building things. Likes to doodle, play
with puzzles, and navigate through space. Careers Photographer
Artist Mechanic Carpenter Interior Designer Seamstress Craftsperson
Pilot Packer or organizer
Slide 30
Language Intelligence The capacity to use words effectively,
whether orally or in writing. Characteristics A person who is
language smart is: Sensitive to language, meanings, and the
relationship of words to each other. Able to manage syntax and the
structure of language. Comprehends the phonology or sounds of
language. Tends to be articulate, loves to play with the way words
work together and is precise about choice of vocabulary to express
ideas. Interests Interested in books, magazines, all types of
written materials including poetry an plays. Likes to learn using
word games, vocabulary activities, poetry, essays, and plays. Often
enjoys writing, speaking, debating, and discussing ideas. Careers
Storyteller Teacher Editor Writer Poet or Playwright Librarian
Marketing specialist Speech therapist
Slide 31
Body Movement Intelligence The capacity to use the whole body
to express ideas and feelings and the facility to use ones hands to
produce or transform things. Characteristics A person with is body
smart has: Good body control, coordination, balance and fine motor
skills. Dexterity, strength, flexibility, and speed Often active,
needs to move around a lot, and is animated when speaking. May be
misidentified and labeled as ADD Interests Likes to be physically
active with sports, martial arts, building objects or models. Reads
body language well and listens to their own inner body
intelligence. Likes making crafts, sewing, sculpting, making
objects. Likes to handle or manipulate objects while learning.
Careers Athlete, Dancer Mechanic Carpenter Surgeon Craftsperson or
sculptor Cargo handler Model Seamstress Typist
Slide 32
Naturalist Intelligence The capacity to recognize and classify
the numerous species in ones environment, whether plants, animals
or objects such as sneakers and CDs. Characteristics A person who
is nature smart: Is sensitive to nature and ones environment Is
able to discriminate between similar species. Knows the names and
precise characteristics of their particular interest, whether
rocks, flowers, birds, etc. Enjoys being in nature, and understands
the rhythms and patterns of the natural world or ones environment.
Interests Often likes to garden, farm, work outdoors Enjoys hiking,
camping, trekking, skiing Learns by making connections, observing
patterns, seeing the whole picture. Likes to care for, tame or
interact with animals and other living creatures. Careers Gardener
Landscape Architect Park Ranger Veterinarian Fisherman Biologist,
Botanist Zoo keeper Environmental scientist Farmer Herbalist
Slide 33
Logic-Math Intelligence The capacity to use numbers
effectively, work in sequence, and reason well. Characteristics A
person who is logic/math smart: Is good at counting, organizing,
and abstract thinking Is sensitive to logical patterns and
relationships such as cause and effect. Prefers to work in logical
structures such as categorizing, working with hypotheses, inference
and generalizations. Interests Likes to make lists, work from
outlines, put things into categories. Enjoys critical thinking
activities and solving word problems and puzzles. Likes to break
things down into smaller parts and reassemble them. Enjoys
computational activities such as balancing the check book, making a
budget, organizing the closet. Careers Computer Scientist
Warehouseman Mathematician Inventory clerk Scheduler Accountant
Bookkeeper Planner Secretary Chef
Slide 34
Musical Intelligence The capacity to perceive, discriminate and
transform musical forms. Characteristics A person who is musically
smart: Is sensitive to rhythm, pitch, melody and intonation. Can
remember tunes and rhythms easily. Often has perfect pitch. Likes
to tap along or beat out rhythms while learning something new. Can
have a global, intuitive understanding of music or a more formal
bottom up technical understanding of musical structures or both.
Interests Enjoys listening to music and creating musical pieces.
Likes to listen to and write poems and/or plays. Learns well by
setting new learning to music or creating jazz chants, rap songs,
or mnemonics. Enjoys guided imagery set to music. Careers Musician
Singer Auto Mechanic Disk Jockey Sports Announcer Speech Therapist
Audiologist Dancer
Slide 35
Social Intelligence The ability to perceive and make
distinctions in the moods, intentions, motivations, and feelings of
other people. Characteristics A person who is socially smart: Is
sensitive to facial expressions, voice and gestures. Is able to
discriminate among many different kinds of interpersonal cues and
is able to respond appropriately. Is often outgoing and
interactive. Is effective in working with groups of others to
influence group behavior. Is a good listener and responds in
helpful ways. Interests Enjoys helping others and being of service.
Likes working in teams and interacting with others. Enjoys
discussion groups and social events. Likes to organize social
activities and lead groups. Is good at problem solving with others.
Can be effective in mediating difficult situations and resolving
conflict Careers Counselor/therapist Social Worker Nurse or Doctor
Teacher Sales person Marketing Specialist Human Resources staff
Group Facilitator Mediator
Slide 36
Self Intelligence The capacity to know oneself and be able to
adapt and act based on that knowledge. Characteristics A person who
is self smart: Has an accurate picture of ones strengths and
limits. Is able to understand and access ones own feelings. Is
aware of inner moods, intentions, and desires. Has self-discipline,
self-understanding, and a grounded sense of self worth. Interests
Enjoys time alone for reflection and contemplation. Likes to learn
by connecting new learning to ones own experience. May enjoy
listening to poetry and music that provide self-awareness, as well
as keeping a journal. Is inspired by others personal stories. Often
prefers to work alone or manage ones own work. Enjoys contemplative
practices such as meditation or prayer. Careers Self-employed
Entrepreneur Poet Performing Artist Athlete Religious Contemplative
Consultant Counselor Writer
Slide 37
Reflection and Discussion Reflection question: Think about your
own skills and interests. Which three intelligences do you rely on
the most to do your work or enjoy in leisure time?
Slide 38
Lesson 1,Topic 4: Identifying and Assessing Intelligences
Slide 39
Now that youve had an opportunity to learn about the different
intelligences, in this section, youll learn how to identify the
intelligences that you and your learners are using. Educators and
others tend to envision assessment as a process of giving objective
tests. However, Gardner feels that a persons intelligences are best
reflected in the real-life tasks that one performs every day. He
believes that observation of how a person accomplishes a variety of
activities and solves problems is a more accurate and thorough
indication of intelligences than a paper and pencil test. For
example, think about trying to parallel park a car. It takes an
acute spatial intelligence to judge the relationship of the car to
the curb, determine the angle to use while backing up, and know
when to start turning the wheel back in order to fit the car into
the space. The body movement intelligence is needed to turn the
wheel and feel at one with the car as it moves. People who are
spatially smart and body smart usually succeed the first time. But
those who dont think in three dimensions often make two or three
tries. Noticing how someone approaches and accomplishes real life
tasks at home and at work will give you many clues to the
intelligences that can be tapped for successful learning and
mastery. We agree with Gardner that finding a variety of ways to
observe performance and analyze how we do what we do is the best
way to assess all of our intelligences. While paper and pencil
inventories can be helpful, they are a less specific to you. If you
are curious about taking a brief MI Inventory, follow this link to:
http://literacynet.org/diversity2/assessment.
http://literacynet.org/diversity2/assessment In summary,
self-reflection, analysis of performance, and MI inventories are
all methods for assessing intelligences. How to assess
intelligence
Slide 40
Self-Assessment Discovering intelligence preferences As an
adult educator or tutor, it is critical that you explore your own
ways of knowing before you try to help your student do the same. To
help you understand the process, wed like you to use the I CAN
cards as a starting point to discover your own intelligence
preferences -- to see which are more developed and which are less.
One of the best ways to gain a well-rounded picture of our most
developed or preferred intelligences is to analyze how we do the
activities that we like or do well in our work and daily lives. The
I CAN cards are designed to help you uncover intelligences in the
every day activities that we all do.
Slide 41
Model of I CAN card Remember Benay, whom we met at the
beginning of the course? Lets look at the I CAN card Benay filled
out to uncover her intelligences. 1.I can develop and use new
technology to solve problems for people. 2.I like to play the
piano, play African drums, and dance. 3.I like creating unusual
concoctions with a wide variety of foods. 4.I like to read and
think about life while listening to waves breaking on the beach.
5.I can plan and organize anything.
Slide 42
Model of Skills Analysis Card Now were going to analyze the
skills involved in one of Benays preferred activities creative
cooking. We compiled this list by asking Benay to reflect on the
skills and tasks that are involved in the activity of creative
cooking. Creative Cooking I think about what my family and I might
be in the mood to eat. I think about the food on hand in the
kitchen and figure out the quantities I need for dinner. I dream up
combinations of different foods and play with the ideas in my mind.
I visualize what a concoction will look like and imagine what it
will taste like. I read recipes in my cookbooks or on the web for
new ideas. I make a plan for dinner depending on who is home and
figure out how to include protein, carbohydrates, and fresh veggies
and fruit. While Im planning, I turn on some classical music to
listen to as I cook. Then I envision how the meal will look on a
plate and modify my plan if my vision doesnt appeal to me. I take
foods out of the refrigerator, assemble them on the counter, get
bowls out, and measure ingredients. As Im going along, I check to
see if the concoction is turning out the way I want it to does it
look right? Does it taste right? Is it too dry? Is the consistency
right? Does it need something else added? Once Im satisfied that
the concoction is turning out the way I want it to, I plan how to
serve and present the food on the table. What bowls and plates do I
want to use? How do I want the meal to look on the table? I sit
down and enjoy eating dinner with my family.
Slide 43
Checklist of Intelligences Based on Benays description of
tasks, a check mark appears by each intelligence involved in each
step of her cooking process. INTELLIGENCESchecklist Language
Spatial Logic/math Musical Body Movement Social Self Nature
Slide 44
I CAN Card Think about what you like to do or do well, such as
make gourmet meals, paint pictures, play basketball, or knit
scarves. After reflecting on what you do well, list up to five I
cans or I like tos that give a well-rounded picture of your
strengths. 1.I can 2.I can 3.I like to 4.I like to . 5.I can
Slide 45
Your Skills Analysis Now that you have seen Benays example,
select one of your favorite I Cans to break down into specific task
and intelligences. I Can or Like to ______________________________
Now, list the activities that you actually perform as part of what
you like to do.
Slide 46
Intelligence checklist INTELLIGENCESchecklist Language Spatial
Logic/math Musical Body Movement Social Self Nature
Slide 47
Reflection and Discussion 1.What did you learn about yourself?
2.What, if anything, surprised you? 3.How do your preferences show
up in the way you teach? 4.Which intelligences do you underutilize
or avoid in teaching? 5. How do the inventory results compare with
your own discovery process?
Slide 48
Discovering your students intelligences Now that youve explored
your own intelligences, how can you work with a student to identify
his or hers? We suggest starting with a conversation that explores
how she does what she does well or loves to do. Tutors and teachers
usually have good insights into their students. We previously met
Patty, Enrique, and Donna and learned a bit about their interests
and favorite activities. This understanding helped us begin to
uncover the intelligences theyre using in their daily lives. For
example, Enrique works for an airline carrier where he used to pack
cargo planes. When we asked him how he did this, he responded that
he looked at the size, shape, and weight of each of the boxes. Then
he computed the weights and shapes and packed the plane in his head
in about 30 seconds. His ability to visually arrange the boxes to
best fit the space shows his high level of spatial intelligence.
His is ability to compute the weights of the boxes and distribute
them evenly across the plane shows his logic/math intelligence. You
can see how he uses a blend of intelligences to complete a complex
work task. Lets take a look at Donnas I CAN card and skills
analysis as a model for you to use in working with your
student.
Slide 49
Donnas I CAN Card We asked Donna what some of her favorite
activities were. We also asked her what she felt she did well at
work and at play. She responded: I love playing dominoes and
Bridge. I like to create beadwork on leather items. I can do
bookkeeping and financial work well. I like leading workshops for
other adult learners and speaking to groups. I enjoy doing
geneology research about my family.
Slide 50
Donnas Skills Analysis I Can or Like to create beadwork on
leather, such as my purse. The way I do it is: First I think about
what I like in terms of feelings, colors, shapes and patterns. Then
I make a drawing of my idea and see how I feel about it. Next I
pick out the colors I want to use and check my supplies. Then I
make a list of beads or other things I might need, such as leather
for the purse, needles or the right kind of thread. I draw out a
pattern for the size and shape of the purse and where I want the
design to go. Once I have all my supplies organized, I begin by
sewing the beads onto a cloth, working with the colors in the order
pattern that I want them. When the beadwork is done, then I sew the
design onto the leather purse. The final step is then sewing the
leather bag together and putting a trim on it. When it is finished
I look at it, feel it, and reflect on the final product to see how
I feel about it.
Slide 51
Donnas Checklist of Intelligences INTELLIGENCESchecklist
Language Spatial Logic/math Musical Body Movement Social Self
Nature
Slide 52
Uncovering Your Students Intelligences and Strengths Print a
copy of the I CAN card and Skills Analysis card to use while
interviewing your student. In working with your students, it is
important to analyze the skills involved in several of their
activities in order to get a well-rounded picture of their learning
strengths. Here are the directions for using the I CAN and Skills
Analysis cards with your student. 1. Make a list of all the things
your student enjoys doing, loves to do, or does well at work or at
home. This can include hobbies. 2. Then select one activity to
break down into smaller steps. Ask your student questions that help
them describe how they accomplished this activity. Try to discover
everything involved in accomplishing the feat. 3. Now check off
each intelligence that is involved for each aspect describing how
they accomplished the activity. See if there is a pattern that
emerges. 4. Do this for several different types of activities.
Slide 53
Reflection and Discussion 1.What did you like or dislike about
using the I CAN cards? 2.What might be the stumbling blocks in this
process? 3.How would you set the tone to present the I CAN and
Skills Analysis cards? 4.How can you help a person talk about what
they do and how they do it if the person doesnt feel that he/she
can do anything well? 5.How do you see this discovery process in
relation teaching literacy skills?
Slide 54
Summary Key points that were discussed in lesson 1 include the
following: To help all kinds of students learn, it is important to
focus on their strengths rather than on their difficulties or
deficiencies. By discovering what our students like to do and are
good at doing, we can identify their capacities, which can be used
for learning different types of skills and material. Multiple
intelligence types of approaches can be used to effectively
introduce, reinforce, and demonstrate learning to all different
kinds of learners. MI helps identify strengths and skills more
effectively than other learning theories, enabling educators to tap
into their learners strengths in instruction. Intelligence cannot
be defined simply as an Intelligence Quotient (IQ); rather, all
humans possess many intelligences, which are inborn and can be
developed over time.
Slide 55
Lesson 2: Making Literacy Instruction multi-intelligent
Harnessing Learning Strengths Lesson Objectives To understand and
practice educational methods that deepen understanding To entice
learners into a new learning experience through a variety of
intelligences To reach different types of learners with
multi-intelligent presentations To design a lesson activity that
integrates these methods in practice To create a multi-intelligent
lesson plan that integrates at least three different
intelligences
Slide 56
Topic 1: Creating multi-intelligent lesson activities In the
first lesson we explored ideas about the different ways the human
beings think and learn. We learned about MI theory and discovered
how it can help us to identify the learning strengths and
capabilities of our students. Now, in this lesson, we turn our
attention to applying that new knowledge to the creation of lessons
that are more engaging and effective because they tap into student
strengths and make learning rich and fun. This is especially
critical in literacy instruction because people who have literacy
difficulties are often less skilled in language processing and
logical thinking. They may have auditory or visual perception
problems that affect decoding or comprehension, yet they are often
highly gifted in other intelligences. I have often found that the
learners I worked with at Project Read were very gifted spatial
thinkers, musically smart, good with their bodies and had excellent
fine motor skills. Many used their social smarts to hide their
literacy challenges, and most were very self smart. But sadly,
their strongest smarts are often not used in the methods to teach
reading and writing skills. That is why making literacy instruction
more multi-intelligent is essential for increasing success and
self-esteem. Now its time to focus on how to do tap into your
students blend of intelligences. If you dont have a student yet,
think of an adult you know for the following activity. ACTIVITY
First, determine what your student wants to learn about or be able
to do. Some typical goals that learners express are to: Write a
letter to a family member Improve their spelling in reports at work
Read a bedtime story to a child Read voter information materials
Now, reflect on the three top intelligences that you see your
student using.
Slide 57
Using MI Tip Cards Once you have selected one of your students
goals, wed like to you to use the following tip cards to find ideas
that you can use to engage at least three of your students
intelligences in your lessons. Take a look at these MI Tip Cards
for adult literacy (click on the card to see the tips). Review
ideas on the tip cards for your students top three intelligences.
Select several ideas from each tip card that you can bring into a
lesson. Spatial Body Movement MusicalLogic-Math
LanguageSocialSelfNature
Slide 58
Engaging Spatial Intelligence Color code words so that each
syllable is a different color. Study and create maps, diagrams, and
graphs. Cut out pictures from a magazine and use them from a
magazine to create a story. Cut up cartoons and put them in the
right sequence. Visualize spelling words. Read grocery picture ads,
discuss how images are used to sell the item. Characteristics
Remembers things visually, including exact size and shape of
objects. Likes posters, charts, graphics. Likes to doodle or draw.
Likes visual clues.
Slide 59
Engaging Body Movement Intelligence Use magnetic letters,
scrabble tiles, or letters on colored sticky notes to spell words.
Take a walk while discussing a story or gathering ideas for a
story. Place a koosh ball or small leather ball on the table for
the student to handle while doing reading or writing activities.
Spell out words with the whole body and feel the letters that are
difficult to remember. Act out a difficult passage or complicated
series of events to increase reading comprehension. Characteristics
Likes to move, dance, wiggle, walk, swim. Is often good at sports.
Has good fine motor skills Likes to take things apart and put them
back together again.
Slide 60
Engaging Musical Intelligence Use a familiar tune, song or rap
beat to teach spelling rules or remember words for a test. Clap out
or stamp out the beat of syllables. Play music in the background
when trying to memorize information or learn pronunciation. Make up
rhymes to remember spelling rules. Read and study the lyrics of
music. Write poetry and read it aloud. Characteristics Likes rhythm
and sounds of words. Likes poems, songs, jingles. Enjoys humming or
singing along with music. Likes to tap out rhythms on the table
while thinking
Slide 61
Engaging Logic-Math Intelligence Sort, categorize, and
characterize words and word lists. Write directions for completing
a simple task in the students real life. Work with scrambled
sentences. Talk about what happens when the order is changed.
Arrange cartoons and other pictures in a logical sequence. Make
outlines of what you are going to write or of material you have
read. Read grocery picture ads, discuss how images are used to sell
the item. Characteristics Enjoys exploring how things are related.
Likes to understand how things work. Likes mathematical concepts.
Good at critical thinking.
Slide 62
Engaging Language Intelligence Look at different kinds of
dictionaries. Read poetry and plays aloud. Read books or stories
written by adult learners. Write a story for the newsletter or
write a letter to a favorite author. Trade tall tales and attend
story telling events and workshops. Research the meaning of your
name and write a story about it. Keep a journal. Characteristics
Enjoys saying, hearing and seeing words. Likes telling stories.
Motivated by books, records, dramas, and opportunities to write
Enjoys speaking to groups.
Slide 63
Engaging Social Intelligence Take part in group discussions or
talk about ideas aloud with tutor. Read a dialogue or play with
your tutor. Do team learning projects and report back on the
results. Create a survey and administer it. Set up interview
questions and interview your family and friends. Then write a
summary. Write notes instead of talking. Characteristics Likes to
develop ideas and learn from others. Enjoys talking and engaging
others. Has good social skills. Likes group learning.
Slide 64
Engaging Self Intelligence Create and lead guided imagery
experiences. Set aside time to reflect on new ideas and
information. Encourage journal writing. Relate new learning to
personal experiences Focus writing activities on real-life
experiences and interests. Read biographies and inspirational
books. Characteristics Has a good sense of self. Likes to think
things over. Likes independent projects. Likes learning by trial
and error.
Slide 65
Engaging Nature Intelligence Take walks outdoors as a part of
your lesson and read nature as well as signs. Study objects from
nature that are of interest to the learner. Write stories about
your favorite adventure in the outdoors. Make charts, graphs or
research reports about an environmental issue. Create a special
learning environment that is nurturing for studying and reading.
Plant a flower or vegetable garden and keep a log of how it grows
and changes. Characteristics Enjoys nature and being outdoors.
Likes to learn about birds, animals, rocks, plants, flowers, bugs.
Sensitive to their surroundings and environment.
Slide 66
Discussion and Reflection What are some of the ideas you
selected? How do you think you can use these with your student? How
do you think this would change your lesson?
Slide 67
Lesson 2, topic 2 Pathways to understanding
Slide 68
Topic 2: Pathways to Understanding With the tip cards, weve
shown you how you can introduce and explain new ideas through
different intelligence doorways to deepen understanding. Howard
Gardner states that the greatest gift of multi-intelligent
instruction is that it provides multiple ways to present and
integrate new learning so that understanding is strengthened and
deepened. This happens because tapping into a variety of
intelligences opens doorways in all three phases of the learning
cycle, which are: Input taking in new information Synthesis making
sense of and digesting new learning Output -- demonstrating and
applying new learning You and your student can use various
intelligences in each phase. For example, using music, movement,
storytelling and examples from nature to teach spelling rules
offers different entry points into the topic during the input
phase. During the synthesis phase, your presentation of ideas in
many different ways and formats helps to activate as many
intelligences as possible. In Gardners work with educators, he
refers to this method as using multiple representations. Making
symbols, acting out ideas, bringing in rhythm and tone to teaching
spelling rules are examples of this concept. When you allow
students to demonstrate their understanding by using various
intelligences, you create multiple exit points and improve the
chance for success in the output phase. The illustration above
demonstrates how a group of adult learners used objects, colors and
space to demonstrate their mission to create a pathway to
literacy.
Slide 69
Bridging to Literacy By using a rich blend of intelligences in
the instructional process we can build a bridge to literacy, as
shown in the attached photo. This model was constructed by a group
of student leaders in an adult literacy program who were given a
pile of supplies and materials and asked to create a visual mission
statement for their leadership team. With permission to think and
work with all of their intelligences, this group was able to
conceptualize and communicate their ideas more powerfully than by
simply using words. Once the model was built, then they could find
words to articulate their purpose and put it in writing. This
demonstrates that creating learning activities that engage your
students most developed intelligences is an effective way for them
to master challenging literacy skills. Following are two examples
that illustrate the use of different multi- intelligent approaches
to introduce new subject matter, present new concepts, and provide
opportunities for students to demonstrate their learning.
Slide 70
Example Spelling Many students with spelling difficulties have
a hard time distinguishing letter sounds. This is called auditory
perception. This is why emphasizing how a word sounds is
frustrating for these adult learners. Lets take a look at a more
multi-intelligent approach. (Insert photo of learners.) One day at
a workshop we asked if someone had a word they always struggled to
spell. Ray jumped in, I can never remember how to spell hundred
when Im writing checks. Patty asked, how much of it can you spell?
Ray replied hun Leslie wrote on a flipchart (put in image of
flipchart and have each letter one at a time in blue) h u n The
rest of the word is dred Leslie replied. What is the first letter
in dred? Ray replied its a d! Leslie wrote a d in a different
color. (have d show up in green after hun) h u n d Then Patty
chimed in, oh, the rest is red and Leslie wrote the rest of the
word in red. h u n d r e d
Slide 71
Example continued (note: this is a continuation of the previous
page) Then, we made a little chant: Hun dee red, Hun dee red Ray
repeated the word only once and had it firmly in his memory. Now,
he could see and hear the letter that stumped him, the d in dred.
He replied hundred, Ill never forget how to spell it again!
Slide 72
Observe and Reflect (Post responses to discussion forum under
Lesson 2, Topic 2) Which intelligences did we use to teach Ray how
to spell hundred? How was bridging used to help Ray remember how to
spell this word? Why do you think this approach worked? What other
approach could you have used to help Ray learn how to spell
hundred?
Slide 73
Example Teaching to Interests Betty is in her late 30s. She was
bored by the standard literacy textbooks. Betty was thinking about
dropping out, but she and her tutor had a good working
relationship. While talking about what Betty could do well and
loved to do, her tutor discovered that she had a real knack for
raising beautiful house plants. The tutor, on the other hand, did
not have a green thumb at all, so she decided to get several books
from the library. The books had beautiful colored pictures as well
as instructions for caring for and growing plants. Betty and her
tutor had lots of fun in their tutoring sessions learning from one
another while working on reading and writing at the same time.
Slide 74
Observe and Reflect (Post responses to discussion forum under
Lesson 2, Topic 2) What intelligences do you think Betty is using
in her indoor gardening and in sharing her knowledge? What are two
other ideas that you could use in a lesson knowing her strongest
intelligences? How has change in approach increased her motivation
to stay in the program?
Slide 75
Resources Literacy Works: Multiple Intelligences for Adult
Literacy and Education. Shelton, L., Fulghum-Nutters,H., Conan, J.
http://literacyworks.org/mi/ Adult Multiple Intelligences
http://pzweb.harvard.edu/ami/ National Center for the Study of
Adult Learning and Literacy (NCSALL)
http://www.gse.harvard.edu/~ncsall/ Education with New Technology:
Networked Learning Community http://learnweb.harvard.edu/ent/
Active Learning Practices for Schools (ALPS)
http://learnweb.harvard.edu/alps/
Slide 76
Lesson 2 topic 3 Integrating MI approaches into practice
Slide 77
Lesson 2, Topic 3: Integrating MI Approaches into Practice
Slide 78
Integrating MI Approaches into Practice In the previous topic,
we introduced you to a number of examples and strategy cards to
help you to begin thinking about how to make your lessons more
multi- intelligent. Now its time for you to apply these ideas in
your own lesson planning. One of the best ways to do this is to
create your very own MI Took Kit and bring it along to your
lessons. Our learners and tutors often refer to this as a treasure
chest that theyve filled with fun materials such as magazines,
colored markers, crayons, glue sticks, colored sticky notes, a
koosh ball, letter tiles, scissors, music tapes, colored clay,
yarn, photographs, charts and more.
Slide 79
Creating an MI Tool Kit Making your lessons lively and engaging
When we began introducing tool kit items into a training for tutors
and educators to teach them how to apply MI theory in practical
teaching strategies, the participants were most surprised by how
creative they were and how much fun they had. Suddenly, what seemed
like a daunting task became easy and engaging for our tutor and
learner pairs as they worked as learning partners. Because many
adult learners are very body smart, spatially skilled, and
musically adept, we found that it was essential to create literacy
lessons that engaged these intelligences more effectively. As you
can see in the photos, tutors had fun using photos, letter tiles,
and clapping activities to help reinforce a spelling lesson.
Slide 80
Creating MI Lesson strategies One of the best ways to start
thinking about how to make your lessons more multi- intelligent is
by choosing something that is challenging or difficult for your
student to remember. So what is an instructional challenge you are
facing right now? __________________________________________ (Such
as teaching punctuation, improving spelling, grammar, or
comprehension.) For example, Patty found that certain words
especially little words would trip her up all the time. Words like
but, the, of would always stop her in her tracks. Patty is dyslexic
and found that she is great at thinking in pictures. However, if
you think about it, there are no images for these little words. So
she would be reading along in a book with ease and then all of the
sudden she would hit the word but and everything would go out of
her mind. It was like a breaker switch. Then her tutor Ethel
suggested she make a clay scene for but. Now she had an image for
the word so it never stopped her again. Ethels tool kit included
the following ingredients: Different colors of Play Dough to engage
her spatial and body intelligences A conversation for Patty to talk
about how the word stumps her, engaging her language and social
intelligences A space for Patty to create her own scene to
illustrate the word, using her self, spatial, and body
intelligences An opportunity to enact her scene and describe it to
Ethel, which activates her body, social, and language
intelligences.
Slide 81
Paper Bag Kit Lessons Creative Solutions for Literacy
Instruction During tutor training, we passed out bags full of fun
items newspapers, color paper, magazine photos, cartoons, yarn,
glue, scissors, letter tiles to simulate the idea of creating your
own MI Tool Kit Then we asked tutors to work in teams to create at
lesson activities that activated three or more intelligences to
address a real-life instructional challenge. A group of tutors was
working on how to teach grammar and sentence structure more
effectively. One pair decided to cut up cartoons (spatial) and have
the student read the cartoon captions (language), put them in the
order (logic-math), make up different captions, and add or change
the illustrations (spatial). Another group cut out pictures
(spatial, body movement) to illustrate the story, created
color-coded words for the different parts of speech (spatial,
language) and moved the order and sequence of words around the
sentence (body movement). Yet another group led everyone around the
room while setting the story to music (body and musical).
Slide 82
Paper Bag Lesson Planning Now that youve seen how Ethel used
her MI tool kit to help Patty, wed like to give you an opportunity
to create and use your own MI tool kit. We envision an MI tool kit
as a paper bag of objects that you can use to make your lesson more
spatial, kinesthetic, musical, logical, or natural. Look into this
virtual paper bag of objects to see what you have and what might be
useful to engage your students different intelligences. Select the
materials and objects that you want to work with from in paper bag.
Now begin to create several multi-intelligent activities to will
engage at least three or more intelligences to address your
challenge. When finished, post your creations to the discussion
board. Then describe what your challenge was, which intelligences
you included, and how your strategies are designed to work.
Slide 83
Paper Bag (Note: The virtual bag should contain objects such as
colored paper, sticky notes, paper clips, string, magazine photos,
colored markers, scissors, etc. ) Either use photos or more
drawings to illustrate.
Slide 84
Reflection Questions Which intelligences did you try to engage?
Which materials and supplies did you use? What did you find fun?
What did you find challenging? What surprised you about this
process?
Slide 85
Lesson Summary Key points explained in lesson 2 include the
following: There are practical educational methods based on the
Theory of Multiple Intelligences (MI theory) that can be used to
increase students understanding. Multi-intelligent instruction is
not a curriculum in and of itself, but it provides an approach that
should be integrated into the design of all learning activities.
Educational methods based on MI theory can be used to entice
learners into a new learning experience through a variety of
intelligences. Multi-intelligent presentations of content can be
used effectively to reach different types of learners, especially
those with language processing challenges. This lesson includes an
opportunity to design a lesson activity that integrates these
educational methods in practice so that participants will begin to
feel comfortable applying MI theory and using MI theory-based
educational methods. In this lesson, participants learned how to
create a multi-intelligent lesson plan, integrating at least three
different intelligences.
Slide 86
Resources Active Learning Practices for Schools (ALPS)
http://learnweb.harvard.edu/alps/http://learnweb.harvard.edu/alps/
Adult Multiple Intelligences
http://pzweb.harvard.edu/ami/http://pzweb.harvard.edu/ami/
Armstrong, T. (1993/1999) 7 Kinds of Smart: Identifying and
Developing Your Multiple Intelligences, Revised and Updated with
Information on 2 New Kinds of Smart. NY: Plume. Armstrong, T.
(1994). Multiple Intelligences in the Classroom. Alexandria, VA:
Association for Supervision and Curriculum Development, 1994.
Armstrong, T. (2003) The Multiple Intelligences of Reading and
Writing: Making the Words Come Alive. Alexandria, VA: ASCD.
Armstrong, T. --
http://www.thomasarmstrong.com/multiple_intelligences.htmhttp://www.thomasarmstrong.com/multiple_intelligences.htm
Education with New Technology: Networked Learning Community
http://learnweb.harvard.edu/ent/http://learnweb.harvard.edu/ent/
Gardner, H. (1983/1993). Frames of Mind: The Theory of Multiple
Intelligences. NY: Basic Books.. Gardner, H. (1997) - presentation
to Wisconsin Education Association Council -
http://www.weac.org/aboutwea/conven97/gardner2.htm Gardner, H.
(1999). The Disciplined Mind: What all students should understand.
NY: Simon & Schuster. Gardner, H. (1999). Intelligence
Reframed: Multiple Intelligences for the 21 st century. NY: Basic
Books. Gardner, H. (2004) Frequently Asked Questions -
http://www.howardgardner.com/docs/Dr.%20Gardner%20FAQ%207_2004.pdf
Harvard University Project Zero and Howard Gardners work
http://pzweb.harvard.edu/PIs/HG.htmhttp://pzweb.harvard.edu/PIs/HG.htm
National Center for the Study of Adult Learning and Literacy
(NCSALL) http://www.gse.harvard.edu/~ncsall/
http://www.gse.harvard.edu/~ncsall/ NEA Interview with Howard
Gardner (condensed version) --
http://nea.org/neatoday/9903/meet.htmlhttp://nea.org/neatoday/9903/meet.html
NEA Complete interview with Howard Gardner --
http://nea.org/neatoday/9903/gardner.http://nea.org/neatoday/9903/gardner.
Shelton, L., Fulghum-Nutters,H., Conan, J. Multiple Intelligences
for Adult Literacy and Education http://literacyworks.org/mi/
Shelton, L., Fulghum-Nutters, H., Conan, J. (1992). Honoring
Diversity: a multidimensional learning model for adults,
Sacramento: California State Library Foundation.
Slide 87
Review Questions 1.What does it mean to have multiple
intelligences? a.A high IQ b.Many ways of learning c.Various human
capacities d.All of the above e.b and c f.None of the above 2.We
can assess multiple intelligences accurately and objectively
through standardized tests. (true or false). 3.Educational methods
based on MI theory can be used in both adult learning and
kindergarten through twelfth grade education (true or false).
4.Educational methods based on MI theory include the following:
a.Multiple ways to present content b.One best way to introduce a
new topic c.Bridging from strengths to learn difficult skills and
material d.a and b e.a and c f.b and c g.All of the above h.None of
the above
Slide 88
Review Questions (cont.) 5.It is better to have a high IQ than
to have multiple intelligences (true or false). 6.Asking our
students what they like to do, can be used to accomplish the
following: a.Increase their IQ b.Help discover their capacities
c.Make them feel bad about what they dont do well