An Educator's Journey Toward Multiple Intelligences | Edutopia - The Diigo Meta page

• 04 Nov 09
  

  Mary Hillis

  multipleintelligences

• 08 Oct 09
  

  Cachat Enrichment

  Gifted Learning Styles Multiple Intelligences

• 15 Jul 09
  

  Gardner Salahi
  • Why is the term intelligence limited to such a narrow range of human endeavors?
  • MI theory describes eight intelligences (see below) that people use to solve problems and create products relevant to the societies in which they live.
  • 17 more annotations...
  • • ndividuals who have a high level of aptitude in one intelligence do not necessarily have a similar aptitude in another intelligence.
    • MI theory asserts that, barring cases of severe brain damage, everyone possesses all eight of the intelligences with varying levels of aptitude, giving each person a unique profile. And MI theory makes no claims about everyone being gifted in at least one of the intelligences.
    • MI theory is an idea about the concept of intelligence.
    • Ultimately, what is important about MI theory i
    • its core premise that intelligence is better conceived of as multiple rather than general.
    • have drawn on MI theory to improve teaching and learning.
    • MI theory is used most effectively by educators who have a particular goal they are seeking to achieve and who conceive of the theory as a tool for achieving this goal.
    • the notion of a single, general intelligence does not accurately depict the children that educators see in their classrooms each day.
    • special educators see firsthand that youth who struggle with, say, language can simultaneously possess a strong aptitude for numbers or music or graphic design, and vice-versa.
    • he pressure from testing has narrowed the curriculum to focus on those subjects on which graduation and accreditation rest -- at the expense of art, music, theater, physical education, foreign language, and even science and social studies.
    • analyze information and produce work that involves oral and written language, such as speeches, books, and memos
    • graphical information.
    • identify and distinguish among different types of plants, animals, and weather
    • ability to recognize and understand other people's moods, desires, motivations, and intentions.
    • Teachers and parents need to work together to figure out a child's strengths. They also need to support the child's strengths and shore up the weaknesses.
    • gh spatial intelligence
    • Students with strong spatial intelligence can easily become school drop outs because they never encounter their strengths in a classroom
• 05 May 09
  

  Shea Smith

  education Gardner multipleintelligences

• 29 Apr 09
  

  Paviter Singh

  An article on Edutopia. Excellent Reading.

  multipleintelligences MI Differentiated Teaching teacher education

• 27 Apr 09
  

  Julie Elmore

  Special report with several different articles . . .
  Students who struggle with academics may be gifted in another of the eight "multiple intelligences" proposed 26 years ago by Howard Gardner of the Harvard Graduate School of Education. Gardner says his theory can be used to better individualize education to help students cultivate their strengths and improve weaknesses.

  multipleintelligences

• 21 Apr 09
  

  Lennie Symes

  multipleintelligences

• 17 Apr 09
  

  David Colon

  Pedagogy

• 06 Apr 09
  

  Anthony Armstrong
  • neither Gardner nor MI theory has ever argued that educators should spend equal amounts of time teaching to the eight intelligences, or that every lesson should provide students with eight options for demonstrating their learning. In fact, MI theory offers neither a curriculum nor a goal toward which educators are expected to strive. Rather, MI theory is an idea about the concept of intelligence.

  • Howard Gardner's Eight Intelligences

    
    
    • Verbal-linguistic intelligence refers to an individual's ability to analyze information and produce work that involves oral and written language, such as speeches, books, and memos.
    • Logical-mathematical intelligence describes the ability to develop equations and proofs, make calculations, and solve abstract problems.
    • Visual-spatial intelligence allows people to comprehend maps and other types of graphical information.
    • Musical intelligence enables individuals to produce and make meaning of different types of sound.
    • Naturalistic intelligence refers to the ability to identify and distinguish among different types of plants, animals, and weather formations found in the natural world.
    • Bodily-kinesthetic intelligence entails using one's own body to create products or solve problems.
    • Interpersonal intelligence reflects an ability to recognize and understand other people's moods, desires, motivations, and intentions.
    • Intrapersonal intelligence refers to people's ability to recognize and assess those same characteristics within themselves.

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