Multiple+Intelligence


 * Multiple Intelligences**

The theory of multiple intelligences represents a new framework that considers other gifts that children have. This departs from the traditional, narrow focused notion of intelligence, based on I.Q. testing, is far too limited. The theory encompasses other cultural definitions of intelligence, neurophysiology, anthropological studies and Gardner’s own experimentation and observation of children. The theory devised eight categories of respective intelligence to account for a broader range of human potential in children and adults. These intelligences are:

***1. Verbal/Linguistic** – refers to linguistic abilities in the complex acquisition, formation and processing of language. The ability to create conceptual verbal patterns as well as thinking symbolically and reasoning abstractly fall under this category. The activities associated with this category is reading, writing, the development of symbolic writing and language skills--anagrams, palindromes, metaphors, similes, puns, and analogies. Traits shared by these children are children who talk early, those who enjoy making sounds and rhyming patterns; children who are prolific readers and have good memories for poetry, lyrics, tongue twisters, and verse may have a propensity in this area. These individuals have infinity for both the written and spoken words, and often think in words. They learn by verbalization and visualization, by seeing and hearing words and usually enjoy word games.

***2. Logical/mathematical**—refers to logical thought abilities- inductively, and to some degree deductively. Within the category children are able to recognize patterns, both geometric and numerical, and include the ability process abstract concepts. Children who possess this form of developed intelligence may be constant questioners; they may easily grasp games that involve sophisticated strategies--like chess; or they may devise experimental formats to test their ideas. Also, they may be fascinated with computers or with puzzles that involving logic and reasoning abilities. ***3. Spatial Intelligence**--deals with the ability to perceive images. Children who fall in this category tend to think in images, they have a strong visual recall ability and are usually the ones able to find missing objects. There is a tendency to be the first to notice things that have been changed or rearranged. Many are earlier drawers--delighted with shapes, lines and colors. The activities that they might enjoy are jigsaw puzzles, mazes, find the hidden picture puzzles and they love to construct things with blocks. They have an early sense of proportion and perspective. They are also good at reading and constructing maps and discerning objects as they might appear in three dimensional spaces. They are often referred to as daydreamers--starring off into space.

***4. Musical** – refers to the ability to create or interpret music. Often music plays an important factor when studying, and they are continually humming, singing, tapping out tunes rhythmically, or whistling. Their keen hearing allows them to distinguishing sounds and subtle nuances in music and in the sounds in their environments. These children can also be excellent mimics and can easily discern differences in speech patterns or accents. David Lazear expands this group with the descriptor of rhythmic, and Bob Samples describes this as auditory intelligence.

***5. Bodily/Kinesthetic:** the emphasis of gift that these children exhibit deals with the gift of physical movement, both the fine and/or the large muscle systems. Thee find it difficult to sit still over an extended period of time and described as the movers of the universe, and frequently they squirm, rock, even fall off their chairs. They have an adept ability at creating and interpreting gestures and are often attuned at communicating in, or reading others body language. They tend to have the need to enter the personal space of others or to touch them while communicating. This group of students needs to learn by acting and moving, to learn by haptic experiences.

***6. Interpersonal**: refers to the ability to understand and communicate with others and to facilitate relationships and group processes. They have the uncanny abilities to read people – the phrase "they can work the room" aptly describes them. They can adjudicate differences between people or groups and often exhibit a high level of empathy. The learning experience that is often enjoyed is cooperative learning experiences and learning is best achieved in cooperative settings.

***7. Intrapersonal**: refers to the ability to be somewhat shielded from their peers; this is motivated by a strong sense of self; to have leadership abilities in reference to making decisions that may not be popular with others. Children in this category tend to show a sense of immunity from peer pressure which is created by this strong sense of self. Often described as "loners" they may have gifts out the ordinary realm of human understanding--strong intuitive feelings, a sense of inner wisdom, or precognition. These children need learning experiences where they can focus on their inner being and activities that allow them to work by themselves on material and projects of their own choosing. The theory and its categories departs and essentially challenges the dominant focus of most educational institutions, which regards articulate or logical people of our culture as a highly intelligent person. Children, who do not exhibit these traditional traits, are often not positively reinforced with regards to their gifts. Instead they are labeled as children with learning difficulties.

The theory of multiple intelligences challenges and suggests a major transformation within the school system. Within the classroom context, teacher are challenges to present their lessons in a wide variety of ways using music, cooperative learning, art activities, role play, multimedia, field trips, inner reflection, and much more. Within the high school context, when looking at careers, the theory has many strong implications for adult learning and development. As many students at university as well as adults may be in careers that do not make optimal use of their most highly developed intelligences.

While Gardner contends that all humans have some degree of all seven (now 8) intelligences, there are those who are more gifted in some areas, or in combinations of areas, than in others. For more information click on: []

**Classroom application**:

**Subject: Economics** **Grade: Nine**

**Key Concept**: Understanding World Religions in relation to Human Geography.

**Generalization**: In this lesson students analyze the difference between major world religions two articles that highlight the differences between macro and micro economics in a news article. The goal of the lesson is for students to understand why there is a difference and evaluate what makes it different.

**Background:** This lesson is designed to help students recognize the essential aspects of macro and micro economic policies

**Purpose:** The lesson today is to understand the differences and characteristics between macro –economics and micro –economic policies. This lesson is tiered in //process// according to readiness.

For example, if you’re teaching or learning about the Geography and Religion, in geography, **#1. Linguistic -** you might read about the various mainstream religions, where they were established and in which country did they originate. Students can post their understanding and findings of the article on the wikki blog. Literature circles: Host a book club on your wiki where students are required to read the same book, then discuss it on the wiki.

**#2. Logical mathematical** – On the wikki page there will be a graph that highlights the amount of people who belong to branches of their respective main religion. Students will have to calculate the numbers to arrive at the complete amount of each mainstream Religion.\

**#3 -6 Spatial & interpersonal**, examine a graphic chart that illustrates the world population and the various religions – students need to find you can also allow for the observation of the law in the natural world (naturalist) – how nature impacts religions or how the human world impacts religious diversity. Classroom scrapbook: Share news, photos, and current achievements in your classroom on a wiki page.

**# 5 -7 Bodily- kinesthetic and intrapersonal**, examine how religion rules with regards the food impact your own food intake – what foods you eat and what you would not be allowed to eat if you belonged to a specific religion.

**# 8. Musical,** you can play certain religious songs that are important to the main religions.