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Intelligencesfor theNew Millennium : Intelligences for the New Millennium


Old Way of looking at Intelligence, or ‘g’ : Old Way of looking at Intelligence, or ‘g’ IQ 2 ‘leading’ theorists are … … Arthur Jensen, at http://www.igs.net/~cmorris/jensen.html … Linda Gottfredson, at http://www.igs.net/~cmorris/gottfredson.html


New Way of looking at Intelligence : New Way of looking at Intelligence Robert Sternberg’s Triarchic Theory, go to http://www.igs.net/~cmorris/sternberg.html Daniel Goleman’s Emotional Intelligence, go to http://www.igs.net/~cmorris/goleman.html Howard Gardner’s Multiple Intelligences, go to http://www.pz.harvard.edu/Pls/HG.htm


Howard Gardner’sTheory of Multiple Intelligences : Howard Gardner’s Theory of Multiple Intelligences


Slide5 : Did you find children in your practicum classrooms who seemed to be intelligent but did not realize their potential in the learning tasks that you gave them?


This Slide Presentation : This Slide Presentation Gardner’s 8 criteria Gardner’s definition of intelligence Gardner’s 8 intelligences MIDAS Scenarios


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1. Gardner’s 8 criteria/”signs”(http://www.igs.net/~cmorris/8_criteria.html) : 1. Gardner’s 8 criteria/'signs' (http://www.igs.net/~cmorris/8_criteria.html) savants, prodigies andamp; other populations identifiable core operations distinctive developmental history evolutionary history / plausibility support from experimental psychological tasks support from psychometric findings potential isolation by brain damage susceptibility to encoding in a symbolic system


2. Gardner’s Definition : 2. Gardner’s Definition the ability to solve problems or to create products that are valued within one or more cultural settings (Frames of Mind, 1983, pp. 60-61) a biopsychological potential to process information that can be activated in a cultural setting to solve problems or create products that are of value in a culture (Intelligence Reframed, 1999, pp. 33-34)


Why the change? : Why the change? Word change in definition is important because it suggests that intelligences are not things that can be seen or counted instead, intelligences are potentials – presumably, neural ones – that will or will not be activated, depending upon the values of the culture, opportunities available in culture, and personal decisions made by individuals and/or their families, schoolteachers andamp; others


3. Gardner’s 8 intelligences : 3. Gardner’s 8 intelligences http://www.igs.net/~cmorris/eight.html


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Linguistic : Linguistic Linguistic / Verbal Intelligence (Word Smart) is the capacity to use language, your native language, and perhaps other languages, to express what's on you mind and to understand other people.


Linguistic Strategies : Linguistic Strategies writing letters, poems, stories, descriptions leading an oral discussion or debate creating audio tapes / giving oral presentation writing / giving news reports developing questions for andamp; doing interviews presenting a radio drama or creating slogans writing story problems / journal or diary writing a verbal defense or creating word games storytelling or writing all types of humor / jokes


Logical-Mathematical : Logical-Mathematical Those with highly developed logical / mathematical intelligences (math smart) understand the underlying principles of some kind of a causal system, the way scientists or logicians do; or can manipulate numbers, quantities, and operations, the way a mathematician does.


Logical-Mathematical strategies : Logical-Mathematical strategies Listing or organizing facts Using deductive reasoning skills Using abstract symbols and formulas Solving logic and/or story problems Doing brainteasers / analyzing data Using graphic organizers or deciphering codes Working with number sequences Computing, calculating, creating patterns Forcing relationships/syllogisms Hypothesizing /conducting experiments


Spatial : Spatial Spatial intelligence refers to the ability to represent the spatial world internally in your mind – the way a sailor or airplane pilot navigates the large spatial world, or the way a chess player or sculptor represents a more circumscribed spatial world. Spatial intelligence can be used in the arts or in the sciences. If you are spatially intelligent and oriented toward the arts, you are more likely to become a painter or sculptor or architect than, say a musician or a writer. Similarly, certain sciences like anatomy or topology emphasize spatial intelligence.


Spatial strategies : Spatial strategies Creating charts, posters, graphs, or diagrams Creating a web page or PowerPoint project Making a videotape or film Creating pie charts, bar graphs, etc. Making a photo album or creating a collage Making a mobile/sculpture/using color andamp; shape Designing a mind map or making a map Developing or using guided imagery Understanding color schemes Pretending to be someone or something else


Bodily-Kinesthetic : Bodily-Kinesthetic Bodily/Kinesthetic intelligence, or 'body smart' is the capacity to use your whole body or parts of your body: hands, fingers, or arms, to solve a problem, make something, or put on some kind of production. The most evident examples are people in athletics or the performing arts, particularly when dancing or acting.


Bodily-Kinesthetic strategies : Bodily-Kinesthetic strategies Creating a dance or movement sequence Role Playing or performing a skit or play Using physical gestures to communicate an idea Making manipulatives or building a model Performing Martial Arts Making a board or floor game / putting together a puzzle Creating and/or participating in scavenger hunts Performing a pantomime Demonstrating sports games


Musical : Musical Musical Rhythmic Intelligence, or 'music smart', is the capacity to think in music, to be able to hear patterns, to recognize them, and perhaps to manipulate them. People who have strong musical intelligence do not just remember music easily - they can not get it out of their minds; it is so omnipresent. Some will say: 'Yes, music is important, but it is a talent, not an intelligence.' And Gardner says, 'Fine, let us call it a talent. But, then we have to leave the word intelligent out of the conversation and out of all discussions of human abilities.


Musical strategies : Musical strategies Writing a curriculum song or singing a song in the content area Developing or using rhythmic patterns as learning aids Composing a melody or changing the words to a song Finding song titles that help explain content Creating a musical game or collage Identifying music that helps students study Using musical vocabulary as metaphors Building or creating a musical instrument Using/incorporating environmental sounds into project / presentation Using percussion vibrations


InterPersonal : InterPersonal Interpersonal intelligence, or 'people smart' is understanding other people. It is an ability we all need, but is at a premium if you are a teacher, clinician, salesperson, or a politician. Anybody who deals with other people has to be skilled in the interpersonal sphere.


Interpersonal strategies : Interpersonal strategies Giving feedback to the teacher or to classmates Intuiting other's feelings and empathy practices Establishing a division of labor Person-to-person communication Cooperative learning strategies Collaborative skills and receiving feedback Sensing other's motives and group projects Teaching someone else something new Other points of view and creating group rules Acting in a play or simulation or conducting interviews


Intrapersonal : Intrapersonal having an understanding of yourself knowing who you are, what you can / want how your reaction to things which things to avoid andamp; to gravitate toward we are drawn to people who have a good understanding of themselves because those people know what they can/can’t do as important, they know where to go if they need help


Intrapersonal strategies : Intrapersonal strategies keeping a journal/diary andamp; setting short/long-term goals learning why/how a content of study is important describe/evaluate personal feelings about a subject/work describing one’s personal strengths carrying out independent projects writing / drawing a personal history of our work creating schedule/environment for completing class work having quiet reflection time being allowed to emotionally process information using metacognition techniques using focusing/concentration/higher-order reasoning skills complex guided imagery


Naturalist : Naturalist ability to discriminate living things: plants, animals sensitivity to features of natural world: clouds, rock configurations This ability was clearly of value in our evolutionary past as hunters, gatherers, and farmers; it continues to be central in such roles as botanist or chef much of our consumer society exploits the natural intelligences, which can be mobilized in the discrimination among cars, sneakers, kinds of makeup the kind of pattern recognition valued in certain sciences may also draw upon the naturalist intelligence


Naturalist strategies : Naturalist strategies Categorizing species of plants and animals Developing outdoor classrooms Collecting objects/making celestial observations Using scientific equipment for observing nature Initiating projects on food chain, water cycle, or environmental issues Predicting problems in nature related to human habitation Joining an environmental/wildlife protection group Finding/Reporting/Researching local/global environmental concerns Building and labeling collections of natural objects from a variety of sources


“MI-News” Newsletter : 'MI-News' Newsletter http://www.angelfire.com/oh/themidasnews/index.html


4. MIDAS : 4. MIDAS Branton Shearer’s Multiple Intelligences Developmental Assessment Scales (MIDAS) http://www.angelfire.com/oh/themidas/themidas2.html


The MIDAS : The MIDAS descriptive self-assessment of one’s MI profile not a standardized IQ test may be completed by child, parent, other adults, adolescents andamp; children versions


Sample MIDAS Questions : Sample MIDAS Questions 22. Are you good with your hands at things like card shuffling, magic tricks or juggling? A = Not very good; B = Fair; C = Good; D = Very good; E = Excellent; F = I don't know 31. Have you ever had interest in studying science or solving scientific problems? A = No; B = A little; C = Average; D = More than average; E = A great deal F = I don't know


My Main MIDAS Scalesto see my complete 3-paged MIDAS Profile, go to: http://www.igs.net/~cmorris/midasprofilecm.html : My Main MIDAS Scales to see my complete 3-paged MIDAS Profile, go to: http://www.igs.net/~cmorris/midasprofilecm.html Musical ****** Kinesthetic ******** Logical-Math *********** Visual-Spatial ************* Verbal-Linguistic ************************** Interpersonal ********************* Intrapersonal ******************** Naturalist ***************


5. Scenarios : 5. Scenarios Refer to your sheet with the 8 scenarios Please do not write on this sheet Divide a blank sheet of paper into 8 sections. Call this sheet your 'Scenario Scoring Sheet.' Read the first scenario When you see an item from the scenario that best represents you, place a check mark in the 'Scenario 1' section on your sheet Repeat step 5. for the other 7 scenarios Total up your check marks The scenario with the greatest number of check marks suggests a possible dominant intelligence


Scenario Scoring Sheet : Scenario Scoring Sheet


Slide36 : Scenario 1 I feel comfortable and get positive reinforcement when dealing with language and words. I am a good teller, enjoy reading and memorizing names, poems, places and dates, telling jokes and tongue twisters and solving word puzzles. I remember things exactly as they are said to me. I enjoy completing crosswords and other games like Scrabble TM. I like to take part in debates and/or discussions. I enjoy keeping a written journal, and/or writing stories and articles. I like puns, other wordplay and reading a lot.


Scenario Scoring Sheet : Scenario Scoring Sheet


Scenario 2 : Scenario 2 I like doing controlled research, figuring out how things operate, working with numbers, asking 'why' questions, seeing outlines and difficult dealings. I seek clarification of issues and concerns. I enjoy playing brainteasers and games that involve logical thinking. I am able to figure out such problems easily. I work best in an organized work area and when I have a day planner or timetable. I keep a 'things to do' list. I am good at estimating. I learn best by sorting, ordering, and working with abstract patterns and relations.


Scenario Scoring Sheet : Scenario Scoring Sheet


Slide40 : Scenario 3 I like to draw, build, design and craft things, look at pictures / slides, watch movies and play with machines. I understand color combinations and what colors work well together. I am good at imagining things, sensing changes, mazes / visual puzzles and reading maps and charts. I have a good ability to represent the spatial world internally in my mind. I can anticipate the moves and consequences in a game plan (i.e., hockey sense, chess sense).


Slide41 : Scenario 4 I like to move around, tap, touch, use body language and fidget when sitting. I am good at physical activities including sports, acting and crafts. I prefer to be physically involved rather than sitting and watching. I learn best by creating things with my hands, interacting with space and processing knowledge through bodily sensations. This skill enables me to use my whole body or parts of my body to solve a problem, make something, or put on a production.


Slide42 : Scenario 5 I like to sing, hum tunes, listen to musical pieces, play an instrument and respond to music. I am good at picking up sounds, recalling melodies, noticing pitches / rhythms and keeping time to music. I learn best by rhythm, melody and music. I have a special capacity to think in music, being able to hear patterns, recognize them, remembering and controlling them. I feel proud of my musical accomplishments.


Slide43 : Scenario 6 I work best through interacting with people. I like having many friends, talking to people and joining groups. I am good at knowing and leading others, correctly seeing their moods and their feelings, organizing, conversing, controlling and mediating their own private battles. This skill enables me to know others quite well and it allows me to work well with them.


Slide44 : Scenario 7 I am a private person. I learn best by working alone. I have a few close friends. I have strong opinions about controversial issues. I work best when the activity is self-paced and having my own space. Other people do not easily influence me. I have a good understanding of my feelings and how I react to situations. I often raise questions concerning values and beliefs. I understand that I am responsible for my own behavior. I know what I can do and what I cannot do and where to go if I need help.


Slide45 : Scenario 8 I like being alone to be in touch and take in the sounds of nature. I am actively involved in protecting the environment. I am good at identifying, appreciating, and knowing the flora and fauna of the natural world. I have a strong ability to distinguish among plants and animals and am sensitive to other features of the natural world, plus clouds and rock patterns. I prefer to be outdoors rather than indoors. I learn best when I can go on field trips to explore and observe nature exhibits and museums.


Scenario Scoring Sheet : Scenario Scoring Sheet


Thank You : Thank You