Multiple Intelligences

Introduction
 Motto
• So many things fail to interest us,
simply because they don't find in us
enough surfaces on which to live, and
what we have to do is to increase the
number of planes in our mind, so that a
much larger number of themes can find
a plane in it at the same time.
Ortega y 
Gasset
 Definition of intelligence

• An ability to solve problems

or fashion products.
 Exercises

A man and a woman are walking together down the street.

The woman's step is 2/3 that of the man's.
They start off together on the left foot.
They want to keep walking together.
How many steps will they each have to take before their left feet
hit the ground at the same time again? (Take 3 minutes to work.)
Multipe Intelligences
• Verbal-Linguistic
• Logical-Mathematical
• Bodily-Kinesthetic
• Visual-Spatial
• Musical-Rhythmical
• Interpersonal
• Intrapersonal
• Naturalistic
 1.
• We have the ability to enhance and amplify
our intelligence. No longer is intelligence
seen affixed at birth. In our past thinking,
intelligence was something with which you
were born and with which you were stuck for
life. There was really nothing you could do
about it. Today, however, we know that the
only limits to our intelligence are self-made
and related to our beliefs about what is
possible.
 2.
• Not only can intelligence change, it
can also be taught to others. At any
age, and at almost any ability level,
one's mental functioning can be
improved. In fact, we can all learn to be
more intelligent by discovering how to
activate perception and knowing on
more levels of our being than we
usually use.
 3.
• Intelligence is a multiple reality that
occurs in different parts of the brain/mind
system. There are many forms of
intelligence, many ways by which we know,
understand, and learn about our world. Most
of these go beyond those which dominate
Western culture and education and they
definitely go beyond what our "I.Q. tests" can
measure.
 4.
• While the intellect is pluralistic, at
some level it is one. When we have a
problem to solve or a project to
accomplish, all of our intelligences work
together in a well-orchestrated,
integrated way. The stronger
intelligences tend to "train" the weaker
ones to do their part in solving the
problem or accomplishing the project.
 Work in groups
• Division in groups
• Instruction for each group:

4. Discuse and write a definition

5. Design a logo
6. Write words for popular melody and sing
7. Write a mathematical equation
8. Show it in pantomime
9. Introduce us into reflection
Multiple Intelligences

Assessment MENU
 Verbal-Linguistic Menu

• Use storytelling to explain…………………

• Conduct a debate on……………………….
• Write a poem, essay, legend, article about...
• Create a talk show radio program about…..
• Conduct an interview of …….. on……….
• Invent a crosswords about………………..
• Use linguistic humor to express..................
 Logical-Mathematical Menu
• Translate a … into a mathematical formula
• Design and conduct an experiment on……..
• Make up syllogisms to demonstrate………..
• Make up analogies to explain....................…
• Describe the patterns or symmetry in……...
• Use inductive or deductive reasoning to prove…
…………………………………….
• Invent brain breakers, pattern games……….
• Analyse and critique........................................
 Bodily-Kinesthetic Menu
• Create a movement or sequence of movements to
explain…………………….
• Make task or puzzle cards for…………….
• Build or construct a……………………….
• Plan and attend a field trip that will………
• Bring hands-on materials to demonstrate…
• Demonstrate your skills
• Lead a lab experiment
 Visual-Spatial Menu
• Chart, map, cluster, or graph………………
• Create a slide show, videotape, or photo
album of…………………………………..
• Create a piece of art that demonstrates……
• Invent a board game to demonstrate……..
• Illustrate, draw, paint, sketch, or sculpt…..
• Use mind-mapping
 Musical-Rhythmical Menu
• Give a presentation with appropriate
musical accompaniment on ……………..
• Sing a rap or song that explains………….
• Indicate the rhythmical patterns in……….
• Explain how the music of a song is similar
to………………………………………….
• Make an instrument and use it to
demonstrate……………………………….
 Interpersonal Menu
• Conduct a meeting to address……………...
• Intentionally use…………..social skills to
learn about………………………………..
• Participate in a service project to………….
• Teach someone about……………………..
• Practice giving and receiving feedback
on…
• Team work
 Intrapersonal Menu
• Describe qualities you possess that will help you
successfully complete..……………….
• Analyze your strengths and weaknesses…..
• Assess your own work on…………………
• Write a journal entry on…………………..
• Higher order questions and answers
• Concentration tests, surveys, questionnaires
• Autobiographical reporting
• Planning
 Naturalist Menu
• Create observation notebook of…………..
• Describe changes in the local or global
environment……………………………….
• Use binoculars, telescopes, microscopes, or
magnifiers to ……………………………..
• Make photo documentation of a natural
processes………………………………….
 Subject: Comets
Verbal / Linguistic Logical / Math. Bodily / Kinesthetic
ARTICLE ANALOGIES BUILD
TO EXPLAIN A MODEL
Visual / Spatial Musical / Rhythm. Interpersonal
DRAWING SING TEACH

Intrapersonal Naturalistic
JOURNAL TELESCOPE
OBSERWATION
 Professions
Verbal / Linguistic Logical / Math. Bodily / Kinesthetic
Editor, Writer, Scientist, Lawyer, Actor, Sportsman,
Language Teacher, Investigator Surgeon, Dancer
Orator, Speaker
Visual / Spatial Musical / Rhythm. Interpersonal
Painter, Architect, Singer, Dancer, Teacher, Priest,
Chess Player, Musician Salesman, Politician
Strategist
Intrapersonal Naturalistic
Philosopher, Poet, Hunter, Botanist,
Mystic Farmer, Chef
 Reflection on MI
• 1. What is my own profile of intelligences?

• 2. What intelligence I used in my best lesson?