STEM+Multiple+Intelligence

=Multiple Intelligences=


 * Multiple Intelligences Survey! **

An awareness of multiple-intelligence theory has stimulated teachers to find more ways of helping all students in their classes. As you begin to consider a variety of products that students may develop to demonstrate their understanding, products based upon the multiple intelligences may provide a vehicle for students to excel, become excited, and succeed in their demonstration. Howard Gardner’s theory of multiple intelligences describes intelligence as the ability to solve problems, to make culturally relevant contributions to one’s community, and to identify new challenges to pursue. It is this idea that contributes to student achievement being an integral part of a student’s life and success.

“Understanding intelligence is a prerequisite to significant improvement in pedagogy. Adhering to the traditional notion of intelligence, schools identify certain skills as basic or essential, and they demean others by labeling them as frills. Narrowly defined limits of intelligent behavior make students who do not excel in linguistic or mathematical disciplines perceive their talents to be of little use.” (Campbell & Campbell, 1999)

When considering the instructional strategies to utilize within the classroom, it is important to believe that all students can learn and to understand that all students do not learn alike.

“Multiple Intelligence (MI) Theory recognizes that intelligence can come in many forms. Developed by renowned educational psychologist, Dr. Howard Gardner, MI Theory extends our conventional notions of the gifted child by outlining seven kinds of intelligence in any (one or more) of which a child may excel: linguistic, musical, logical/mathematical, visual/spatial, bodily/kinesthetic, intrapersonal and interpersonal.

Each of these intelligences is briefly described based on Howard Gardner's MI Theory below: **Linguistic intelligence** -- sensitivity to the meaning of words, grammar rules and the function of language as in writing an essay; **Musical intelligence** -- ability to hear tones, rhythms and musical patterns, pitch and timbre, as in composing a symphony; **Logical / mathematical intelligence** -- ability to see relationships between objects and solve problems, as in calculus and engineering; **Visual / Spatial intelligence** -- ability to perceive and mimic objects in different forms or contexts, as in miming or impressionist painting; **Bodily / kinesthetic intelligence** -- using the body, perceptual and motor systems in the brain to solve a problem, as in catching a ball; **Intrapersonal intelligence** -- ability to understand and define inner feelings, as in poetry and therapy; and **Interpersonal intelligence** -- sensitivity to the actions, moods and feelings of others, as in teaching, parenting and politicking.” (Children’s Corner, 2000) These, in turn, can affect how a child learns. Below are sample activities and products aligned with the various intelligences.


 * Sample Activities and Products **
 * ** Interpersonal ** || ** Intrapersonal ** || ** Kinesthetic ** || ** Logical/Mathematical ** ||
 * ** Group projects **
 * Games **
 * Debates **
 * Dialogue **
 * PowerPoint **
 * Newscast **
 * Graphic Organizer **
 * Peer Teaching ** || ** Journals **
 * Poetry **
 * Independent Reading **
 * Editorials **
 * Logs **
 * Personal Choices **
 * Poetry **
 * Independent Projects ** || ** Dramatization **
 * Role Playing **
 * Physical Activity **
 * Cooperative Groups **
 * Experiments **
 * Lab work **
 * Interviews **
 * Games **
 * Creating Models ** || ** Puzzles **
 * Problem Solving **
 * Experiments **
 * Timelines **
 * Analogies **
 * Equations and Formulas **
 * Games **
 * Probability **
 * Measuring ** ||


 * ** Musical ** || ** Naturalist ** || ** Verbal/Linguistic ** || ** Visual ** ||
 * ** Performance **
 * Song writing **
 * Raps **
 * Jingles **
 * Singing **
 * Playing Background Music ** || ** Observations **
 * Field Trips **
 * Outdoor Construction **
 * Photography **
 * PhotoStory **
 * Field Studies **
 * Identifying Living Things ** || ** Debates **
 * Editorials **
 * Newspaper Report **
 * Process Writing **
 * Book Making **
 * Journal **
 * Research **
 * Script **
 * Storytelling ** || ** Paintings **
 * Drawings **
 * Models **
 * Posters **
 * PowerPoint **
 * Maps **
 * Construction **
 * Graphic Organizers **
 * Sketching ** ||


 * References: **

Campbell, L. (September, 1997). Variations on a theme: How teachers interpret MI theory. // Educational Leadership, 55 //(1). Campbell, B. & Campbell, L. (1999). // Multiple intelligences and student achievement // Alexandria, VA: ASCD. Children’s Corner (2000). //Multiple Intelligences and Learning Styles//. Retrieved on October 27, 2010 from: []