LEARNING YOUR WAYLEARNING YOUR WAY

* Howard Gardiner was a learning * Howard Gardiner was a learning theorist who proposed that learners theorist who proposed that learners

learn best if taught through their learn best if taught through their dominant modality.dominant modality.

Gardiner’s Multiple Intelligences Gardiner’s Multiple Intelligences ModelModel

The original model proposed that there were The original model proposed that there were 7 modalities:7 modalities:

- Linguistic- Linguistic - Musical- Musical - Logical/ Mathematical- Logical/ Mathematical - Visual/ Spatial- Visual/ Spatial - Body/ Kinesthetic- Body/ Kinesthetic - Intra-personal- Intra-personal - Inter-personal- Inter-personal

Recent changes…Recent changes…

Proponents of the Learning Style Theory, Proponents of the Learning Style Theory, have recently suggested that there may be have recently suggested that there may be other learning styles.other learning styles.

They have been described as “Naturalist”, They have been described as “Naturalist”, “ Spiritualist” and “Existentialist”“ Spiritualist” and “Existentialist”

The ongoing controversy about The ongoing controversy about Multiple Intelligences…Multiple Intelligences…

For educators, the concern has always For educators, the concern has always been…been…

- Do we teach to the dominant style - Do we teach to the dominant style of the student?of the student?

OROR

- Do we teach to all of the other - Do we teach to all of the other styles that the student is not displaying, in styles that the student is not displaying, in hopes of strengthening those modalities?hopes of strengthening those modalities?

LINGUISTIC INTELLIGENCELINGUISTIC INTELLIGENCE

Sensitivity to meaning, order, sound, Sensitivity to meaning, order, sound, relationship, and use of wordsrelationship, and use of words

Learning preferences for reading, writing, Learning preferences for reading, writing, lecturing, storytelling, poetry writing, lecturing, storytelling, poetry writing, journalingjournaling

MUSICAL INTELLIGENCEMUSICAL INTELLIGENCE

Sensitivity to the recognition, creation, and Sensitivity to the recognition, creation, and production of sounds and how they fit production of sounds and how they fit togethertogether

Learning preferences for tone recognition, Learning preferences for tone recognition, tone creation, music reproduction, tone creation, music reproduction, instrument playing, singing, whistlinginstrument playing, singing, whistling

LOGICAL/ MATHETICAL LOGICAL/ MATHETICAL INTELLIGENCEINTELLIGENCE

Sensitivity to logical reasoning; discerning Sensitivity to logical reasoning; discerning patterns and relationships; precise patterns and relationships; precise calculationscalculations

Learning preferences for analyzing, Learning preferences for analyzing, scientific processes, making connections, scientific processes, making connections, inferences, predictions, theorizing, inferences, predictions, theorizing, conceptualizingconceptualizing

VISUAL/ SPATIAL VISUAL/ SPATIAL INTELLIGENCEINTELLIGENCE

Sensitivity to accurate visual perceptions, Sensitivity to accurate visual perceptions, recognizing transformations, discerning recognizing transformations, discerning similarities and differencessimilarities and differences

Prefer to learn by drawing, navigating, Prefer to learn by drawing, navigating, mapping, thinking in images, playing mapping, thinking in images, playing strategy games ( e.g., chess)strategy games ( e.g., chess)

BODILY/ KINESTHETIC BODILY/ KINESTHETIC INTELLIGENCEINTELLIGENCE

Sensitive to control of body motions, Sensitive to control of body motions, handling objects, physical coordination handling objects, physical coordination and physical skillsand physical skills

Prefer to learn through object Prefer to learn through object manipulation, coordination, balancing, manipulation, coordination, balancing, running, gymnastics, mimerunning, gymnastics, mime

INTRA- PERSONAL INTRA- PERSONAL INTELLIGENCEINTELLIGENCE

Sensitivity to assessing feelings, self-Sensitivity to assessing feelings, self-awareness, personal growth, accessing awareness, personal growth, accessing creativitycreativity

Prefer to learn through reflection, self-Prefer to learn through reflection, self-actualization, self-transcendence, self-actualization, self-transcendence, self-acceptanceacceptance

INTER-PERSONAL INTER-PERSONAL INTELLIGENCEINTELLIGENCE

Sensitivity to distinguishing others’ Sensitivity to distinguishing others’ feelings, motivations, intentions, feelings, motivations, intentions, recognizing perspectives, cooperationrecognizing perspectives, cooperation

Prefer to learn through reading moods, Prefer to learn through reading moods, empathizing, acknowledging others, empathizing, acknowledging others, influencing, sensing others’ needs and influencing, sensing others’ needs and desires.desires.

KNOWING YOUR DOMINANT KNOWING YOUR DOMINANT INTELLIGENCE STYLEINTELLIGENCE STYLE

Being aware of your dominant style can Being aware of your dominant style can help you consciously plan for addressing help you consciously plan for addressing the needs of students whose styles differ the needs of students whose styles differ from yours.from yours.

Help you plan for variations in how you Help you plan for variations in how you teach… teach… especially in how you modelespecially in how you model..