the multiple intelligence approach - its impact in im preparation

Impact of Multiple Intelligence Approach in

Preparation and Evaluation of Instructional

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Multiple Intelligence Approach is a studentcentered based approach to learning, whicheducators should use to enhance the teaching andlearning process and to identify their varied learningstyle of students in their class. Using this, studentswill be able to identify ways in which they learn.

Multiple Intelligence Approach



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- Proposed by Gardner in 1993 as a contribution to cognitivescience.

- Human Intelligence have multiple dimensions

- the natural human talents that can reach pinnacle ifenhanced and trained.

- learning happens in different styles for each intelligence



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“educators need to maximize the probability of each students’ success in school; the most logical way to accomplish this

outcome is to structure a diverse range of activities so that students have a chance to try different patterns of ability

subsequently discover their strongest ability and master as soon as they can as much of them as possible.”

- Sternberg and Grigarenko (2000)

1. Linguistic Intelligence2. Logical Mathematical Intelligence3. Spatial Intelligence4. Bodily/Kinethetic Intelligence5. Musical Intelligence6. Interpersonal Intelligence7. Intrapersonal Intelligence8. Naturalist Intelligence9. Existential Intelligence

The Nine Multiple Intelligences by Howard GardnerImpact of Multiple

Intelligence Approach in


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1. Linguistic Intelligence (Word Smart)

Linguistic intelligence is the ability to think in words and to use language to express and appreciate complex meanings. Linguistic intelligence allows us to understand the order and meaning of words and to apply meta-linguistic skills to reflect on our use of language.

The Nine Multiple Intelligences by Howard Gardner

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2. Logical-Mathematical Intelligence (Number/Reasoning Smart)

The ability to calculate, quantify, consider propositions and hypotheses, and carry out complete mathematical operations. It enables us to perceive relationships and connections and to use abstract, symbolic thought; sequential reasoning skills; and inductive and deductive thinking patterns.

IXL



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3. Spatial Intelligence (Picture Smart)

Spatial intelligence is the ability to think in three dimensions. Core capacities include mental imagery, spatial reasoning, image manipulation, graphic and artistic skills, and an active imagination.

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4. Bodily-Kinesthetic Intelligence (“Body Smart”)

The capacity to manipulate objects and use a variety of physical skills. This intelligence also involves a sense of timing and the perfection of skills through mind–body union.

Jigsaw Planet



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5. Musical Intelligence (“Musical Smart”)

The capacity to discern pitch, rhythm, timbre, and tone. This intelligence enables us to recognize, create, reproduce, and reflect on music, as demonstrated by composers, conductors, musicians, vocalist, and sensitive listeners.

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6. Interpersonal Intelligence (People Smart)

The ability to understand and interact effectively with others. It involves effective verbal and nonverbal communication, the ability to note distinctions among others, sensitivity to the moods and temperaments of others, and the ability to entertain multiple perspectives.

Epals.com



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7. Intra-personal Intelligence (Self Smart)

Intra-personal intelligence is the capacity to understand oneself and one’s thoughts and feelings, and to use such knowledge in planning and directioning one’s life. Intra-personal intelligence involves not only an appreciation of the self, but also of the human condition.

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8. Naturalist Intelligence (“Nature Smart”)

Designates the human ability to discriminate among living things as well as sensitivity to other features of the natural world. This ability was clearly of value in our evolutionary past as hunters, gatherers, and farmers.

National Geographic



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9. Existential Intelligence

Sensitivity and capacity to tackle deep questions about human existence, such as the meaning of life, why do we die, and how did we get here.



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MI’s basic developmental sequence

1. Awaken the Intelligence2. Amplify the Intelligence3. Teach with/for the Intelligence4. Transfer of the Intelligence



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Views on MI usage in classroom setting

a. Play to Strengthb. Variety is the piecec. Pick a tool to suit the jobd. All sizes fit onee. Me and my people



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IMPACT

1. Learners decide together with the teachers on the kind of instructional material. Gardner (1983), “the multiple intelligence instructional pedagogy creates the opportunity for children to participate in decisions pertaining to their learning.”



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2. Instructional materials shall be based more on a real world context.

3. A push to part from the conventional utilization of one instructional material for all the learner in the same class (Generalization)

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4. Presentation of the lesson in a multifaceted way using various kinds of IM’s – requires time.

5. Teachers should structure the presentation of material in a style which engages most or all of the intelligences.

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7. If acknowledge and followed by the department, intellectual diversity in the released textbook and other provided IM’s will be supported.

6. Assessment is as varied as instruction and includes performance-based measures, traditional tests, feedback from numerous sources, and active student self-assessment.

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References

Dinsford, Bailey et.al.,2010, The Effect of Multiple Intelligence Instructional Pedagogy on Students’ Academic Performance at the Primary Level

http://skyview.vansd.org/lschmidt/Projects/The%20Nine%20Types%20of%20Intelligence.htm



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References

So Each May Learn by Harvey F. Silver, Richard W. Strong and Matthew J. Perini-http://www.ascd.org/publications/books/100058/chapters/Teaching-Learning-Styles-and-Multiple-Intelligences-to-Students.aspx

Slideshare.com – Multiple Intelligences

Richards and Rogers, 2001- Approaches and Methods in Language Teaching, Cambridge University Press

the multiple intelligence approach - its impact in im preparation

Education

human intelligence

multiple intelligences

multiple dimensions

studentcentered based

use of language

different patterns of

strongest ability

metalinguistic skills