Multiple Inteligencies

Multiple Intelligence
Responding to all learners needs

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11/23/23 3:51 PM

Open Ended

Share your learning from the previous session.

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Engagement

Self-Review

Discussions

Presentation

Deliverables

Personal MI Score

Strategies for

Accommodating
the Intelligences

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Learning Outcomes

• K: Examine the concept of Multiple Intelligences

(MI) and its implications in the learning process.

• S: Engage in self-assessment and explore ways to

align with different intelligences.

• A: Recognize and value Multiple Intelligences as a

guiding force in shaping teaching and learning

practices.

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11/23/23 3:51 PM

Open Ended

Share your Expectations

Open Ended

Share your Key Inquiry Question

How do I carter for learners’ variabilities?

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11/23/23 3:51 PM

Instructional

Design

Lesson Delivery

Assessment
for Learning

Open Ended

WHAT IS INTELLIGENCE

What is intelligence?

Intelligence:

-the ability to comprehend; understand and profit

from experience

-the ability to learn, reason, and problem-solve.

11/23/23 3:51 PM

Open Ended

How will understanding my cognitive style increase my ability to learn?

Multiple Intelligence
• Intelligence is often considered how well

you score on tests or what your grades are
in school

• Howard Gardner

• Recognized many discrete (separate)

facets of cognition (The mental process
of knowing, including aspects such as
awareness, perception, reasoning, and
judgment).

• People have different cognitive

strengths and styles

Multiple Choice

There are ___ intelligencies

• 7

• 8

• 9

How many are
there? 7

• Multiple Intelligence (MI) theory

states that there are at least different
ways of learning anything

1- body/kinesthetic
2- interpersonal
3- intra-personal
4- logical/mathematical
5- musical/rhythmic
6- verbal/linguistic
7- visual/spatial
8- naturalist (newly added)
9- existential? (newly added but

many do not agree)

-8-9?

MI Test _Mark Items which are TRUE for you.

1. I'd rather draw a map than give someone verbal

directions.

2. I can play (or used to play) a musical instrument.

3. I can associate music with my moods.

4. I can add or multiply in my head.

5. I like to work with calculators and computers.

6. I pick up new dance steps fast.

7. It's easy for me to say what I think in an argument or

debate.

8. I enjoy a good lecture, speech or sermon.

9. I always know north from south no matter where I am.

10. Life seems empty without music.

11. I always understand the directions that come with new

gadgets or appliances.

12. I like to work puzzles and play games.

13. Learning to ride a bike (or skates) was easy.

14. I am irritated when I hear an argument or statement that

sounds illogical.

15. My sense of balance and coordination is good.

16. I often see patterns and relationships between
numbers faster and easier than others.
17. I enjoy building models (or sculpting).
18. I'm good at finding the fine points of word meanings.
19. I can look at an object one way and see it sideways or backwards

just as easily.

20. I often connect a piece of music with some event in my life.
21. I like to work with numbers and figures.
22. Just looking at shapes of buildings and structures is pleasurable

to me.

23. I like to hum, whistle and sing in the shower or when I'm alone.
24. I'm good at athletics.
25. I'd like to study the structure and logic of languages.
26. I'm usually aware of the expression on my face.
27. I'm sensitive to the expressions on other people's faces.
28. I stay "in touch" with my moods. I have no trouble identifying

them.

29. I am sensitive to the moods of others.
30. I have a good sense of what others think of me.

MULTIPLE INTELLIGENCE SCORING SHEET

Add your totals.
A total of four in any of the categories A through E indicates strong ability.
In categories F and G a score of one or more means you have abilities as well.

A

B

C

D

E

F

G

Linguistic
Logical/

Mathematical Musical. Visual/
Spatial

Bodily- Kinesthetic

Intrapersonal

Interpersonal

7 __

4 __

2 __ 1 __

6 __

26__

27__

8 __

5 __

3 __ 9 __

13__

28__

29__

14__

12__

10__ 11__

15__

30__

18__

16__

20__ 19__

17__

25__

21__

23__ 22__

24__

Totals:
__

__

__

__

__

__

__

Children who
are strongly: Think

Love

Need

Verbal/
Linguistic

in words

reading, writing, telling stories,
playing word games, etc.

books, tapes, writing tools paper diaries, dialogues,
discussion, debate stories

Logical-
Mathematical

by reasoning

experimenting, questioning,
figuring out puzzles, calculating,
etc.

things to explore and think about, science
materials, manipulatives, trips to the planetarium
and science museum

Visual/Spatial

in images and
pictures

designing, drawing, visualizing,
doodling, etc.

art, LEGOs, video, movies, slides, imagination
games, mazes, puzzles, illustrated books, trips to
art museums

Bodily-
Kinesthetic

through somatic
sensations

dancing, running, jumping,
building, touching, gesturing,
etc.

role play, drama, movement, things to build,
sports and physical games, tactile experiences,
hands-on learning

Musical/
Rhythmic

via rhythms and
melodies

singing, whistling, humming,
tapping feet and hands,
listening, etc.

sing-along time, trips to concerts, music playing
at home and school, musical instruments

Interpersonal

by bouncing ideas
off other people

leading, organizing, relating,
manipulating, mediating,
partying, etc.

friends, group games, social gatherings,
community events, clubs,
mentors/apprenticeships

Intrapersonal deeply inside
themselves

setting goals, meditating,
dreaming,

being quiet, secret places, time alone, self-paced
projects, choices

Is this you?

What instructional strategies can

we use to make the most of,

capitalize on, or enhance the

identified intelligence?

How does the identified

instructional approach utilize or

enhance intelligence to improve

learners' outcomes?

Specialist Take your position and discuss

Numbers 1-9

Spatial

Spatial

Spatial

naturalist

naturalist

naturalist

Musical

Musical

Musical

Logica/

Mathematical

Logica/

Mathematical

Logica/

Mathematical

Existential

Existential

Existential

Interpersonal

Interpersonal

Interpersonal

Kinaesthetic

Kinaesthetic

Kinaesthetic

Linguistic

Linguistic

Linguistic

Interpersonal

Interpersonal

Interpersonal

What

instructional

strategies can

we use to

make the

most of,

capitalize on,

or enhance

the identified

intelligence?

How does

the identified

instructional

approach

utilize or

enhance

intelligence

to improve

learners'

outcomes?

Open Ended

What instructional strategies can we use to make the most of, capitalize on, or enhance the identified intelligence?

Open Ended

How does the identified instructional approach utilize or enhance intelligence to improve learners' outcomes?

Draw

Draw a Graffiti to share your learning artiscticaly

Open Ended

Discuss the meaning of this quote. 
How does it relate to multiple intelligences?

"If we are to achieve a richer culture... we must weave one in which each diverse human gift will find a fitting place.”

- Margaret Mead

Application of our MI

Design a lesson addressing
your top three intelligences.

Create a mobile that depicts
your multiple intelligences,
learning styles, brain
hemisphere dominance, and
memory.

Write a position paper on your
thoughts on the addition of
multiple intelligences.

Interview various teachers
about their styles of teaching
in relation to multiple
intelligences.

Make a video showing your
knowledge of M.I.

Create a portfolio or
scrapbook of your
intelligences.

OR Investigate…

Design a magazine that talks
about the world of multiple
intelligences.

Evaluate the effectiveness of
multiple intelligence, learning
style, and memory surveys
taken in this unit.

Your Choice

Open Ended

C. E. R. T. I. FY

CLAIM-One Sentence

EVIDENCE- Offer a piece of relevant evidence to support your claim.
REASONING-Share personal reasoning to support your evidence

TEST-Defend your claim

IMPROVE-Explain now you plan to improve the claim

My list of Ideas to
implement in my

lessons

Word Cloud

Express how well your expectations were met by using words to represent a number between one and eight. Eight signifies thorough fulfillment, while one suggests minimal attention.

Word Cloud

Conclude the session by gauging the adequacy of the response to your Key Inquiry question. Utilize words to assign a number between one and five, where five reflects a comprehensive answer, and one indicates a minimal response.

Multiple Intelligences

Differentiated Instruction

Maina WaGioko PhD. M Ed. BSc. Dip Ed.

Founding Director

Learning Unpacked

A P P L I E D

A Personalised Professional Learning Innovative Education

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