Untitled Lesson

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Multiple

Intelligences

theory

• The Theory of Multiple Intelligences

was created by Dr. Howard Gardner

in 1983.

• Gardner’s theory places an emphasis on the

idea that the traditional understanding of
intelligence by means of IQ testing is far too
limited.

• To broaden this notion of intelligence,

Gardner introduced eight different types of
intelligences consisting of :
Logical/Mathematical, Linguistic, Musical,
Spatial, Bodily-Kinesthetic, Naturalist,
Interpersonal, Intrapersonal.

What is intelligence?

as defined by Gardner, it is the ability to

solve problems or fashion products that are
valuable in one or more cultural settings

.

•Each person may have different
multiple intelligence. Even
everyone can possess more than
one of it as Gardner divided the
multiple intelligences into eight
kinds

What are the types of Multiple Intelligence?

Verbal/Linguistic Intelligence

• ability to use words and language. These learners have highly

developed auditory skills and are generally elegant speakers.
They think in words rather than pictures.

If you have strong linguistic intelligence you might learn better by

Reading

Memorizing

Playing word games (Scrabble, Anagrams, Password)

Using the internet

Logical/Mathematical Intelligence

• ability to use reason, logic and numbers.
•These learners think conceptually in logical and numerical patterns making

connections between pieces of information. Always curious about the world
around them, these learner ask lots of questions and like to do experiments.

If you have strong logical-mathematical intelligence you might learn better by

Recording information systematically

Playing strategy games (Chess, Checkers)

Analyzing data

Asking logical questions

Using the internet

Bodily/Kinesthetic

Intelligence

• ability to control body movements and handle objects skillfully.

• These learners express themselves through movement. They have a good sense

of balance and eye-hand co-ordination. (e.g. ball play, balancing beams).
Through interacting with the space around them, they are able to remember
and process information.

If you have strong bodily-kinesthetic intelligence you

might learn better by

• Doing role plays.
•Exercising while reviewing
• Visiting museums, institutions, parks
• Asking logical questions

• Using the internet

Visual/Spatial Intelligence

• ability to perceive the visual.
• These learners tend to think in pictures and need to create vivid

mental images to retain information. They enjoy looking at maps,
charts, pictures, videos, and movies.

If you have strong visual intelligence you might learn better by
• Studying pictures
• Watching videos
• Using visual, tangible aids
• Doing mazes, puzzles
• Making predictions
• Using the internet.

Musical Intelligence

• ability to produce and appreciate music.
• These musically inclined learners think in sounds, rhythms and

patterns. They immediately respond to music either appreciating or
criticizing what they hear. Many of these learners are extremely sensitive
to environmental sounds (e.g. crickets, bells, dripping taps).

If you have strong musical intelligence you might learn better by
• Listening to recordings
• Talking to yourself
• Making up songs
• Mentally repeating information
• Reading aloud
• Changing tempo

Interpersonal Intelligence

• ability to relate and understand others.

•These learners try to see things from other people's point of view in order to understand how they think and feel.
They often have an uncanny ability to sense feelings, intentions and motivations. They are great organizers.
Generally they try to maintain peace in group settings and encourage co-operation.They use both verbal (e.g.
speaking) and non-verbal language (e.g. eye contact, body language) to open communication channels with
others.

• If you have strong interpersonal intelligence you might learn better by

Studying in groups

Comparing information with others

Interviewing experts

Relating personal experiences

Doing cooperative projects

Intelligence Intrapersonal

• ability to self-reflect and be aware of one's inner state of

being.

• These learners try to understand their inner feelings,

dreams, relationships with others, and strengths and
weaknesses.

If you have strong intrapersonal intelligence you might learn better by

• Avoiding distractions
• Establishing personal goals
• Working alone
• Relating personal experiences.

Naturalist Intelligence

Abilities to recognize plants and animals, to make distinctions in the

natural world, to understand systems and define categories

If you have strong naturalistic intelligence you might learn better by
• Studying outside
• Learning in the presence of plants & pets
• Relating environmental issues to topics
• Smelling, seeing touching, tasting,
• Observing natural phenomenon

Multiple Intelligences
Eight Ways of Teaching

Intelligence

Teaching
Activities

Teaching
Materials

Instructional
Strategies

Sample Teacher
Presentation Skill

Linguistic

Lectures,
discussions, word
games, storytelling,
journal writing

Books, tape
recorders, stamps
sets, books on tape

Read about it, write
about it,
listen to it

Teaching through
story telling

Logical-
Mathematical

Brain teasers,
problem solving,
science
experiments, mental
calculations,
number games,
critical thinking

Calculators, math
manipulatives,
science equipment,
math games

Quantify it, think
critically about it,
put it in a logical
framework,
experiment with it

Socratic questioning

Multiple Intelligences
Eight Ways of Teaching

Intelligence

Teaching
Activities

Teaching
Materials

Instructional
Strategies

Sample
Teacher
Presentation
Skill

Spatial

Visual
presentations,
art activities,
Imagination
games,
visualization,
metaphor

Graphs, maps,
videos, art
materials,
cameras,
pictures, library

See it, draw it,
visualize it, color
it, mind-map it

Drawing, Mind-
mapping
concepts

Bodily-
kinesthetic

Hands on
learning, drama,
dance, sports
that teach,
tactile activities,
relaxation
exercises

Building tools,
clay , sports
equipment,
manipulatives,
tactile learning
resources

Build it, act it
out, touch it, get
a “gut feeling”
of it, dance it

Using gestures,
dramatic
expressions

Multiple Intelligences
Eight Ways of Teaching

Intelligence

Teaching
Activities

Teaching
Materials

Instructional
Strategies

Sample
Teacher
Presentation
Skill

Musical

Rhythmic
learning,
rapping, using
songs that teach

Tape recorder,
tape collection,
musical
instruments

Sing it, rap it,
listen to it

Using voice
rhythmically

Interpersonal

Cooperative
learning, peer
tutoring,
community
involvement,
social
gatherings,
simulation

Board games,
party supplies,
props for role
plays

Teach it,
collaborate on
it, interact with
respect to it

Dynamically
interacting with
students

Multiple Intelligences
Eight Ways of Teaching
Intelligence

Teaching
Activities

Teaching
Materials

Instructional
Strategies

Sample
Teacher Pres

Intrapersonal

Individualized
instruction,
independent
study, options in
course of study,
self esteem
building

Self checking
materials,
journals,
materials for
projects

Connect it to
your personal
life, make
choices with
regard to it,
reflect on it

Bringing feeling
into
presentation

Naturalist

Nature study,
ecological
awareness, care
of animals

Plant, animals,
naturalists’
tools, gardening
tools

Connect to
living things and
natural
phenomena

Linking subject
matter to
natural
phenomena

Multiple Choice

What does verbal/ linguistic mean?

• 
  reasoned, precise, accurate

• Physical activity and movement and awareness through sensory perception – hearing, seeing, smelling, feeling

• related to words and language

• Mental images, seeing, sight

Multiple Choice

What does logical/mathematical mean?What does interpersonal mean?

• 
  related to words and language

• Mental images, seeing, sight

• reasoned, precise, accurate

• Physical activity and movement and awareness through sensory perception – hearing, seeing, smelling, feeling

Multiple Choice

What does interpersonal mean?

• Related to relationships with other people

• Related to nature and the environment

• 
  Within self

• Sound arranged in patterns, tone, and pitch through music, poetry, color, painting, and photography

Teaching learning strategies

All regards to my teacher

What is Teaching?

• Traditional teaching:

It is an act of imparting instructions to the learner in the classroom situation.

• Modern concept:

It is to cause the pupil to learn and acquire the desired knowledge, skill and also

desirable ways of living in the society.

• Thomas F. Green’s concept:

“Teaching is the task of teacher which is performed for the development of a

child.”

• Ryburn:

“Teaching is a relationship which keeps the child to develop all his power.”

What is Learning?

• Learning is said to be equivalent to change, modification, development,

improvement and adjustment.

• Gates:

“Learning is modification of behavior through experience”.

• Woodworth view:

“The process of acquiring new knowledge and new responses is the process

of learning.”

Teaching learning strategies

• Strategies which maximize opportunities for interaction.
• According to Strasser: “Teaching strategy is generalized plan for a lesson

or lessons which includes structure, desired learner behavior, in terms of
goals of instruction and an outline of tactics necessary to implement the
strategy”

• According to B.O smith: “Teaching strategy refers to a pattern of

teaching acts that serves to attain certain outcomes”.

There are many strategies which enhance teaching and learning processes.
Some of the following are:

• Lecture method
• Discussion method
• Question answer method
• Cooperative learning
• Assignment and presentation method
• Project method

Lecture method

• According to Perrott (1982):

In almost all lessons the teacher has to present nformation and ideas. He has to introduce topics, summarize the main points of
the learning activity and stimulate further learning. All these activities require the use of lecture-explanation techniques.

• They are efficient; planning time is devoted to organizing the context. Less

attention has to be devoted to teaching strategy.

• They are flexible and can be adapted to a wide range of subjects.
• Most people can learn to lecture well enough to survive in a classroom.

Lectures are easier to learn than most other instructional strategies.

• They are easier for teacher due to simply “telling” students about the subject.

Four main features can be suggested for the process of
lecturing (Brown, 1987).
• Intention
• Transmission
• Receipt of Information
• Output

Advantages
• The proper perspective and orientation of a subject can be presented and the general outline of scope of the subject can be brought

out.

• Many facts can be presented in a short time in an impressive way.
• The lecture can stimulate very good interest in the subject.
• Greater attention could be secured and maintained, as interest leads to attention.

• Spoken word has greater weight than mute appeal by books.
• The language may be made suitable to all the members of the audience.
• Lecture can present a number of facts belonging to different subjects
and also

it can facilitate inter-disciplinary approach to topics.

Disadvantages and Limitations

• It is waste of time to repeat the matter already present in books.
• The teacher to make the lecture impressive may care more for manner and style but

very little for matter or content.

• If the lecture is very fast, the pupil cannot easily take notes and will not
have any

written record of the salient points made out.

• A lecture delivered in a style not easily understood by pupils will serve no purpose.
• In the process of lecturing, the learners are more passive than be active in class.
• The problem solving attitudes of pupils may disappear in the lecture method.
• There is no cooperation and interaction between the teacher and pupils in lecture

method.

The Discussion Method

• Discussion Methods is an organized teaching/learning process. By

this method, the class may be arranged in groups or panels. The
class may remain together to exchange views, opinions or ideas on
pre-determined topics. This is a method in which the students are
actively involved if the groups are in small numbers and
heterogeneous.

Types of Discussion method

• Panel Discussion: This is a discussion in which a few persons carry on

a conversation in front of audience.

• Formal Discussion: In this type of discussion class is divided into small groups. A topic is given to all groups. Each group selects its leader and
divide responsibilities in all group members. Students participate in the
discussion in form of groups.

• Informal Discussion: In this type of discussion a topic is given by the

teacher to students. All the class participates in discussion. Grouping is
not done in the class. Every student has a chance to speech.

• Parliamentary Discussion: In this type of discussion the whole class is

divided into two groups. One group is in the favor of the topic and
other is in the opposite. Teacher guide the students whenever necessary

Advantages

• Students are encouraged to listen, think, analyze and evaluate points made.
• Students learn from one another.
• Students have opportunity to practice oral communication skills.
• Students get training in respecting other people’s views.
• It gives students training in looking for facts on their own.

Disadvantages

• Not all topics are amenable to this method. For instance, it is not very

suitable for mathematics, technical drawing or the sciences, in general.

• Brighter students may show off while shy or weaker ones may find it

difficult to argue convincingly.

• It is not ideal for a large group.

Question-Answer Method of Teaching

​Question answer teaching strategy is an old strategy also known as “Socratic Method of teaching”. It was developed by the famous philosopher Socrates. According to Parke, “the question is the key to all educative activity above the habit-skill level. It strategy is focused on to achieve the cognitive objectives and bringing knowledge to the conscious level. It has the following principle: Theory of unfoldment, all knowledge is within the child, teacher cannot teach any ting from outside. The knowledge can be emitted by linking the questions with his answers.

Advantages
• While asking questions, the teacher keeps in mind the abilities, needs and

interest of the learner.

• It involves the learners’ participation towards the subject matter and in

teaching acts.

• It helps in achieving cognitive objectives and bringing knowledge at

conscious level.

• Classroom verbal interaction is encouraged.
• It is a useful strategy at all the levels of education.

Disadvantages

•It is difficult to prepare good questions, and
arrange them logically.
•The whole content-matter cannot be taught by
this strategy.
•The teacher wants the structured answers from
the learners. There is no freedom for imaginative
answers.

Cooperative learning

In cooperative learning students will:
• Gain from each other's efforts.
• Your success benefits me and my success benefits you.
• Understand that all group members share in the outcome.
• We all sink or swim together.
• Know that how well you do is the result of both individual and team

performance.

• We cannot do it without you.

Advantages

• Higher achievement.
• More positive relationships and a wider circle of friends.
• Greater intrinsic motivation.
• Higher self-esteem.
• Greater social support.
• More on-task behavior.
• Better attitudes toward teachers.
• Better attitudes toward school.
• Students are motivated to help one another learn.
• Students are able to translate the teacher's language into "student language" for

one another.

Disadvantages

• •Not all students work well with others, and may cause conflict within a group. This can potentially sabotage a cooperative learning environment.

•Not all lessons are ideal for group work. Easy or straightforward concepts may not be as interesting or successful in a cooperative learning assignment.

•Groups will finish at different times. This can add a layer of classroom management complexity for the instructor.

•Cooperative learning groups can create a level of noise within the classroom that the teacher might not be comfortable with, or know how to manage well.

•Some students may not do their fair share of work, or certain students may monopolise the task. This can lead to challenging grading situations for the teacher.

Students are required to prepare and

maintain course portfolio

​A student portfolio is a compilation of academic work and other forms of educational evidence assembled for the purpose of Evaluating coursework quality, learning progress, and academic achievement Determining whether students have met learning standards or other academic requirements for courses, grade-level promotion, and graduation Helping students reflect on their academic goals and progress as learners Creating a lasting archive of academic work products, accomplishments, and other documentation.

Learner centered methods (do it yourself)

• Assignment method
• The Assignment method is the most common method of teaching especially in

teaching of Science. It is a technique which can be usually used in teaching and
learning process. It is an instructional technique comprises the guided information,
self-learning, writing skills and report preparation among the learners. The
Assignment method is an important step in teaching and learning process.

• It provides good training for information seeking and retrieval behavior.
• It inculcates the self-learning attitude among the students.
• It provides information analysis and research attitude to the learners.
• It develops the learning experiences from various sources.

Advantages

• Provides opportunity in self-learning for the students.
• Better learning experiences will be gained when combined with other

science teaching methods.

• Teachers interruption is very much reduced and the students’ active

participation is encouraged.

• Teacher acts as a role of guide only.

Limitations •For the Teachers:

•It is time consuming and burden process.

•Teacher has to collect the information from various sources before assigning the work to the students.

•Work burden extends in holidays too.

•Teacher has to prepare the same at his own risk of time and money.

•There are divergent group of students in a class, it poses problems for teacher assigning a unique or
uniform topic for assignment.

•The success of the assignment method largely depends on library and laboratory facilities provided for the
teacher as well as students.

•For the Students:

•Time consuming.

•The time limit given threatens the students which makes the substandard work.

•The slow learners stay behind.

•They tend to copy others works. It is found hard for the students having little scientific attitude.

Project method

• . It is one of the modern methods of teaching in which the students’ point of view
is given

importance in designing the curricula and content of studies. This method is based on the
philosophy of Pragmatism and the principle of Learning by Doing. In this strategy
students perform constructive activities in natural condition. It demands work from the
pupils.

• According to W.H.Kilpatrick: “A project is a whole-hearted purposeful activity
proceeding

in a social environment”.

• This teaching strategy focus on
• To socialize a child.
• To achieve cognitive, affective and psychomotor objectives.

Advantages

• It helps in developing social norms and social values among the learners.
• It provides invaluable opportunities for correlation of various elements

of the subject matter and for transfer of training or learning.

• It helps in growing knowledge very effectively as a results of their close

cooperation on social participation in the spirit of democracy.

Disadvantages

• The project cannot be planned for all subjects and whole subject

matter cannot be taught by this strategy.

• It is not economical from the point of view of time and cost.
• It is very difficult for a teacher to plan or to execute the projects to the learners and supervise them.

Development of test items

Here are a few general guidelines for developing test items:
• Consider your reasons for testing.
• Maintain consistency.
• Use testing methods that are appropriate to learning goals.
• Help Students prepare.
• Use consistent language
• Design test items that allow students to show a range of learning.

Thanks for listening