Benefits of Multiple Intelligences

Using Multiple Intelligences theory in the classroom has many benefits:

As a teacher and learner you realize that there are many ways to be "smart" All forms of intelligence are equally celebrated. By ha ing students create wor! that is displayed to parents and other members of the community" your school could see more parent and community in ol ement. A sense of increased self#worth may be seen as students build on their strengths and wor! towards becoming an e$pert in certain areas %tudents may de elop strong problem sol ing s!ills that they can use real life situations

Multiple Intelligences: &lassroom Application '(able added by Brandy Bellamy and &amille Ba!er" )**+, Table 2. Multiple Intelligences: Classroom Application (Table added by Brandy Bellamy and Camille Baker, 2005 Teacher Centered Student Centered %tudent 0resents Material 0resent content erbally %tudents read content and As! questions aloud and prepare a presentation for loo! for student feedbac! his.her classmates -erbal./ingusitic

Inter iews

0ro ide brain teasers or challenging questions to begin lessons.

/ogical.Mathematical

Ma!e logical connections between the sub1ect matter and authentic situations to answer the question "why2" Use props during lecure 0ro ide tangible items pertaining to content for students to e$amine 4e iew using sports related e$amples 'throw a ball to someone to answer 5

%tudents debate o er an issue %tudents categorize information in logical sequences for organization. %tudents create graphs or charts to e$plain written info. %tudents participate in webquests associated with the content %tudents use computers to research sub1ect matter. %tudents create props of their own e$plaining sub1ect matter 'shadow bo$es" mobiles" etc..., %tudents create re iew

Bodily.3inesthetic

a question,

6hen presenting the information" use isuals to e$plain content:7.br8 0ower0oint %lides" &harts" 9raphs" cartoons" ideos" o erheads" smartboards

games. :a e students wor! indi idually or in groups to create isuals pertaining to the information: 0osters; timelines; models; powerpoint slides; maps; illustrations" charts; concept mapping &reate a song or melody with the content embedded for memory Use well !nown songs to memorize formulas" s!ills" or test content =ncourage collaboration among peers 9roup wor! strengthens interpersonal connections 0eer feedbac! and peer tutoring %tudents present to the class =ncourage group editing

-isual.%patial

0lay music in the classroom during reflection periods %how e$amples or create musical rythms for students to remember things Be aware of body language and facial e$pressions <ffer assistance when er needed =ncourage classroom discussion =ncourage 1ournaling as a positi e outlet for e$pression Introduce web logging 'blogs, Ma!e indi idual questions welcome &reate a positi e en ironment. (a!e students outside to en1oy nature while in learning process 'lecture, &ompare authentic sub1ect matter to natural occurrences.

Musical

Interpersonal

>ournaling Indi idual research on content %tudents create personal portfolios of wor! %tudents organize thoughts using natural cycles %tudents ma!e relationships among content and the natural en ironment 'how has

Intrapersonal

?aturalistic )

4elate sub1ect matter to stages that occur in nature 'plants" weather" etc,

nature had an impact2,

%tudents perform community ser ice