How Are You Smart

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How Are You Smart?

• Using Multiple Intelligences for Effective
  Learning

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What to Expect

• Define M.I.
• M.I. survey
• Define each Intelligence
• Analyze survey
• Designing instruction using M.I.
• M.I. and technology

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What is M.I.?

• Multiple Intelligence
• Your orientation to learning
• What its not
• Howard Gardner
• Intelligences work in cooperation

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Multiple Intelligences Survey

• Survey has four parts
• Complete Parts I II only
• Well complete Part III together
• Labels for each section
• Part IV explains the survey and uses
• Define each Intelligence

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M.I. Survey Parts I II

• Be sure you put just a 1 beside each statement
  that describes you.
• If it doesnt fit, be sure to leave it blank.
• Total each section.
• Complete Part II for scores.

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M.I. Survey Part III

• Label the columns with the Intelligence
  strengths, as follows.

• Sec 1 Naturalist
• Sec 2 Musical
• Sec 3 Logical
• Sec 4 Existential
• Sec 5 Interpersonal

• Sec 6 Kinesthetic
• Sec 7 Verbal
• Sec 8 Intrapersonal
• Sec 9 Visual

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Defining the Intelligences
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Naturalist

• Loves the outdoors and animals
• Picks up on subtle differences
• Likes making collections
• Enjoys sorting and organizing, using their own
  sense of order
• Prefers charts, tables, diagrams, and timelines

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Musical/Rhythmic

• Learns well through songs, patterns, rhythms,
  instruments, and musical expression
• Heightened listening ability
• Seeks patterns in their environment
• Responds to cadence in language
• Affinity for foreign languages
• Uses patterns to internalize and recall skills,
  ideas, and concepts

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Logical/Mathematical

• Aptitude for numbers, reasoning, and
  problem-solving
• Seeks order and consistency
• Identifying cause and effect in relationships
• Enjoys testing theories scientific reasoning
• Likes solving puzzles
• Analyzes abstract ideas

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Existential

• Explores relations to the big picture
• Values truth, goodness, and beauty
• Summarizes details into a larger understanding
• Responds to the arts, philosophy, and religion
• Enjoys other cultures
• Strong sense of community
• Involved in social and political causes

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Interpersonal

• People-oriented, outgoing personalities
• Aware and concerned for others
• Willingly offers and accepts input
• Natural leadership abilities
• Values relationships
• Enjoys sharing about themselves

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Kinesthetic/Bodily

• Learns through activity, like games, movements,
  hands-on tasks, and building
• Expresses feelings and ideas through movement
• Need to manipulate materials and demonstrate
• Active learning tasks
• Well-developed fine or gross motor skills

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Verbal/Linguistic

• Strong in language arts, like speaking, writing,
  reading, and listening
• Thinks and remembers with internal language
• Analyzes use of language
• Explains and expresses orally and in writing
• Enjoys word games
• Good storytellers
• Enjoys discussions and essays

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Intrapersonal

• In touch with own feelings, values, and ideas
• Reserved, but intuitive about learning
• Sets moral and principle priorities
• Strong sense of justice and fairness
• Self-regulates thoughts and actions
• Aware of own strengths and weaknesses
• Expresses strong likes and dislikes
• Sets realistic goals

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Visual/Spatial

• Problem solving through spatial orientation
• Thinks in divergent ways (non-sequential)
• Likes creating, building, arranging, and
  decorating
• Strong imagination
• Assesses information based on design and
  aesthetics
• Mentally manipulates 3-D models

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Analyze the M.I. Survey

• Refer to the chart in Part III.
• Everyone has all of the Intelligences.
• Results are a unique combination.
• This is a snapshot. Your profile will change
  over time.
• You can strengthen an Intelligence.
• M.I. is a tool to empower students, not label
  them.

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Designing Instruction for M.I.
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M.I. Wheel of Domains

• Intelligences overlap
• M.I. Wheel of Domains
• Simplifies design
• Target Domain
• Balance Intelligences

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M.I. Domains

• Analytic
• Introspective
• Interactive

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Example Targeting Domains

• Science, preparing for advanced course
• Need to strengthen critical thinking
• Target Analytic Domain
• Anatomy lesson
• Instructions Categorize organs by body system
  and identify patterns within those systems.

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How is the Domain targeted?

• Logical/Mathematical Intelligence
• Following body systems
• Musical/Rhythmic Intelligence
• Identify patterns within and between body systems
• Naturalist Intelligence
• Categorize organs and body system functions

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Example Balancing Intelligences

• One intelligence from each domain
• Literature lesson
• Iambic pentameter lesson
• Instructions Recite a sonnet with proper meter
  and write your interpretation of its content.

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How are the M.I.s Balanced?

• Verbal (Interactive domain)
• Reciting of the sonnet
• Musical (Analytic domain)
• Experiencing the sonnets meter
• Existential (Introspective domain)
• Interpreting the sentiment expressed in the sonnet

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Technology and M.I.

• M.I. focuses on the learner, not the information.
• Technologies can be used to reach the learner,
  not just convey information.
• In distance education, we can take advantage of
  expanding technologies.
• Technologies for each Intelligence

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Analytic Domain Technology

• Logical/Mathematical
• Graphing programs, spreadsheets, search engines
• Musical/Rhythmic
• Puzzles or pattern games, music programs, audio
  player/recorder, multimedia presentations
• Naturalist
• Scrapbooks or portfolios (for collections),
  databases, file management

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Introspective Domain Technology

• Visual/Spatial
• Video, photography, drawing programs,
  presentation software, charting/graphing
  programs, animation, HTML editors
• Intrapersonal
• Blogs, online polling, digital portfolios with
  self-assessments, debate (in message boards,
  e-mail)
• Existential
• Audio/video drama, art photography, search
  engines (religious, philosophical research),
  virtual communities and exhibits, virtual field
  trips, simulations

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Interactive Domain Technology

• Verbal/Linguistic
• Word processor, online magazine or news, e-mail,
  desktop publishing, Web publishing
• Bodily/Kinesthetic
• Simulation programs, construction software, video
  of activity (like dance or demonstrations)
• Interpersonal
• Discussion (message boards, e-mail, instant
  messenger, chat), interactive games,
  collaborative projects

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For more information

• Howard Gardner
• www.howardgardner.com/MI/mi.html
• Walter McKenzie
• www.surfaquarium.com/MI
• Casa Canadas M.I. Pages
• www.casacanada.com/frmulti_Intell.html
• M.I. and Technology
• eduscapes.com/tap/topic68.htm

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Contact Information

• Kristyn Rose
• kristyn.rose_at_ttu.edu
• 806-742-7202 ext. 265