I am going to conduct a session for the teachers of Govt schools. Looking for your critical as well constructive feedback

1. By
Javed IqbalAnjum Professional DevelopmentTeacher
of AKU-IED, PDCN for EDIP Project

2.  Session Learning outcomes
 Background of Harvard Gardner
 Multiple Intelligence
 Why MI
 Teaching Examples
 M.I Eight ways of teaching
 Conclusion

3.  By the end of this session, C.Ps could be able to;
 Discuss Multiple Intelligence theory of Harvard Gardner,
 Differentiate between the eight categories of multiple
Intelligence,
 Check their own intelligence,
 Incorporate Multiple IntelligenceTheory by adopting teaching
strategies pertinent to the theory.

4. “The theory of multiple intelligences was developed in
1983 by Dr. Howard Gardner, professor of education
at Harvard University. It suggests that the traditional
notion of intelligence, based on I.Q. testing, is far too
limited. Instead, Dr. Gardner proposes eight different
intelligences to account for a broader range of human
potential in children and adults.”
 Thomas Armstrong - www.ThomasArmstrong.com

5.  1.Verbal-linguistic intelligence
 (well-developed verbal skills and sensitivity to the
sounds, meanings and rhythms of words)
 2. Logical-mathematical intelligence
 (ability to think conceptually and abstractly, and capacity
to discern logical and numerical patterns)
 3. Spatial-visual intelligence
 (capacity to think in images and pictures, to visualize
accurately and abstractly)
 4. Bodily-kinesthetic intelligence
 (ability to control one’s body movements and to handle
objects skillfully)

6.  5.Musical intelligences
 (ability to produce and appreciate rhythm, pitch and
timber)
 6. Interpersonal intelligence
 (capacity to detect and respond appropriately to the
moods, motivations and desires of others)
 7. Intrapersonal
 (capacity to be self-aware and in tune with inner
feelings, values, beliefs and thinking processes)
 8. Naturalist intelligence
 (ability to recognize and categorize plants, animals and
other objects in nature) (Source:Thirteen ed online, 2004)

7.  Helping teachers, students, and parents
 realize that there are multiple ways to learn and that
 they themselves possess multiple types of intellectual strengths and life
skills
 Helps the students with special needs.
 increases students’ confidence and enthusiasm for learning.
 also improve their academic achievement
 change teachers’ perceptions of their students’ learning
abilities.
 Creates a classroom environment of students with different
abilities
 Makes students interdependent
Edward Garcia Fierros1,Villanova University

8. • Read about it
• Study mathematical formulas that
express it
• Examine a graphic chart that illustrates
the principle
• Observe the law in the natural world
• Observe the law in the human world of
commerce
• Examine the law in terms of your own
body, e.g. when you supply.
• Performing well in sports
• Write a song that demonstrates the law
• linguistic
• logical/mathematic
al
• spatial
• naturalist
• interpersonal
• Intrapersonal
• Bodily Kinesthetic
• musical

9. Intelligence Teaching
Activities
Teaching
Materials
Instructional
Strategies
SampleTeacher
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
manipulative,
science
equipment, math
games
Quantify it, think
critically about it,
put it in a logical
framework,
experiment with
it
Socratic
questioning
Multiple Intelligences in theClassroom, pg 41-42

10. Intelligence Teaching
Activities
Teaching
Materials
Instructional
Strategies
SampleTeacher
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,
manipulative,
tactile learning
resources
Build it, act it
out, touch it, get
a “gut feeling” of
it, dance it
Using gestures,
dramatic
expressions
Multiple Intelligences in theClassroom, pg 41-42

11. Intelligence Teaching
Activities
Teaching
Materials
Instructional
Strategies
SampleTeacher
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 in theClassroom, pg 41-42

12. Intelligence Teaching
Activities
Teaching
Materials
Instructional
Strategies
SampleTeacher
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 Intelligences in theClassroom, pg 41-42

13.  In order to in corporate MI teacher must be aware about
MI.
 Teachers need to help the students in identifying their MI.
 Teachers should devise teaching strategies and materials
relevant to students’ MI
 A teacher and a student can have MI in different areas
simultaneously
 A culture of cooperative learning environment needs to be
encouraged in classroom where students can be benefited
from each others’ MI
 In order to happen all aforementioned points teachers
need to develop an effective lesson plan.

14.  ThanksYou