The presentation is designed as a review of Gardner’s Multiple Intelligence theory and how it can help to inform adult education facilitators to the benefits of viewing learning theory in a broader perspective. Cognitive Enhancement Neuroplasticity Educational Psychology

1. Theory of Multiple Intelligence How smart are you? How are you smart?

2. Who is the smartest? How is Intelligence Defined? Poetry Appreciating Music Learning a Computer Program A Friend in Need

9. Poetry Appreciating Music Learning a Computer Program A Friend in Need Biological considerations lead to the choice between the two paradigms of intelligence

10. What constitutes an intelligence in M.I. Theory?

11. Criteria of an Intelligence Potential Isolation by Brain Damage The extent to which a particular faculty can be destroyed or spared in its relative autonomy.

12. Criteria of an Intelligence The Existence of Idiot Savants, Prodigies or other Exceptional Individuals The extent to which their skills or disabilities are out of proportion to other abilities.

13. Criteria of an Intelligence Can the basic information processing function be isolated and identified in their neurological form? An Identifiable Core Operation or Set of Operations

14. Criteria of an Intelligence A Distinctive Developmental History Along with a Definable Set of Expert “End-State” Performances Can degrees of expertise be identified throughout a developmental timeline?

15. Criteria of an Intelligence An intelligence becomes more plausible if it can be traced to its evolutionary antecedents. An Evolutionary History and Evolutionary Plausibility

16. Criteria of an Intelligence Support From Experimental Psychological Tasks The extent to a cognitive test can isolate the ability.

17. Criteria of an Intelligence Support From Psychometric Findings The extent to which a specifically designed test can support a domain of intelligence.

18. Criteria of an Intelligence Susceptibility to Encoding in a Symbol System Has a culture been able to harness the raw capacities to be exploited in a symbolic system?

19. How are you smart? The Multiple Intelligence Profile

20. Musical Intelligence The ability to discern meaning and importance in sets of pitches rhythmically arranged.

26. Logical Mathematical Intelligence The roots of the highest regions of logical mathematical thought can be found in the actions of young children upon objects in their material world.

27. Development of logical mathematical thought - Can substitute mental pictures of sets with the use of symbols and words. Algebra and logical reasoning. Stage # 4 (Early Adolescence) - Can look at two sets of objects and can make a quantifiable comparison. Stage # 3 (School Age) - Objects can be arranged in groupings. Cannot recognize specific number in group. Reciting numbers is a linguistic skill. Stage # 2 (Pre-school) - Objects only exist if they are present. Stage # 1 (Infant)

31. Cultural Pressure on Logical Mathematical Intelligence Western society is based on challenging statements made without proof Although this form of thought is highly rewarded, it is done at a cost to the personal intelligences.

32. Spatial Intelligence The ability to manipulate objects in space.

34. Development of spatial intelligence - The adolescent’s ability to understand geometry. Formal Operational - Ability to manipulate an object. Concrete Operational - An infant’s ability to move around in space. Sensory Motor

35. The brain and spatial intelligence Located in the posterior portions of the right hemisphere. Important to note that the properties of spatial intelligence are not limited to a visual experience.

37. Body-Kinesthic Intelligence Control of one’s bodily motions and capacity to handle objects.

38. Linguistic Intelligence Linguistic intelligence is the most shared intellectual domain across the human species.

46. Personal Intelligence Interpersonal – The ability to notice and make sense of the actions of others. Intrapersonal – Access to one’s own feelings.

50. The self in different societies Particle Society Field Society

51. Exercise # 1

52. Application of the theory

53. How Does Culture Effect An Individual’s Profile of Intelligence?

54. The notational symbol systems a society chooses to emphasize shapes the intellectual profile of its citizens

55. Musical Intelligence Not Supported By Culture Based on western culture emphasizing Linguistic & Logical intelligence’s. 100 = Average of population

56. Musical Intelligence Supported By Culture 100 = Average of population Musical intelligence supported by curriculum or mentor

57. Comparison of same individual in different cultures as an adult 100 = Average of population Which profile is capable of contributing more to society? Less is more

58. Can culture intervene to modify the intelligence profile? “ Remember Plasticity”

60. Function of Plasticity Suzuki Model for Teaching Music Plasticity Periods Taking advantage of “Plasticity Period” in both Musical and Personal intelligence

65. The Narrational Doorway Presenting a story or narrative account about the concept in question Five Doorways For Learning

71. Final exercise Designing individual-centered project curriculum