Multiple Intelligence PD Slideshow

1. Multiple Intelligences in
the Classroom
PD for SES Teachers
Swansfield Elementary
Danielle Shanks

2. Outcomes & Indicators of
PD
• Outcomes:
– SES teachers will apply the language, skills, and
lesson focuses outlined by Professional Development for
Multiple Intelligences in the Classroom to create a well-
rounded learning environment to achieve maximum
student academic achievement.
• Indicators:
• SES teachers will incorporate knowledge of multiple
intelligences into their instruction.
• SES students will be aware of their personal multiple
intelligences.
• SES Parents will be aware of their child’s multiple
intelligences and how to better work with their child.

3. Let’s Move on the
PD-o-meter!

4. Poll Question?
•How do you think most of
YOUR students learn?
•Which methods do you usually
utilize when you teach?

5. Guess the MI Profile
• Take a look at the profiles on the table.
• Can you match the teacher in the room
with the profile?

6. The VTSL

7. How do most students
learn? (What we already know)
• Various ways! Each child is different.
• Engaged Learning - Students are engaged in active learning when they
read, write, listen, speak and view in a variety of settings to gather information
and develop concepts important to everyday life.
• Problem Solving - Students construct knowledge of the world as they
recognize problems, formulate solutions and arrive at conclusions.
• Communication - Communication is central to learning to express ideas and
understand the ideas of others.
• Collaboration - Learning is often a social process that requires students to
value and work with others.

8. How do most students
learn?
• Seeking Connections - Knowledge does not exist in isolation.
Students learn that the content areas are connected. Such learning is
essential to forming a comprehensive understanding of the world in
which we live.
• Technology - Technology allows students to reach beyond the walls
of the classroom to obtain information on a wide variety of topics.
Technology permits students to be active researchers and
communicators in the quest for knowledge.
• Howard Gardner's theory of Multiple Intelligences
addresses all of these!

9. How do most students
learn?
• Perhaps some research published several years
ago by D.G. Treichler* will give us some insight.
– He found that students learn:
• 10% of what they read;
• 20% of what they hear;
• 30% of what they see;
• 50% of what they both see and hear;
• 70% of what they discuss with people whose opinions they
value;
• 80% of what they personally experience; and
• 90% of what they teach to other people.

10. Time to Move on the
PD-o-meter!

11. Teaching Style vs.
Learning Styles
• Much research supports the view that
when students' learning preferences
match their instructor's teaching styles,
student motivation and achievement
usually improve.
– (Miller 2001; Stitt-Gohdes 2003)

12. What are the Students
Saying?
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13. So Why Consider MI in
the Classroom?
1. Look at intelligence differently.
2. Provide authentic learning
opportunities.
3. Parent and community involvement
may increase.
4. Builds self-esteem.
5. Truly teach for understanding.

14. Let’s Take a Break!
Move your character on the PD-o-Meter!

15. Let’s Look at the Data
• Let’s analyze Mrs. Shanks homeroom data.
– How can we desegregate this data?
• By reading groups?
• By like groups according to strongest intelligences?
– How should we NOT look at this data?
• By race
• By AOB
– This should guide our teaching to a group, not
provide assumptions about a group!
– Each child is different, so each year it will change.
– Data will change on a child yearly as each
intelligence strengthens!
– Look through a culturally proficient MI lens!

16. How do most teachers
teach?
• Verbally
– Teachers often use a lot of direct instruction and
lecture
• Visually
– Teachers also use visuals to help get their point
across.
• What about the child who possess neither of
these intelligences or are weak in them?
– They struggle in the classroom!

17. So . . . What . . .
- Lecture less
- Use more audio-visual aids, including computer-
generate graphics, when lecture is necessary
- Provide frequent opportunities for students to solve
problems and discuss issues in small groups
- Integrate personal reflections through journalizing
assignments and questioning
- Provide opportunities for students to teach each other

18. When Planning a Lesson,
Ask the Right Questions!
• Certain questions help me at the possibilities
for involving as many intelligences as
possible:
– Linguistic: How can I use the spoken or written
word?
– Logical-Mathematical: How can I bring in numbers,
calculations, logic, classifications, or critical
thinking?
– Spatial: How can I use visual aids, visualization,
color, art, metaphor, or visual organizers?
– Musical: How can I bring in music or
environmental sounds, or set key points in a
rhythm or melody?

19. When Planning a Lesson,
Ask the Right Questions!
• Certain questions help me look at the possibilities for
involving as many intelligences as possible:
– Bodily-Kinesthetic: How can I involve the whole body, or
hands-on experiences?
– Interpersonal: How can I engage students in peer or
cross-age sharing, cooperative learning or large-group
simulation?
– Intrapersonal: How can I evoke personal feelings or
memories, or give students choices?
• You won't always find ways of including every intelligence
in your curriculum plans. But if this model helps you reach
into one or two intelligences that you might not otherwise
have tapped, then it has served its purpose very well
indeed!

20. We Want Tools &
Resources!
• MI Assessment Guide
• MI Activity Guide

21. Let’s view a lesson

22. Let’s Move on the
PD-o-meter!

23. Can we make it better?
• Of course we can!
• We can always reach more students!
• You will work with a partner to
incorporate 1 or more additional
intelligence focuses to the lesson
– Use Radial Template to outline ideas

24. Radial Template

25. So what now? . . .
• What are our next steps?
• Let’s Brainstorm!
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26. LAST Move on the
PD-o-meter!