Multiple Intelligences For

http://surfaquarium.com [email protected]

Multiple Intelligences and Instructional Technology

Walter McKenzie

Gloucester County Public Schools Summer 2006

McKenzie Gloucester County 2006 1 http://surfaquarium.com [email protected]

The Animal School By George H. Reavis

Once upon a time, the animals decided they must do something heroic to meet the problems of "a new world." So they organized a school.

They adopted an activity curriculum consisting of running, climbing, swimming and flying. To make it easier to administer the curriculum, all the animals took all the subjects.

The duck was excellent in swimming, in fact better than his instructor, but he made only passing grades in flying and was very poor in running. Since he was slow in running, he had to stay after school and also drop swimming in order to practice running. This was kept up until his webbed feet were badly worn and he was only average in swimming. But average was acceptable in school, so nobody worried about that except the duck.

The rabbit started at the top of the class in running, but had a nervous breakdown because of so much make-up work in swimming.

The squirrel was excellent in climbing until he developed frustration in the flying class where his teacher made him start from the ground up instead of from the treetop down. He also developed a "charlie horse" from overexertion and then got a C in climbing and a "D" in running.

The eagle was a problem child and was disciplined severely. In the climbing class he beat all the others to the top of the tree, but insisted on using his own way to get there.

At the end of the year, an abnormal eel that could swim exceedingly well, and also run, climb and fly a little, had the highest average and was valedictorian.

The prairie dogs stayed out of school and fought the tax levy because the administration would not add digging and burrowing to the curriculum. They apprenticed their children to a badger and later joined the groundhogs and gophers to start a successful private school.

Does this fable have a moral?

Used with permission.

IT'S NOT HOW SMART YOU ARE - IT'S HOW YOU ARE SMART! Howard Gardner's Theory of Multiple Intelligences What parent can not see gleaming rays of genius in their child? And yet, how many children come to school and demonstrate their own unique genius? There was a time when it might have been a joke to suggest "Every parent thinks their kid's a genius." But research on human intelligence is suggesting that the joke may be on educators! There is a constant flow of new information on how the human brain operates, how it differs in function between genders, how emotions impact on intellectual acuity, even on how genetics and environment each impact our childrens' cognitive abilities. While each area of study has its merits, Howard Gardner of Harvard University has identified different KINDS of intelligence we possess. This has particularly strong ramifications in the classroom, because if we can identify children's different strengths among these intelligences, we can accommodate different children more successfully according to their orientation to learning.

Thus far Gardner has identified nine intelligences. He speculates that there may be many more yet to be identified. Time will tell. These are the paths to children's learning teachers can address in their classrooms right now. They are:

VISUAL/SPATIAL - children who learn best visually and organizing things spatially. They like to see what you are talking about in order to understand. They enjoy charts, graphs, maps, tables, illustrations, art, puzzles, costumes - anything eye catching.

VERBAL/LINGUISTIC - children who demonstrate strength in the language arts: speaking, writing, reading, listening. These students have always been successful in traditional classrooms because their intelligence lends itself to traditional teaching.

MATHEMATICAL/LOGICAL - children who display an aptitude for numbers, reasoning and problem solving. This is the other half of the children who typically do well in traditional classrooms where teaching is logically sequenced and students are asked to conform.

BODILY/KINESTHETIC - children who experience learning best through activity: games, movement, hands-on tasks, building. These children were often labeled "overly active" in traditional classrooms where they were told to sit and be still!

MUSICAL/RHYTHMIC - children who learn well through songs, patterns, rhythms, instruments and musical expression. It is easy to overlook children with this intelligence in traditional education.

INTRAPERSONAL - children who are especially in touch with their own feelings, values and ideas. They may tend to be more reserved, but they are actually quite intuitive about what they learn and how it relates to themselves.

INTERPERSONAL - children who are noticeably people oriented and outgoing, and do their learning cooperatively in groups or with a partner. These children may have typically been identified as "talkative" or " too concerned about being social" in a traditional setting.

NATURALIST - children who love the outdoors, animals, field trips. More than this, though, these students love to pick up on subtle differences in meanings. The traditional classroom has not been accommodating to these children.

EXISTENTIALIST - children who learn in the context of where humankind stands in the "big picture" of existence. They ask "Why are we here?" and "What is our role in the world?" This intelligence is seen in the discipline of philosophy.

Teachers are now working on assimilating this knowledge into their strategies for helping children learn. While it is too early to tell all the ramifications for this research, it is clear that the day is past where educators teach the text book and it is the dawn of educators teaching each child according to their orientation to the world. http://surfaquarium.com/MI/overview.htm

The Intelligences: A Pneumonic Device

The “Skill in Me”: Spatial Kinesthetic Intrapersonal Linguistic Logical

Interpersonal Naturalist

Musical Existential

Multiple Intelligences Survey ã 1999 Walter McKenzie, Surfaquarium Consulting

Part I

Complete each section by placing a “1” next to each statement you feel accurately describes you. If you do not identify with a statement, leave the space provided blank. Then total the column in each section.

Section 1 _____ I enjoy categorizing things by common traits _____ Ecological issues are important to me _____ Hiking and camping are enjoyable activities _____ I enjoy working on a garden _____ I believe preserving our National Parks is important _____ Putting things in hierarchies makes sense to me _____ Animals are important in my life _____ My home has a recycling system in place _____ I enjoy studying biology, botany and/or zoology _____ I spend a great deal of time outdoors

_____ TOTAL for Section 1

Section 2 _____ I easily pick up on patterns _____ I focus in on noise and sounds _____ Moving to a beat is easy for me _____ I’ve always been interested in playing an instrument _____ The cadence of poetry intrigues me _____ I remember things by putting them in a rhyme _____ Concentration is difficult while listening to a radio or television _____ I enjoy many kinds of music _____ Musicals are more interesting than dramatic plays _____ Remembering song lyrics is easy for me

Section 3 _____ I keep my things neat and orderly _____ Step-by-step directions are a big help _____ Solving problems comes easily to me _____ I get easily frustrated with disorganized people _____ I can complete calculations quickly in my head _____ Puzzles requiring reasoning are fun _____ I can’t begin an assignment until all my questions are answered _____ Structure helps me be successful _____ I find working on a computer spreadsheet or database rewarding _____ Things have to make sense to me or I am dissatisfied

Section 4 _____ It is important to see my role in the “big picture” of things _____ I enjoy discussing questions about life _____ Religion is important to me _____ I enjoy viewing art masterpieces _____ Relaxation and meditation exercises are rewarding _____ I like visiting breathtaking sites in nature _____ I enjoy reading ancient and modern philosophers _____ Learning new things is easier when I understand their value _____ I wonder if there are other forms of intelligent life in the universe _____ Studying history and ancient culture helps give me perspective

Section 5 _____ I learn best interacting with others _____ The more the merrier _____ Study groups are very productive for me _____ I enjoy chat rooms _____ Participating in politics is important _____ Television and radio talk shows are enjoyable _____ I am a “team player” _____ I dislike working alone _____ Clubs and extracurricular activities are fun _____ I pay attention to social issues and causes

Section 6 _____ I enjoy making things with my hands _____ Sitting still for long periods of time is difficult for me _____ I enjoy outdoor games and sports _____ I value non-verbal communication such as sign language _____ A fit body is important for a fit mind _____ Arts and crafts are enjoyable pastimes _____ Expression through dance is beautiful _____ I like working with tools _____ I live an active lifestyle _____ I learn by doing

Section 7 _____ I enjoy reading all kinds of materials _____ Taking notes helps me remember and understand _____ I faithfully contact friends through letters and/or e-mail _____ It is easy for me to explain my ideas to others _____ I keep a journal _____ Word puzzles like crosswords and jumbles are fun _____ I write for pleasure _____ I enjoy playing with words like puns, anagrams and spoonerisms _____ Foreign languages interest me _____ Debates and public speaking are activities I like to participate in

Section 8 _____ I am keenly aware of my moral beliefs _____ I learn best when I have an emotional attachment to the subject _____ Fairness is important to me _____ My attitude effects how I learn _____ Social justice issues concern me _____ Working alone can be just as productive as working in a group _____ I need to know why I should do something before I agree to do it _____ When I believe in something I will give 100% effort to it _____ I like to be involved in causes that help others _____ I am willing to protest or sign a petition to right a wrong

Section 9 _____ I can imagine ideas in my mind _____ Rearranging a room is fun for me _____ I enjoy creating art using varied media _____ I remember well using graphic organizers _____ Performance art can be very gratifying _____ Spreadsheets are great for making charts, graphs and tables _____ Three dimensional puzzles bring me much enjoyment _____ Music videos are very stimulating _____ I can recall things in mental pictures _____ I am good at reading maps and blueprints

Part II

Now carry forward your total from each section and multiply by 10 below:

Sectio Total Forward Multiply Score n 1 X10 2 X10 3 X10 4 X10 5 X10 6 X10 7 X10 8 X10 9 X10

Part III

Now plot your scores on the bar graph provided:

0 Sec Sec Sec Sec Sec Sec Sec Sec Sec 1 2 3 4 5 6 7 8 9

Part IV

Section 1 – This reflects your Naturalist strength Section 2 – This suggests your Musical strength Section 3 – This indicates your Logical strength Section 4 – This illustrates your Existential strength Section 5 – This shows your Interpersonal strength Section 6 – This tells your Kinesthetic strength Section 7 – This indicates your Verbal strength Section 8 – This reflects your Intrapersonal strength Section 9 – This suggests your Visual strength

Remember:  Everyone has all the intelligences!  You can strengthen an intelligence!  This inventory is meant as a snapshot in time – it can change!  M.I. is meant to empower, not label people!

ã 1999 Walter McKenzie, Surfaquarium Consulting This survey may be printed, used and/or modified by educators as long as the copyright tag remains in tact. http://surfaquarium.com/MI/inventory.htm

Technologies by Intelligence

Intelligence Technologies Verbal Textbook, pencil, worksheet, newspaper, magazine, word processing, electronic mail, desk top publishing, web- based publishing, keyboard, speech recognition devices, text bridges

Logical Lecture, cuisenaire rods, unifix cubes, tangrams, measuring cups, measuring scales, ruler/yardstick, slide rule, graphing calculators, spreadsheet, search engine, directory, FTP clients, gophers, webquests, problem solving tasks, programming languages

Visual Overhead projector, television, video, picture books, art supplies, chalkboard, dry erase board, slide shows, charting and graphing, monitor, digital camera/camcorder, scanner graphics editor, html editor, digital animation/movies

Kinesthetic Construction tools, kitchen utensils screw, lever, wheel and axle, inclined plane, pulley, wedge, physical education equipment, manipulative materials, mouse, joystick, simulations that require eye-hand coordination, assistive technologies, digital probes

Musical Pattern blocks, puzzles, musical instruments, phonograph, headphones, tape player/recorder, digital sounds, online pattern games, multimedia presentations, speakers, CD ROM disks, CD ROM player

Intrapersonal Journals, diaries, surveys, voting machines, learning centers, children’s literature, class debate, real time projects, online surveys, online forms, digital portfolios with self-assessments

Interpersonal Class discussion, post-it notes, greeting cards, laboratory, telephone, walkie-talkie, intercom, board games, costumes collaborative projects, chat, message boards, instant messenger

Naturalist Magnifying glass, microscope, telescope, bug box, scrap book, sandwich bag, plastic container database, laserdisc, floppy drive, file manager, semantic mapping tools

Existential Art replica, planetarium, stage drama, classic literature,

classic philosophy, symbols of world religions, virtual communities, virtual art exhibits, virtual field trips, MUDs, blogs, wikis, virtual reality, simulations

Software by Intelligence

Intelligenc Applicatio Purchasing Information e n Kinesthetic CyberStretch http://www.cyberstretch.com/

IntelliTools http://www.intellitools.com/

Lego Mind http://www.pldstore.com/pld/catalog.cfm? Storms dest=dir&linkid=9&linkon=section Mavis Beacon http://www.broderbund.com/Product.asp? OID=4148830&SC=0190594095&CID=249 Probeware http://www.teamlabs.com/

Existential ArtSpace http://www.mprojects.wiu.edu/artspace.shtml

Geodesy http://www.bgrg.com/geodesy/

Neighborhood http://www.tomsnyder.com/products/product.asp? Map Machine SKU=NEIV20 SimCity http://simcity.ea.com/ Trudy’s Time http://www.riverdeep.net/products/ and Place edmark_house_series/trudys_time_place.jhtml House Interpersona Dreamweaver http://www.macromedia.com/software/ dreamweaver/ l ICQ http://web.icq.com/

Instant http://www.aim.com/index.adp Messenger MMPI http://www.psychscreen.com/singletest/ mmpia.html Net Meeting http://www.microsoft.com/windows/netmeeting/ Intrapersona Choices, http://www.tomsnyder.com/products/ Choices product.asp?SKU=CHOCHO l Decisions, http://www.tomsnyder.com/products/ Decisions product.asp?SKU=DECDEC

Feelings http://www.cdgarden.com/main/software/ mw/feelings.htm

Forrest Center http://www.orcca.com/MMProd.htm#Forrest Stage Perseus http://www.perseus.com/

Logical Graph Club http://www.tomsnyder.com/products/ product.asp?SKU=GRPV20 Microsoft http://office.microsoft.com/home/office.aspx? Excel assetid=FX01085800&CTT=6&Origin= EC010963431033 Millie’s Math http://www.riverdeep.net/products/ House early_learning/millies_mh.jhtml

Math Realm http://www.cogtech.com/

Prime Time http://www.sheppardsoftware.com/pmath1.htm Math Musical Cubase http://www.steinberg.net/ProductPage_sb.asp? Product_ID=2014&Langue_ID=7 Finale http://www.finalemusic.com/

Introduction http://sunburst-store.com/cgi-bin/ to Patterns sunburst.storefront/40e691b60c7f9a7b2717 d00b8932072e/Product/View/8772 Sibelius http://www.sibelius.com/cgi-bin/home/home.pl

Thinkin’ http://www.riverdeep.net/products/ Things thinkin_things/index.jhtml

Naturalist Chime Pro http://www.mdli.com/products/ and framework/chimepro/index.jsp ChemScape FileMaker Pro http://www.filemaker.com/ IHMC Concept http://cmap.ihmc.us/ Map Software Inspiration/ http://www.inspiration.com/ Kidspiration Stella http://www.iseesystems.com/ (iedszc45hzv1yp45d0fb4c55)/index.aspx TimeLiner http://www.tomsnyder.com/products/ productdetail.asp?PS=TIMV50

Verbal Bailey’s Book http://www.riverdeep.net/products/ House early_learning/baileys_bh.jhtml

Clicker http://www.cricksoft.com/us/products/ clicker/default.asp

Co:Writer http://www.donjohnston.com/catalog/cow4000d.htm

Write: Out http://www.donjohnston.com/catalog/writoutd.htm Loud Microsoft http://office.microsoft.com/home/office.aspx? Word assetid=FX01085799 Visual Flash http://www.macromedia.com/software/flash/

Golly Gee http://www.gollygee.com/ Blocks KidPix http://www.kidpix.com/

Microsoft http://office.microsoft.com/home/office.aspx PowerPoint ?assetid=FX01085797

NIH Image http://rsb.info.nih.gov/nih-image/index.html

Adobe http://www.adobe.com/products/photoshop/ Photoshop

To meet Gardner’s definition, technology must: •be flexible for all intelligences •be adaptable to multiple objectives •be transferable to different disciplines •be used in rich and varied contexts •offer real world applications

Tools can be used: •to create •to solve problems •by students with different approaches •across all disciplines •to meet varied objectives •to immerse students in rich, real world tasks

Resources can be used: •to simulate real world applications •to target objectives by subject area •to structure a scope and sequence of student learning •to track and document student progress

Tools Resources

Wheel of Domains

PEP Chart Pre-Software Experience Post-Software

OPP Chart Objective Procedure Product

Intelligences

POMAT Chart POMAT V M V B M IE I N E Notes L L S K R A T X Procedur e

Objectiv e

Material s

Assessm ent

Technolo gy

VL=Verbal/Linguistic ML=Mathematical/Logical VS=Visual/Spatial BK=Bodily/Kinesthetic MR=Musical IE=Interpersonal IA=Intrapersonal NT=Naturalist EX=Existentialist

Lesson Template Lesson Title: Teacher:

Subject(s): Date: Time:

Objective(s): Standar Technolog Intelligenc d: y: e:

Materials: Intelligenc e:

Procedure: Intelligenc e:

Assessment: Intelligenc e:

Reflection: How did the technologies used accommodate the intelligences you identified?

If the technologies used were not effective, what can you recommend as an alternate application to use with this lesson the next time it is taught?

How did the intelligences identified improve student mastery of the objective(s)?

Did you observe other intelligences that came into play during the lesson? What were they and how did they aid in student learning?

What other intelligences could be included in this lesson?

Levels of Technology Integration, Multiple Intelligences and Bloom Chris Moersch Used with permission

Level 0 Non-Use – the lack of digital technologies  Traditional technology  Technology is not necessary to successfully implement lessons  Lower levels of Blooms Taxonomy  Verbal and Logical paths to learning emphasized  Typically one - no more than any two - paths to learning addressed

Level 1 Awareness – technology-centered level in which the intended instruction is actually controlled by the technology.  Technology-centered lessons  Focuses on technology skills and literacy  Lower levels of Bloom’s Taxonomy  Verbal and Logical paths to learning emphasized  Typically one - no more than any two - paths to learning addressed

Level 2 Exploration – teacher-centered, teacher-directed level in which technology is used to master content at the lower levels of Bloom’s Taxonomy.  Teacher-centered lessons  Technology used to extend or enrich of learning that has taken place  Cookie-cutter approach to technology  Lower levels of Bloom’s Taxonomy  Up to three paths to learning addressed

Level 3 Infusion – second teacher-centered level of integration, in which content software and Internet resources are utilized to modify lessons which were taught using traditional media in the past.  Teacher-centered lessons  Makes use of digital productivity tools  Little variation in the ways technology is used for instruction  Mid levels of Bloom’s Taxonomy  Up to three paths to learning addressed

Level 4 Integration – student-centered level in which students engage in higher order thinking activities through inquiry, problem solving and product making in response to a specific task.  Student-centered lessons  Sophisticated productivity tools  Inquiry, problem solving and product making in response to a specific task  Higher levels of Bloom’s Taxonomy  Three to five paths to learning addressed

Levels 5 & 6 Expansion and Refinement - students select technologies to investigate topics, create original products, communicate knowledge, and demonstrate mastery  Constructivist methodology  Authentic problem solving tasks based in real world experiences  Students have access to all kinds of technology  Higher levels of Bloom’s Taxonomy  All nine paths to learning addressed

Multiple Intelligences for Multiple Technologies Unit Design  Gardner – Multiple Intelligences  Jacobs – Conceptual Design  Wiggins & McTighe – Backward Design  Taylor – Curriculum Integration

Standards - Destinations to which your unit will map:

National National Council of Teachers of Mathematics http://standards.nctm.org/document/chapter3/index.htm National Council of Teachers of English http://www.ncte.org/about/over/standards/110846.htm National Academy of Sciences http://www.nap.edu/readingroom/books/nses/html/3.html National Council for the Social Studies http://www.socialstudies.org/standards/teachers/vol1/home.shtml

State Standards of Learning http://www.pen.k12.va.us/VDOE/Superintendent/Sols/home.shtml

Local District Curriculum

Theme - Big picture concept that ties unit together:

• Cycles • Solutions • Frontiers • Standards • Networks • Communities • Change • Tools • Decisions • Boundaries • Goals • Conflict • Construction • Predictions • Patterns • Journeys • Heroes • Senses • Choices • Communication

Big Idea - Banner-worthy slogan that sets the unit tone:

• Heroes are defined by their circumstances. • Change is constant. • Asking the question requires curiosity; answering the question requires courage. • On a journey, you must know where you’ve been and where you’re going. • The best solution saves you time and resources. • One choice is not as good as another; your criteria determine what is best. • Building understanding is the key to building community.

See http://www.bartleby.com/100/ for quote ideas

Need to Know Questions - Questions you will revisit again and again throughout the unit:

• What are the frontiers in our lives? • Are there frontiers left to explore here on Earth? • What character traits does it take to explore a frontier? • Why are we afraid of the unknown? • What are the rewards of conquering our fears and exploring the unknown?

The Mission - The “hook”:

• solving a problem • creating a work product which addresses a specific need • stimulates the imagination and curiosity • rich, real world in nature • open-ended task that students will not be able to easily address in a short span of time • a purpose for learning • a climate for learning • a context for learning

Mapping to the Mind - Mapping to Intelligences should be:

• Task-oriented • Process-based • Natural (not forced) • Promoting higher levels of Bloom’s Taxonomy • Adding to the big idea

Learning through:

• Language – Verbal • Problem Solving – Logical • Seeing and Imagining – Visual • Patterns – Musical • Interaction with the Environment – Kinesthetic • Interaction with Others – Interpersonal • Feelings, Values and Attitudes – Intrapersonal • Categories and Hierarchies – Naturalist • Larger Understandings – Existential

Culminating Event - A logical extension of the mission:

• allows learners to share responses to mission • a celebration of learning • showcase student understanding • an interactive social event • transform your classroom into another world as it takes on the characteristics of your unit of study • optimal opportunity for authentic assessment

Assessment - Authentic assessment for authentic tasks:

• task-based • process-oriented • intelligence-centered • authentic

• portfolio • rubric • checklist

Teacher Resources for Unit Development

Surfaquarium Literature Links http://surfaquarium.com/IT/CONTENT/literature.htm

Carol Hurst’s Children’s Literature Web Site http://www.carolhurst.com/index.html

Children’s Literature Web Guide http://www.acs.ucalgary.ca/~dkbrown/index.html

Vandergrift’s Children’s Literature Page http://www.scils.rutgers.edu/%7Ekvander/ChildrenLit/

Amazon Book Search http://www.amazon.com/exec/obidos/tg/browse/-/1000/ref=b_tn_bh_br/102- 4063336-2733740

Rock and Roll Library http://www.rocklibrary.com/Education/_teachers.cfm

Lyrics.com http://www.lyrics.com/ (use “Search by Artist” feature across the top)

Lyrics Search Engine http://lyrics.astraweb.com/ (search by artist name or song title, or use the directory of artists)

Web Resources

Walter’s Surfaquarium http://surfaquarium.com

Google http://www.google.com/

Yahooligans http://yahooligans.yahoo.com/

Links for Further Study

Sample MI & Technology Units http://www.surfaquarium.com/MI/units/

Standards-based Lessons for Tech-Savvy Students: A Multiple Intelligences Approach http://surfaquarium.com/MI/book2.htm

Multiple Intelligences and Instructional Technology: A Manual for Every Mind http://www.iste.org/eseries/source/Orders/isteProductDetail.cfm? product_code=multi2

Famous Quotes http://www.bartleby.com/100/

Rubistar http://rubistar.4teachers.org/index.php

Teacher Rubric Makers http://www.teach-nology.com/web_tools/rubrics/

Resources

Walter McKenzie’s Multiple Intelligences Pages http://surfaquarium.com/MI/

Multiple Intelligences Discussion Group http://groups.yahoo.com/group/M-I/

Thomas Armstrong’s Multiple Intelligence Pages http://www.thomasarmstrong.com/

MI Smart! http://www.chariho.k12.ri.us/curriculum/MISmart/mi_smart.htm

Concept to Classroom: Tapping into Multiple Intelligences http://www.thirteen.org/edonline/concept2class/month1/index.html

Technology and Multiple Intelligences http://www.newhorizons.org/strategies/mi/hoerr.htm

Multiple Intelligences and technology: A Winning Combination http://www.ri.net/RITTI_Fellows/Carlson-Pickering/MI_Tech.htm

Multimedia and Multiple Intelligences http://www.prospect.org/print/V7/29/veenema-s.html

Multiple Intelligences and Literacy http://literacyworks.org/mi/flash.html

Multiple Intelligences and Math http://www.newhorizons.org/strategies/mi/wahl.htm

Multiple Intelligences and the Arts http://www.newhorizons.org/strategies/arts/cabc/oddleifson3.htm

Multiple Intelligences in High School http://www.newhorizons.org/strategies/mi/mi_review_weber.htm

New Horizons Recommended Reading List http://www.newhorizons.org/strategies/mi/front_mi.htm

McKenzie Gloucester County 2006 34