Multiple Intelligences in life

Multiple intelligences and technology to a more developmental teaching-learning process

Multiple Intelligence Activities for the Classroom
By Colette Phair, eHow Contributor updated February 26, 2011

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Multiple intelligence activities let children discover in which ways they learn best.
The theory of multiple intelligences rejects traditional, simplified ideas of intelligence based on IQ testing. Instead, it holds that people exhibit different kinds of intelligence. Dr. Howard Gardner, developer of the theory, proposed eight types of intelligence: linguistic (word smart), logical-mathematical (number smart), spatial-visual (picture smart), bodily-kinesthetic (body smart), musical (music smart), interpersonal (people smart), intrapersonal (self smart) and naturalist (nature smart).

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Be Creative
By becoming more creative in your lesson plans, you can find endless ways to incorporate these different kinds of intelligence into the classroom. Your students will thus have the opportunity to discover, develop and showcase their unique talents. Children will learn that everyone is good -- and "smart" -- at something.

Mix and Match
Ideally, you will be able to incorporate each of the multiple intelligences into any given subject. Take into account the amount of time you have available and your objectives as well as what materials you will need to conduct your lesson plan.

For example, to teach math to students who are body smart, you could have them use a part of their body to measure distances. Students who are word smart could write poems explaining when to use certain mathematical concepts. Intrapersonal or self smart kids could observe and write down the emotions they experience while they are completing formulas, noting causes.

To engage a body smart student in a spelling lesson, use a "Wheel of Fortune"-style game in which each child wears a different letter. Music smart kids will enjoy the challenge of composing and performing their own mnemonic devices as songs.

Highlight Strengths
Sometimes certain students have trouble excelling in a subject because it doesn't bring out their individual talents. Self smart kids who may be shy and reserved in physical education class could benefit from performing certain physical activities, then pausing to note how they made them feel.

Word smart kids may enjoy writing science fiction stories to express scientific concepts. For a naturalist student in a shop or technology class, lessons could focus on learning to use natural materials in an environmentally sensitive way. Remember that one child can have more than one type of intelligence, and don't feel the need to pigeonhole too much. Instead let them discover what they enjoy most and what they do best.

Learning Centers
Another method is to set up learning centers around the classroom focusing on the different intelligences. You could set up each center to represent more than one intelligence -- for example, a music center could cultivate children's bodily-kinesthetic intelligence as well as their musical intelligence. Include tools and materials that help children express each intelligence. This way, students can circulate and try out each type to see which is a good fit.

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I found this article very inspiring for me, also the following ideas about how can we include activities in our lesson plan, as well as adding technology activities. we can pay attention to the following suggested activities and use our skill for technology to mix both "tech" with "multiple intelligences" :

Games for multiple intelligences

The following is simply a list of games considered to fall under six of Gardner’s intelligences as gathered in the workshop on Sunday. The list is incomplete and most are not explained (please add the details of those you like) but it is assumed the board-type games involve oral statements/ including strategies as well as physical movement of the pieces and cooperative teams in some way. All games engage multi-intelligences not just the category they appear under, the focus-intelligence depends on the emphasis placed on the play by the teacher.

LOGICAL-MATHEMATICAL:
Fizz-buzz
Who am I?
Checkers
Othelo
Chess
Matching cards
Mother goose

SPATIAL:
Hide & seek
Matching hidden picture: describe, draw -match?
I-spy-with-my-little-eye…
Hanged Man
Treasure hunting
Find someone who……

BODY-KINESTHETIC
Touch …. (it)!
Simon says…

MUSICAL
Musical chairs (using gordon’s variation where the song is taught first and sung by everyone instead of using a tape/CD and one of the words in the chorus or lyrics that comes up often in the song is used as the signal to sit down. And at least 3-5 chairs are removed each time so it doesn’t drag)
Blanks in lyrics (tape is made with timed blank spaces for the participants to fill in the missing lyrics)
Fukuwarai –Japanese new year’s game using a blank outline of an old woman’s face and cut-outs of eyes, nose, ears, lips etc. and the players are blindfolded when they attempt to create a face.

INTERPERSONAL
20 questions
Paper, scissors, rock
Two facts and one fiction
Shiritori – must use the last syllable of previous players word as the first syllable of next player’s word
Whispering game (1)
Whispering game (2) –first person of each team is shown a simple picture instead of given sentences and the last person must draw it. [gordon has some example photos if anyone wants to _see_ how it looks (edi@gol.com)]
Secret box
Bingo (many kinds)
Never-ending story –one sentence/person, each person tries to end the story while the next person tries to continue, then end it. (good practice for using “but” –with a statement of fact followed by a contrasting statement of fact)
Never-ending sentence… (ends when a period is required.)

NATURALIST
Animals habitat
Sugoroku –generic term for board games in Japanese, this one refers to one using animals and habitats and in English it’s called Parcheesi ( http://boardgamecentral.com/games/parcheesi.html )

INTRAPERSONAL
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Now, after every class we can have feedbacks on how we are working and how to keep on improving.In the following link we can find a list we can do with students to make them know themselves. what kind of intelligence I have more: http://homepage.eircom.net/~seaghan/play/mi.htm

I will keep reading the article Robert suggested and I am sure I will get more reflections on those important issues we need to see before, during and after we teach any class.

Regards, Yariela