"It is of utmost importance that we recognize and nurture all of the varied human intelligences, and all the combinations of intelligences. ... If we recognize this, I think we will have at least a better chance of dealing appropriately with the many problems that we face in the world."
- Howard Gardner, 1987 (Armstrong, 2000) |
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MULTIPLE INTELLIGENCES
Some children are timid, some bold. Some like to observe, some are more active. Some children like dinosaurs, some like dolls. Some children can hear something once and remember it while others need many repetitions. To some, music is soothing during quiet time, to others it is distracting.
Psychologist Howard Gardner suggests that each of these preferences actually represents a different type of intelligence. In his 1983 book Frames of Mind: The Theory of Multiple Intelligences, Gardner proposed that intelligence is not just a single intellectual capacity. Instead, he notes that there are nine different kinds of intelligence that can be nurtured and strengthened, or ignored and weakened. None of these intelligences work in isolation. All learners rely on more than one intelligence in each learning situation.
What kind of learner are YOU? Click here for a quick assessment of your learning style.
J-SMARTS
Collecting web tools over many months and trying to determine how best to organize them for the use of Jewish educators was the beginning of J-Smarts. The teachers in our Jewish educational programs were looking for different tools to integrate into lessons and to use for assessments. A plethora of emerging web-based programs have been organized according to Howard Gardner's Multiple Intelligences, thus opening the door for educators to plan learning opportunities that play to the strength of the learner.
The J-Smarts website is organized according to Gardner's Multiple Intelligences, matching the attributes of each with Web 2.0 programs (and later apps).
* Each intelligence is defined and described
* A list of progams is matched to each intelligence, and with a click, site-visitors can explore
* A description of the web-based program
* Some sample projects, especially related to Jewish education (though adaptable
to general studies, as well)
Admittedly, the list isn't all-encompassing, new tools are being created regularly. If you use one that isn't included on the pages of J-Smarts, tell us about it on our blog page.
ABOUT MULTIPLE INTELLIGENCES
Research by Dr. Howard Gardner at Harvard University indicates that we have not a single fixed IQ, but several different forms of intelligence. Each of us possesses these various intelligences and can develop competencies in each (Armstrong, 2000, p.21). But since everyone learns differently, and it makes sense to match the "preferred" intelligence to learn best. (http://www.acceleratedlearning.com/method/test_why.html)
Howard Gardner notes that by the time children begin school, they have probably established ways of learning more along the lines of some intelligences than others. They learned to adapt new learning to their areas of strength to master the material using their preferred learning style. As educators, if we know how best our learners learn (and they know how they learn), we can work together to determine those teaching and learning strategies.
The various intelligences are described below.
Some children are timid, some bold. Some like to observe, some are more active. Some children like dinosaurs, some like dolls. Some children can hear something once and remember it while others need many repetitions. To some, music is soothing during quiet time, to others it is distracting.
Psychologist Howard Gardner suggests that each of these preferences actually represents a different type of intelligence. In his 1983 book Frames of Mind: The Theory of Multiple Intelligences, Gardner proposed that intelligence is not just a single intellectual capacity. Instead, he notes that there are nine different kinds of intelligence that can be nurtured and strengthened, or ignored and weakened. None of these intelligences work in isolation. All learners rely on more than one intelligence in each learning situation.
What kind of learner are YOU? Click here for a quick assessment of your learning style.
J-SMARTS
Collecting web tools over many months and trying to determine how best to organize them for the use of Jewish educators was the beginning of J-Smarts. The teachers in our Jewish educational programs were looking for different tools to integrate into lessons and to use for assessments. A plethora of emerging web-based programs have been organized according to Howard Gardner's Multiple Intelligences, thus opening the door for educators to plan learning opportunities that play to the strength of the learner.
The J-Smarts website is organized according to Gardner's Multiple Intelligences, matching the attributes of each with Web 2.0 programs (and later apps).
* Each intelligence is defined and described
* A list of progams is matched to each intelligence, and with a click, site-visitors can explore
* A description of the web-based program
* Some sample projects, especially related to Jewish education (though adaptable
to general studies, as well)
Admittedly, the list isn't all-encompassing, new tools are being created regularly. If you use one that isn't included on the pages of J-Smarts, tell us about it on our blog page.
ABOUT MULTIPLE INTELLIGENCES
Research by Dr. Howard Gardner at Harvard University indicates that we have not a single fixed IQ, but several different forms of intelligence. Each of us possesses these various intelligences and can develop competencies in each (Armstrong, 2000, p.21). But since everyone learns differently, and it makes sense to match the "preferred" intelligence to learn best. (http://www.acceleratedlearning.com/method/test_why.html)
Howard Gardner notes that by the time children begin school, they have probably established ways of learning more along the lines of some intelligences than others. They learned to adapt new learning to their areas of strength to master the material using their preferred learning style. As educators, if we know how best our learners learn (and they know how they learn), we can work together to determine those teaching and learning strategies.
The various intelligences are described below.
VERBAL-LINGUISTIC INTELLIGENCE
Many call verbal-linguistic intelligence 'word-smart.' These learners have the ability to use words and language with ease. They think in words rather than in pictures. These learners have a sensitivity to sounds and rhythms and can use their words to persuade, entertain, inform, motivate, others around them. Verbal-Linguistic learners like to read and write, tell stories, play word games and have a good memory for names and places. |
LOGICAL-MATHEMATICAL INTELLIGENCE
Logical-mathematical learners are considered 'number-smart' or 'logic- smart.' These learners reason, use logic and numbers to figure out the answers. They can see patterns and relationships and make connections. These learners tend to ask many questions and enjoy doing experiments. They are interested in computers, puzzles and logic tasks. Logical-mathematical learners enjoy working systematically through a problem to get to an answer. |
MUSICAL INTELLIGENCE
Humming, singing, playing in the band/orchestra, writing music - these 'music-smart' learners have highly developed musical intelligence. These learners can change the tone of their voice for effect, when giving a speech or singing. They are very aware of the sounds in their environment (leaking faucet, a lawn mower, sounds of nature). As adults, we don't always understand how these learners can do their homework while having music playing in the background. Activities that include creating music, a song, rap or jingle are favorites among these learners. |
VISUAL-SPATIAL INTELLIGENCE
Visual-spatial learners like color, diagrams, maps and all things visual. 'Picture-smart' learners create a mental picture of the story and tend to create mental images to remember information. Visual-spatial learners enjoy creating posters and charts, using graphics, and creating graphs, diagrams and maps. |
BODILY - KINESTHETIC INTELLIGENCE
Bodily - Kinesthetic learners like to use their hands and body to gather information. These are your hands-on learners who like to use manipulatives to solve the problem and remember information. These learners have a good sense of balance and eye-hand coordination. They may be good at sports, dance or handicrafts. |
INTERPERSONAL INTELLIGENCE
"Shhh...be quiet" is something that is frequently said to the learners with highly developed interpersonal intelligence, often called a 'people-person.' They like being with people, talking with people, and socializing with others. They learn best in a group by sharing and participating with others. These learners tend to be sensitive to the needs of others. These learners try to see things from other people's point of view in order to understand how they think and feel. Generally they try to maintain peace in group settings and encourage cooperation.They use both verbal (e.g. speaking) and non-verbal language (e.g. eye contact, body language) while communicating with others. |
INTRAPERSONAL INTELLIGENCE Introspective, aware of their own feelings and strengths/weaknesses, reflective, self-confident, and opinionated are some of the adjectives that can be used for learners with highly developed intrapersonal intelligence. When assigning tasks, these 'self-smart' learners would prefer to work independently rather than in a group. |