multiple intelligent

The theory of multiple intelligences was developed in 1983 by Dr. Howard Gardner, professor of education at Harvard University. It suggests that the traditional notion of intelligence, based on I.Q. testing, is far too limited. Instead, Dr. Gardner proposes eight different intelligences to account for a broader range of human potential in children and adults. These intelligences are:
Linguistic intelligence ("word smart"):
Logical-mathematical intelligence ("number/reasoning smart")
Spatial intelligence ("picture smart")
Bodily-Kinesthetic intelligence ("body smart")
Musical intelligence ("music smart")
Interpersonal intelligence ("people smart")
Intrapersonal intelligence ("self smart")
Naturalist intelligence ("nature smart")
Dr. Gardner says that our schools and culture focus most of their attention on linguistic and logical-mathematical intelligence. We esteem the highly articulate or logical people of our culture. However, Dr. Gardner says that we should also place equal attention on individuals who show gifts in the other intelligences: the artists, architects, musicians, naturalists, designers, dancers, therapists, entrepreneurs, and others who enrich the world in which we live. Unfortunately, many children who have these gifts don’t receive much reinforcement for them in school. Many of these kids, in fact, end up being labeled "learning disabled," "ADD (attention deficit disorder," or simply underachievers, when their unique ways of thinking and learning aren’t addressed by a heavily linguistic or logical-mathematical classroom. The theory of multiple intelligences proposes a major transformation in the way our schools are run. It suggests that teachers be trained to present their lessons in a wide variety of ways using music, cooperative learning, art activities, role play, multimedia, field trips, inner reflection, and much more (see Multiple Intelligences in the Classroom). The good news is that the theory of multiple intelligences has grabbed the attention of many educators around the country, and hundreds of schools are currently using its philosophy to redesign the way it educates children. The bad news is that there are thousands of schools still out there that teach in the same old dull way, through dry lectures, and boring worksheets and textbooks. The challenge is to get this information out to many more teachers, school administrators, and others who work with children, so that each child has the opportunity to learn in ways harmonious with their unique minds (see In Their Own Way).
The theory of multiple intelligences also has strong implications for adult learning and development. Many adults find themselves in jobs that do not make optimal use of their most highly developed intelligences (for example, the highly bodily-kinesthetic individual who is stuck in a linguistic or logical desk-job when he or she would be much happier in a job where they could move around, such as a recreational leader, a forest ranger, or physical therapist). The theory of multiple intelligences gives adults a whole new way to look at their lives, examining potentials that they left behind in their childhood (such as a love for art or drama) but now have the opportunity to develop through courses, hobbies, or other programs of self-development (see 7 Kinds of Smart).
How to Teach or Learn Anything 8 Different Ways
One of the most remarkable features of the theory of multiple intelligences is how it provides eight different potential pathways to learning. If a teacher is having difficulty reaching a student in the more traditional linguistic or logical ways of instruction, the theory of multiple intelligences suggests several other ways in which the material might be presented to facilitate effective learning. Whether you are a kindergarten teacher, a graduate school instructor, or an adult learner seeking better ways of pursuing self-study on any subject of interest, the same basic guidelines apply. Whatever you are teaching or learning, see how you might connect it with
words (linguistic intelligence)
numbers or logic (logical-mathematical intelligence)
pictures (spatial intelligence)
music (musical intelligence)
self-reflection (intrapersonal intelligence)
a physical experience (bodily-kinesthetic intelligence)
a social experience (interpersonal intelligence), and/or
an experience in the natural world. (naturalist intelligence)
For example, if you’re teaching or learning about the law of supply and demand in economics, you might read about it (linguistic), study mathematical formulas that express it (logical-mathematical), examine a graphic chart that illustrates the principle (spatial), observe the law in the natural world (naturalist) or in the human world of commerce (interpersonal); examine the law in terms of your own body [e.g. when you supply your body with lots of food, the hunger demand goes down; when there's very little supply, your stomach's demand for food goes way up and you get hungry] (bodily-kinesthetic and intrapersonal); and/or write a song (or find an existing song) that demonstrates the law (perhaps Dylan's "Too Much of Nothing?").
You don’t have to teach or learn something in all eight ways, just see what the possibilities are, and then decide which particular pathways interest you the most, or seem to be the most effective teaching or learning tools. The theory of multiple intelligences is so intriguing because it expands our horizon of available teaching/learning tools beyond the conventional linguistic and logical methods used in most schools (e.g. lecture, textbooks, writing assignments, formulas, etc.). To get started, put the topic of whatever you’re interested in teaching or learning about in the center of a blank sheet of paper, and draw eight straight lines or "spokes" radiating out from this topic. Label each line with a different intelligence. Then start brainstorming ideas for teaching or learning that topic and write down ideas next to each intelligence (this is a spatial-linguistic approach of brainstorming; you might want to do this in other ways as well, using a tape-recorder, having a group brainstorming session, etc.)

tangrama

Learning outcomes
Students will know the basic geometric shapes that make-up the tangram puzzle. The students will learn which shapes can be created when joining the tangram pieces. When you use all 7 pieces, you can create a square. Other shapes that can be constructed with the tangram pieces are: a rectangle, a triangle, trapezoid, parallelogram, pentagon, and a rhombus. Students will be able to create animal shapes using all seven pieces and then write a poem about their animal. Students will then use a word processing program to type their poems. Using a drawing program, they will create their animal. (The class animals can be put together in a Kid Pix Studio Deluxe Slide Show.)
Teacher planning
Time required for lesson
3 - 5 days
Materials/resources
Grandfather Tang’s Story by Ann Tompert (available in paperback and hardcover from amazon.com)
A set of overhead tangrams
Overhead Projector
Student sets of tangrams
Technology resources
Computers with Student Writing Center or a word processing program.
Computers with Kid Pix Studio Deluxe
Windows Download of tangram puzzles:
PC download (freeware) but not necessary to complete this lesson plan) I use the demo version and have since purchased this software. Students enjoyed this tool immensely.
Pre-activities
Briefly give an account of the history of the Tangram puzzle.
Discuss Tangram puzzle and the shapes that make up the puzzle.
Discuss geometric figures as a review.
Introduce other geometric concepts: ex. Right angles, sides, angles, etc.
Activities
As Grandfather Tang’s Story by Ann Tompert is being read, create the various animals in the story using the overhead projector and two sets of overhead tangrams.
After the book has been read, allow the students to use their tangrams. If you do not have tangrams then use the tangram attachmentStudent can cut these out for manipulation. Allow a few minutes of free exploration.
Have them create the animals in Grandfather Tang’s Story. Then let the students construct their own tangram animals from the animals of nature. Students must use all seven pieces to construct and create their animals. Then have the students trace the shape of their animal on drawing paper. Have the students create an acrostic poem using their animal’s name.
On another day, the students will create their animals using Kid Pix Studio Deluxe. They will also type their poems using Student Writing Center or another word processing program.
Lesson can then go from the hands-on manipulatives to the computer where they students can manipulate the tangram pieces using the mouse and prepared templates that are built into the downloaded programs.
Assessment
Construction of their animals with the tangram pieces.
Poems are typed, edited, and published using the computer.
The tangram animals are drawn first using different art media and then by using the computer.
Informal assessment of the different geometric terms as lesson occurs.
Students will show evidence of an understanding of tangrams by manipulating the pieces from this interactive site.
Supplemental information
Attachments:
Tangram Puzzle Piece
Tangram History
Tangram Pieces
Optional: Worksheets from Kendall Hunt Math Textbook: Trailblazers Unit 12, Lesson 1. These worksheets match this lesson.