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APPENDIX B MULTIPLE INTELLIGENCES WORKSHEETS MULTIPLE INTELLIGENCES The Multiple Intelligence theory suggests that no one set of teaching strategies will work best for all students at all times. All children have different proclivities in the seven intelligences, so any particular strategy is likely to be successful with several students, and yet, not for others. Because of these individual differences among students, teachers are best advised to use a broad range of teaching strategies with their students.
As long as instructors shift their intelligence emphasis from presentation to presentation, there will always be a time during the period or day when a student has his or her own highly developed intelligence(s) actively involved in learning. Key Points in MI Theory Each person possesses all seven intelligences - MI theory is not a "type theory" for determining the one intelligence that fits.
It is a theory of cognitive functioning, and it proposed that each person has capacities in all seven intelligences. Most people can develop each intelligence to an adequate level of competency - although an individual may bewail his deficiencies in a given area and consider his problems innate and intractable, Gardner suggests that virtually everyone has the capacity to develop all seven intelligences to a reasonably high level of performance if given the appropriate encouragement, enrichment, and instruction.
Intelligences usually work together in complex ways - Gardner points out that each intelligence as described above is actually a "fiction"; that is no intelligence exists by itself in life (except perhaps in very rare instances in savants and brain-injured individuals.) Intelligences are always interacting with each other. There are many ways to be intelligent within each category - there is no standard set of attributes that one must have to be considered intelligent in a specific area.
Consequently, a person may not be able to read, yet be highly linguistic because he can tell a terrific story or has a large, oral vocabulary. Similarly, a person may be quite awkward on the playing field, yet possess superior bodily-kinesthetic intelligence when she weaves a carpet or creates an inlaid chess table. MI theory emphasizes the rich diversity of ways in which people show their gifts within intelligences as well as between intelligences.
“All students can learn and succeed, but not all on the same day in the same way.” - William G. Spady Top of page MULTIPLE INTELLIGENCES TEST Where does your true intelligence lie? This quiz will tell you where you stand and what to do about it. Read each statement. If it expresses some characteristic of yours and sounds true for the most part, jot down a "T." If it doesn't, mark an "F.
" If the statement is sometimes true, sometimes false, leave it blank. 1. _____ I'd rather draw a map than give someone verbal directions. 2. _____ I can play (or used to play) a musical instrument. 3. _____ I can associate music with my moods. 4. _____ I can add or multiply in my head. 5. _____ I like to work with calculators and computers. 6. _____ I pick up new dance steps fast.
7. _____ It's easy for me to say what I think in an argument or debate. 8. _____ I enjoy a good lecture, speech or sermon. 9. _____ I always know north from south no matter where I am. 10. _____ Life seems empty without music. 11. _____ I always understand the directions that come with new gadgets or appliances. 12. _____ I like to work puzzles and play games.
13. _____ Learning to ride a bike (or skates) was easy. 14. _____ I am irritated when I hear an argument or statement that sounds illogical. 15. _____ My sense of balance and coordination is good. 16. _____ I often see patterns and relationships between numbers faster and easier than others. 17. _____ I enjoy building models (or sculpting). 18. _____ I'm good at finding the fine points of word meanings.
19. _____ I can look at an object one way and see it sideways or backwards just as easily. 20. _____ I often connect a piece of music with some event in my life. 21. _____ I like to work with numbers and figures. 22. _____ Just looking at shapes of buildings and structures is pleasurable to me. 23. _____ I like to hum, whistle and sing in the shower or when I'm alone. 24.
_____ I'm good at athletics. 25. _____ I'd like to study the structure and logic of languages. 26. _____ I'm usually aware of the expression on my face. 27. _____ I'm sensitive to the expressions on other people's faces. 28. _____ I stay "in touch" with my moods. I have no trouble identifying them. 29. _____ I am sensitive to the moods of others. 30. _____ I have a good sense of what others think of me.
Top of page MULTIPLE INTELLIGENCE SCORING SHEET Place a check mark by each item you marked as "true." Add your totals. A total of four in any of the categories A through E indicates strong ability. In categories F and G a score of one or more means you have abilities as well. A Linguistic B Logical- Mathematical C M usical D Spatial E Bodily- Kinesthetic F Intra- personal G Inter- personal 7 ___ 4 ___ 2 ___ 1 ___ 6 ___ 26 ___ 27 ___ 8 ___ 5 ___ 3 ___ 9 ___ 13 ___ 28 ___ 29 ___ 14___ 10 ___ 11___ 15 ___ 30 ___ 18 ___ 16 ___ 20 ___ 19___ 17 ___ 25 ___ 21 ___ 23 ___ 22___ 24 ___ Totals: ____ ____ ____ ____ ____ ____ ____ Top of page The Seven Multiple Intelligences in Children Children who are strongly: Think Love Need Linguistic reading, writing, telling stories, playing word games, etc.
books, tapes, writing tools paper diaries, dialogues, discussion, debate stories Logical- Mathematical by reasoning experimenting, questioning, figuring out puzzles, calculating, etc. things to explore and think about, science materials, manipulatives, trips to the planetarium and science museum Spatial in images and pictures designing, drawing, visualizing, doodling, etc. art, LEGOs, video, movies, slides, imagination games, mazes, puzzles, illustrated books, trips to art museums Bodily- Kinesthetic through somatic sensations dancing, running, jumping, building, touching, gesturing, etc.
role play, drama, movement, things to build, sports and physical games, tactile experiences, hands-on learning Musical via rhythms and melodies singing, whistling, humming, tapping feet and hands, listening, etc.. sing-along time, trips to concerts, music playing at home and school, musical instruments Interpersonal by bouncing ideas off other people leading, organizing, relating, manipulating, mediating, partying, etc.
friends, group games, social gatherings, community events, clubs, mentors/apprenticeships Intrapersonal deeply inside themselves setting goals, meditating, dreaming, being quiet, secret places, time alone, self-paced projects, choices Top of page CHECKLIST FOR ASSESSING STUDENTS' MULTIPLE INTELLIGENCES Name of Student: ___________________________________ In each of the following categories, check all items that apply.
Linguistic Intelligence _____ writes better than average for age _____ spins tall tales or tells jokes and stories _____ has a good memory for names, places, dates, or trivia _____ enjoys word games _____ enjoys reading books _____ spells words accurately (preschool: does developmental spelling that is advanced for age) _____ appreciates nonsense rhymes, puns, tongue twisters, etc. _____ enjoys listening to the spoken word (stories, commentary on the radio, talking, books) _____ has a good vocabulary for age _____ communicates to others in a highly verbal way Other Linguistic Strengths: Logical-Mathematical Intelligence _____ asks a lot of questions about how things work _____ computes arithmetic problems in his/her head quickly (preschool: math concepts are advanced for age) _____ enjoys math class (preschool: enjoys counting and doing other things with number) _____ finds math computer games interesting (no exposure to computers: enjoys other math or counting games) _____ enjoys playing chess, checkers, or other strategy games (preschool: board games requiring counting squares) _____ enjoys working on logic puzzles or brain teasers (preschool: enjoys hearing logical nonsense such as in Alice's Adventures in Wonderland) _____ enjoys putting things in categories or hierarchies _____ likes to experiment in a way that shows higher order cognitive thinking processes _____ thinks on a more abstract or conceptual level than peers _____ has a good sense of cause-effect for age Other Logical-Mathematical Strengths: Spatial Intelligence _____ reports clear visual images _____ reads maps, charts, and diagrams more easily that text (preschool: enjoys visuals more than text) _____ daydreams more than peers _____ enjoys art activities _____ draws figures that are advanced for age _____ likes to view movies, slides, or other visual presentations _____ enjoys doing puzzles, mazes, Where's Waldo? or similar visual activities _____ builds interesting three-dimensional constructions for age (e.
g., LEGO buildings) _____ gets more out of pictures than words while reading _____ doodles on workbooks, worksheets, or other materials Other Spatial Strengths: Bodily-Kinesthetic Intelligence _____ excels in one or more sports (preschool: shows physical prowress advanced for age) _____ moves, twitches, taps, or fidgets while seated for a long time in one spot _____ cleverly mimics other people's gestures or mannerisms _____ loves to take things apart and put them back together again _____ put his/her hands all over something he/she's just seen _____ enjoys running, jumping, wrestling, or similar activities (older: show this in a more restrained" way, e.
g., woodworking, sewing, mechanics) or good fine-motor coordination in other ways _____ has a dramatic way of expressing himself/herself _____ reports different physical sensations while thinking or working _____ enjoys working with clay or other tactile experiences (e.g., finger-painting) Other Bodily-Kinesthetic Strengths: Musical Intelligence _____ tells you when music sounds off-key or disturbing in some way other way _____ remembers melodies of songs _____ has a good singing voice _____ plays a musical instrument or sings in choir or other group (preschool: enjoys playing percussion instruments and/or singing in a group) _____ has a rhythmic way of speaking and/or moving _____ unconsciously hums to himself/herself _____ taps rhythmically on the table or desks as he/she works _____ sensitive to environmental noises (e.
g., rain on the roof) Other Musical Strengths: Interpersonal Intelligence _____ enjoys socializing with peers _____ seems to be a natural leader _____ gives advice to friends who have problems _____ seems to be street smart _____ belongs to clubs, committees, or other group organizations (preschool: seems to be part of a general education social group) _____ enjoys informally teaching other kids _____ likes to play games with other kids _____ has two or more close friends _____ has a good sense of empathy or concern for others _____ others seek out his/her empathy or concern for others _____ others seek out his/her company Other Interpersonal Strengths: Intrapersonal Intelligence _____ displays a sense of independence or a strong will _____ has a realistic sense of his/her strengths and weaknesses _____ does well when left alone or to play or study _____ marches to the beat of a different drummer in his/her style of living and learning _____ has an interest or hobby that he/she doesn't talk much about _____ has a good sense of self-direction _____ prefers working alone to working with others _____ accurately expresses how he/she is feeling _____ is able to learn from his/her failures and successes in life _____ has high self-esteem Other Intrapersonal Strengths: Excerpted from Armstrong, Thomas.
Multiple Intelligences in the Classroom, Alexandria, Virginia, Association for Supervision and Curriculum Development (1994). Top of page MULTIPLE INTELLIGENCES: STRATEGIES IN THE CLASSROOM The following list provides a survey of the techniques and materials that can be employed in teaching through the multiple intelligences. Linguistic Intelligence lectures, debates large- and small-group discussions books, worksheets, manuals brainstorming writing activities word games sharing time storytelling, speeches, reading to class talking books and cassettes extemporaneous speaking journal keeping choral reading individualized reading memorizing linguistic facts tape recording one's words using word processors publishing (e.
g., creating class newspapers) Logical-Mathematical Intelligence mathematical problems on the board Socratic questioning scientific demonstrations logical problem-solving exercises creating codes logic puzzles and games classifications and categorizations quantifications and calculations computer programming languages science thinking logical-sequential presentation of subject matter Piagetian cognitive stretching exercises Heuristic Spatial Intelligence charts, graphs, diagrams, and maps visualization photography videos, slides, and movies visual puzzles and mazes 3-D construction kits art appreciation imaginative storytelling picture metaphors creative daydreaming painting, collage, visual arts idea sketching visual thinking exercises graphic symbols using mind-maps and other visual organizers computer graphics software visual awareness activities optical illusions color cues telescopes, microscopes, and binoculars visual awareness activities draw-and-paint/computer- assisted-design software picture literacy experiences Bodily-Kinesthetic Intelligence creative movement, mime hands-on thinking field trips the classroom teacher competitive and cooperative games physical awareness and relaxation exercises all hands-on activities crafts body maps use of kinesthetic imagery cooking, gardening, and other "messy" activities manipulatives virtual reality software kinesthetic concepts physical education activities communicating with body language/ hand signals tactile materials and experiences body answers Musical Intelligence musical concepts singing, humming, whistling playing recorded music playing live music on piano, guitar, or other instruments group singing mood music music appreciation playing percussion instruments rhythms, songs, raps, chants using background music linking old tunes with concepts discographies creating new melodies for concepts listening to inner musical imagery music software supermemory music Interpersonal Intelligence cooperative groups interpersonal interaction conflict mediation peer teaching board games cross-age tutoring group brainstorming sessions peer sharing community involvement apprenticeships simulations academic clubs interactive software parties / social gatherings as context for learning people sculpting Intrapersonal Intelligence independent study feeling-toned moments self-paced instruction individualized projects and games private spaces for study one-minute reflection periods interest centers personal connections options for homework choice time self-teaching programmed instruction exposure to inspirational/ motivational curricula self-esteem activities journal keeping goal setting sessions Excerpted from Armstrong, T.
Multiple Intelligences In The Classroom. Alexandria, VA: Association for Supervision and Curriculum Development (1994). “If we are to achieve a richer culture... we must weave one in which each diverse human gift will find a fitting place.” - Margaret Mead Top of page
Title: Codominance Worksheet Blood Types Answers