Multiples inteligencias

TOPIC:
“MULTIPLE INTELLIGENCES”

SUBJECT:
METHODS AND TECHNIQUES

TEACHER:
LICDA. FLOR DE MINERO

SECTION:
01

STUDENT NAMES:
GLORIA RAQUEL ORANTES E. 31-2434-2008
REDANI EXARAIN MANZANARES C. 31-0288-2008

SAN SALVADOR,OCTOBER 19TH, 2010.

CONTENTS

Introduction………………………………………………………………………………………..04
Objectives………………………………………………………………………………………….05
Multiple Intelligences……………………………………………………………………………..06
Background………………………………………………………………………………………..07
Biography of Howard Gardner…………………………………………………………………..09
Meaning of Multiple Intelligence………………………………………………………………...10
Theory of MultipleIntelligences…………………………………………………………………10
Kinds of Multiple Intelligences…………………………………………………………………...11
Techniques to apply to reinforce “The eight Multiple Intelligences”…………………………12
Special characteristics of “The eight Multiple Intelligences”………………………………….17
Conclusion…………………………………………………………………………………………25
Bibliography……………………………………………………………………………………….26
Annexes……………………………………………………………………………………………27

INTRODUCTION

OBJECTIVES

➢GENERAL

Mentioning the different multiple intelligences that there are, and how can help to teachers and students in the teaching learning process.

➢ SPECIFIC

To identify what kind of techniques can be applying in each multiple intelligence, and the different special characteristic that each one has.

MULTIPLE INTELLIGENCES

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BACKGROUND

MultipleIntelligences (MI) refers to a learners – based philosophy that characterizes human intelligence as having multiple dimensions that must be acknowledged and developed in education. Traditional IQ (Intelligent Quotient) or intelligence test are based on a test called the Stanford – Binet, funded on the idea that intelligence is a single, unchanged, inborn capacity. However, traditional IQ tests, whilestill given to most schoolchildren, are increasingly being challenged by the MI movement. MI is based on the work of Howard Gardner of the Harvard Graduate School of Education (Gardner 1993). Gardner notes that traditional IQ tests measure only logic and language, yet the brain has other equally important types of intelligence.

Gardner argues that all humans have these intelligences, butpeople differ in the strengths and combinations of intelligences. He believes that all of them can be enhanced through training and practice. MI thus belongs to a group of instructional perspectives that focus on differences between learners and the need to recognize learner differences in teaching.

Learners are viewed as possessing individual learning styles, preferences, or intelligences. Pedagogyis most successful when these learner differences are acknowledged, analyzed for particular groups of learners, and accommodated in teaching. In both general education and language teaching, a focus on individual differences has been a recurring theme in the last 30 or so years, as seen in such movements or approaches as Individualized Instructions, Autonomous Learning, Learner Training, andLearner Strategies. The Multiple Intelligences model shares a number of commonalities with these earlier proposals.

Gardner (1993) proposed a view of natural human talents that is labeled the “Multiple Intelligences Model.” This model is one of a variety of learning style models that have been proposed in general education and have subsequently been applied to language education. Gardner claimsthat his view of intelligence(s) is culture – free and avoids the conceptual narrowness usually associated with traditional models of intelligence.

The idea of Multiple Intelligences has attracted the interest of many educators as well as the general public. Schools that use MI theory encourage learning that goes beyond traditional books, pens, and pencils.
Teachers and...