Multiple Intelligence Institute :: Forum

Professional Skills By MI [by Miheer]

Tue, 20 Sep 2011 08:02:29 +1500

Ask Howard::Professional Skills By MI
Hi,

I have been following MIs since a long studying them as well preparing myself on the practical methods of using MIs in the day to day routine. I am eager to know how can we define some of the professional attributes in the form of MI ? like stress management, process management, time management, performance management etc.

If you can pls explain on this, will give alot of help on making professionals understand the importance of MI.

Re: Dr. Howard Gardner's Welcome Note to the MI Network [by lampe]

Fri, 03 Jun 2011 15:28:50 +1500

Ask Howard::Dr. Howard Gardner's Welcome Note to the MI Network
Dear Dr. Gardner,

Thank you so much for your wonderful work. You are a blessing in this world. If everyone will live and share the same thinking we will end up a lot of problems in the world. I believe in co-existence. We only have one home to share- the earth. Classroom is the key element that this will be realized and practice mutual respect to every individual. To grow up loving themselves and others. As what Lady Gaga said, "Born This Way".

Anyway, I created a rich program for parents and babies as early as 7 months to 3 years using MI. I am now in Beijing and planning to put up my company based on MI. I am a little bit lost for now regarding how to run it.

I hope to hear from you. I would love to advocate your work.

Teacher Lampel
search_favorite@yahoo.com

Questions on the Naturalist MI & Existencial MI [by Maria]

Thu, 10 Mar 2011 17:43:37 +1500

Ask Howard::Questions on the Naturalist MI & Existencial MI
Hello, first of all I'd like to thank you for the existence of this space.

Dear Mr. Gardner,

I'd like your Multiple Intelligences theory to work as a support of my special needs teaching, in Portugal.

I'm writing my master's degree thesis " Muiltiple Intelligences: communicative strategies for inclusive management in the classroom"

I've done several readings on the topic, yet I would like to have the following questions answered:

- when the Naturalist MI was enunciated

-whether the Existencial MI or the Spiritual MI are considered Intelligences or if they require further support.

Last but not Least I'd like to thank you for your dedication and developed work.

Greetings & my best regards,

Fernanda Trigo

Maria [by Maria]

Fri, 25 Feb 2011 12:35:14 +1500

Ask Howard::Maria
Boa Tarde, os meus agradecimentos pela existência deste espaço.

Estimado Professor Gardner: Gostaria que A Teoria das Inteligências Múltiplas estivesse na base das minhas práticas de docente de educação especial, em Portugal.

Estou a elaborar tese de mestrado " Inteligências Múltiplas: Estratégias comunicativas para gestão inclusiva em sala de aula". Das leituras por mim efectuadas sinto dificuldade em:

- referenciar a data em que a IM Naturalista foi enunciada;

- em saber se as IM Existêncial e a IM Espiritual estão consideradas Inteligências ou carecem de maior fundamentação.

OBRIGADA pela sua dedicação e trabalho desenvolvido.

Fernanda Trigo

Re: What Makes a School (Classroom, Program) an "MI School (Classroom, Program)"?" Forum [by MII]

Thu, 27 Jan 2011 07:16:38 +1500

How to be an MI School and MI Success Stories::What Makes a School (Classroom, Program) an "MI School (Classroom, Program)"?" Forum
We want to share a story posted by one of our Primary and Secondary Course participants Shada Francis:

Question: Choose an existing unit (topic,project) that can be approached from an "authentic problems" perspective..

Answer: The topic that we covered in our lesson was on “Charities”. We touched on a few charities that was part of our lesson i.e. Unicef, WWC. S.P.C.A.. Communities in Crisis. These were part of our Humanities lesson taken from our Text Book. Students were grouped and each group was asked to research one of the charity organizations and to produce a PPT, explaining in details about the Organisations and their objectives. The class was asked to vote for an Organisation that they would like to sponsor or help. Most of them chose Unicef and Communities in Crisis. Students were asked to go back and brainstorm ways and ideas that we as a class can come up with, to help an organization in China, with Real Life Problems like what we had just studied. Two days later they decided that we should help the Migrant Children in China. Question? What can we do? How can we help? Who is going to help us to further this Idea? What is involved, i.e. time and money. This project was “HUGE”. We sat and discussed how we will meet our objectives. We realized that we were now facing Real Life Problems and the children were becoming very involved so we needed to work together and come up with more ideas and plans to find an organization that shared the same vision that my class had. ( to help the migrant children).

Question: Develop three new experiences that address your unit's goals using an authentic problems approach and that further pluralize the unit.

Answer: To further pluralize the unit we managed to find an Organisation called the Giving Tree and we invited one of their members to school and she explained to my class what and how they help the Migrant Children. My class, a rather noisy class were so attentive and ready to take the challenge. We were told that Giving Tree will supply us with bags and each bag must be filled with 5 new winter items(not old items). This was their/our biggest challenge. We presented this to our parents committee, some of them were not very happy to buy 5 new items. Now we had a problem, so I met with my students again and this time called in my Grade 10 group and they were excited to help us, in the end the Principal heard of our project and announced it at the teachers meeting. Well, it took us 2 month to fill 150 BAGS with new clothes and we were given the name of the school where the migrant children were. The Giving Tree organization has a party on the day the bags are delivered to the children. We managed to get some teachers involved and our school bus carried us with the children and the Bags to the Migrant school. It was such an awesome experience to witness the giving of the Bags with presents to the children. Our children also met the migrant children and they played and had fun with them, they also met other donors. All this happened because we used an Authentic Problem/Experience and found Real Life Solutions to the Problems at hand.. My greatest moment was watching my students handing out the bags and seeing the joy on the migrant children’s faces. Just to let you know I have been invited to join GT, and now active member of Giving Tree and we were able to help meet the target set by GT which was to hand out 15,000 Bags to Migrant Children throughout China.

One thing I "see" is that by taking an Authentic Problems Experience and allowing the children to work with it we are giving them the tools to find answers to Real Life Issues. One thing I "wonder" is that how many educators allow their students to find ways to broaden out their lessons and allow children of all ages to be more Authentic and present Real Life Issues to the class.

To pluralize the topic I would like this project to become sustainable, so we can go back and have some contact with the school and the children. My students are looking forward to inviting some of the migrant students to visit our school, this is going to allow friendships to grow and to see how the otehr half lives and how each one of us can play an important role in teh upliftment of lives.

I wonder why schools do not use pluralization as a must in the educational system. I WONDER??? I "think" that using an authentic problems approach in developing (pluralization) classroom experiences, allows both the teacher and student to go deeper and find more meaningful answers. We allow our children to be better thinkers, problem solvers. It allows for a new Mind Set and a new generation of quality thinkers that are able to be part of Real Life Issues and Problem Solvers. I think we are setting a trend using the Authentic Problem Approach in our classrooms.

Photos are attached below with this posting.

Be a Robert [by MII]

Wed, 26 Jan 2011 10:21:17 +1500

Curriculum, Activities, and Assessment::Be a Robert

In order to service you better, the Institute will be posting activties on a monthly basis for teachers that want to apply MI in the classrooms and parents that want to conduct MI activities at homes. These activities are pulled from our partner schools and are written by researchers and experienced educators. We welcome your comments and additions to the activity list to enrich the community.

Activity Title

Be a Robert

Triggered Intelligences

Musical Intelligence

Bodily-Kinesthetic Intelligence

Suggested Ages

*   Three

*   Four

*   Five

Domains

* Physical & Health

* Art

Materials and Equipment

1. Cardboard

2. Scissors

3. String

4. CD player and music with clear rhythm

Preparation

1. Please read the project description before you do the activities in this month’s theme.

2. Collect boxes until there is enough cardboard for all children to play.

Presentation

1. Invite children who want to participate to pretend to be robots.

2. Cut the cardboard in to rectangles that match the lengths of your children’s upper arms, forearms, thighs and lower legs. Each child will need eight rectangles, two for the upper arms, two for the forearms, two for the thighs and two for the lower legs. Help them use the string to wrap and tie the cardboard rectangles around their limbs.

3. Play the music and invite them to dance.

4. Encourage them to talk about their experiences of dancing like robots. Ask them if their movements were stiff or flexible, and why.

Tips

This activity can be extended by:

This activity can be extended by: inviting children to draw their own robot designs, or use recycled materials to build robots.

Feedback

We would love to hear your feedback and discussion on the following questions:

What is "MI" about this?

What else would you like to do with this kind of activities?

Are there other activities relating to these Intelligence?

Let’s Communicate [by MII]

Wed, 26 Jan 2011 10:18:31 +1500

Curriculum, Activities, and Assessment::Let’s Communicate

Linguistic Intelligence

Intrapersonal Intelligence

Interpersonal Intelligence

Suggested Ages

*   Three

*   Four

*   Five

Domains

* Personal

* Language and Literacy

Materials and Equipment

1. Large white flip chart (purchased from Staples)

2. Black marker

3. Daily Newspaper

Preparation

1. At a Circle Time before you do this activity with children, show them the daily newspaper. Find out what they know about newspapers. Tell them that you are going to be starting Circle Time each day, asking children to share a story about something that happened at home the night before, or that morning before they came to school, or something that happened last week and that might happen in the future.

Presentation

1. Write clearly – School News – across the top of the first sheet of the flip chart.

2. Invite your children to take turns sharing their stories.

3. Before children begin speaking, write their names on the left side of the paper. As they tell their stories, write down their words exactly as they say them.

4. When a child finishes a story, have them invite their classmates to ask questions, or make comments – “Any questions or comments?”

5. If you put the flip chart on a tripod, you can stand up when you write. This will give them the best view of letter formation.

6. If you don’t have a tripod, you can lay the flip chart on the floor, or you can place it on a table.

7. After your children have finished sharing their stories, read them out-loud, sweeping your finger under each word as you go.

8. News of the Day is something you can do with your children any and/or every day of the school year.

Tips

When children are engaged in this activity, your questions and suggested inquiries should not be limited to the examples below. Think beyond the suggestions given to talk with children. Have real life conversations about the activity they are participating in so you can gain an understanding of what they already know and what they might want to know more about.

New of the Day provides children with an opportunity to go beyond the here-and-now in conversing with their fellow classmates. It is an invitation to children to re-call and re-tell. It is also an opportunity for children to understand how their families are similar and different from others, and develop respect for similarities and differences between themselves and others.

This activity can be extended by:

This activity can be extended by: publishing News of the Day, and sending a copy home with each child at the end of the school year.

Honey Bees [by MII]

Thu, 23 Dec 2010 04:03:45 +1500

Curriculum, Activities, and Assessment::Honey Bees
In order to service you better, the Institute will be posting activties on a monthly basis for teachers that want to apply MI in the classrooms and parents that want to conduct MI activities at homes. These activities are pulled from our partner schools and are written by researchers and experienced educators. We welcome your comments and additions to the activity list to enrich the community.

Activity Title

Honey Bees

Triggered Intelligences

Bodily-Kinesthetic Intelligence

Naturalist Intelligence

Suggested Ages

*   Three

*   Four

*   Five

Domains

Scientific Thinking

Physical & Health

Materials and Equipment

1. Yellow and black yarn

2. Cardboard

Preparation

1. Find two circles (e.g. a bowl and a cup) you can trace to make a circle and then a smaller circle in the middle of a piece of cardboard, and cut them out.

2. The little pom pom bees your children will make are cute, but they don’t resemble bees at all. Primarily, they are meant to help start a conversation with children about bees.

3. Most people learn from childhood, that bees should be avoided because they sting. So, most people grow up thinking of bees as pests. But, bees are central to the production of almost all of the fruits and vegetables we eat, and around the world, they are disappearing.

4. At a Circle Time before you make honey bees, find out what children know about honey bees, and bees in general. Ask them to share any experiences they may have had with bees.

Presentation

1. To make one pom pom you first need to sit two circles together.

2. Give each child who wishes to create a bee, two long lengths of yarn – one yellow, and one black.

3. Children wind the yarn around the two circles. Remind them to keep it nice and firm as they wind.

4. They should keep winding all the way around the circle until they can’t see any more cardboard.

5. Cut the yarn all the way around the outside edge of the circle.

6. Lightly separate the two pieces of cardboard and slide another piece of yarn in here.

7. Pull it all the way around the circle and tie it in a very tight knot to hold the pom pom in place.

8. Use the monofilament to hang the yellow and black bees from the ceiling above the flowers.

Tips

When children are engaged in this activity, your questions and suggested inquiries should not be limited to the examples below. Think beyond the suggestions given to talk with children. Have real life conversations about the activity they are participating in so you can gain an understanding of what they already know and what they might want to know more about.

Throughout the world, bee populations are in danger of complete collapse. The reason for this population decline is still unknown, but scientists around the world are concerned as bees perform a central role in both the ecosystem and in agriculture.

Scientists say people can help save the bees if they are willing to take action. For example, they can plant bee friendly flora in their yards. Bees like flowers that are shaped like daisies (such as sunflowers) and they also like tall plants, like hollyhocks, and their favorite colors appear to be purple, blue, white and yellow.

This activity can be extended by:

This activity can be extended by: taking paper on clipboards, and colored pencils outside, and drawing some of the flowers that are in bloom around your school; then mounting the drawings on the wall near your tree.

The People in my family [by MII]

Thu, 23 Dec 2010 03:50:34 +1500

Curriculum, Activities, and Assessment::The People in my family
In order to service you better, the Institute will be posting activties on a monthly basis for teachers that want to apply MI in the classrooms and parents that want to conduct MI activities at homes. These activities are pulled from our partner schools and are written by researchers and experienced educators. We welcome your comments and additions to the activity list to enrich the community.

Activity Title

The People in my family

Triggered Intelligences

   *   Linguistic Intelligence

   *    Spatial Intelligence

   *    Interpersonal Intelligence

   *    Logical-Mathematical Intelligence

   *    Intrapersonal Intelligence

Suggested Ages

*   Four

Domains

Personal

Social

Mathematical Thinking

Materials and Equipment

1. A large piece of paper long enough to fit all your children’s names across the top (for creating a graph)

2. Small pieces of paper (3’’X3’’) (for children to draw on)

3. Markers or Crayons (for children to draw the people in their family)

4. Glue Stick (to adhere the small pieces of paper to the large paper)

Preparation

1. Create a column 31/2 inches wide (one for each child in your class) running along the length of the large piece of paper.

2. Write the name of each child (one per column) at the top of the paper.

Presentation

1. Invite the children to name each of the members of their family.

2. Invite them to draw each member of their family on the small pieces of paper, one member per piece of paper.

3. Suggest they start with themselves, so that they can glue their portrait just under their name.

4. Then place each portrait of each member of each child’s family in the column under his/her name.

5. At the bottom of each child’s column write the number of family members in each child’s family.

Tips

limited to the examples below. Think beyond the suggestions given to talk with children. Have real life conversations about the activity they are participating in so you can gain an understanding of what they already know and what they might want to know more about.

As children begin to draw their family members, talk with them about the parts of the body. If a child is drawing her mother, ask her if she knows the color of her mother’s eyes and hair. If a child is drawing a picture of a sibling, ask him if his sibling is older or younger than he.

This activity can be extended by:

playing “house” in the Dramatic Play Center, building houses in the Block Center and adding small wooden furniture and wooden people, and reading books about families (even animal families).

Feet Painting [by MII]

Wed, 24 Nov 2010 04:49:17 +1500

Curriculum, Activities, and Assessment::Feet Painting
In order to service you better, the Institute will be posting activties on a monthly basis for teachers that want to apply MI in the classrooms and parents that want to conduct MI activities at homes. These activities are pulled from our partner schools and are written by researchers and experienced educators. We welcome your comments and additions to the activity list to enrich the community.

Activity Title

Feet Painting

Triggered Intelligences

Bodily-Kinesthetic Intelligence

Linguistic Intelligence

Spatial Intelligence

Intrapersonal Intelligence

Suggested Ages

* Three

Learning Domains

* Art

Materials and Equipment

1. Two trays (for holding paint)

2. Liquid paint (to put in trays)

3. Long sheets of paper one for each child (to walk across)

4. Plastic Tub (for washing feet)

5. Towel (for drying feet)

Preparation

1. Mix two different colors of paint.

2. Pour each of the colors into each of the trays.

3. Lay down long sheets of paper.

4. Place the trays at one end.

5. Place the plastic tub and towel (with warm water) at the other end.

Presentation

1. Before the children begin, talk to them about the different ways people can paint… “Sometimes people use brushes to paint, sometimes they use their hands. Do you think they can use their feet?

2. Have children remove their shoes and socks, and roll up their trousers.

3. Hold a child’s hand as he/she steps into the trays of paint (one foot in each of the trays), and then on to the paper.

4. Let go of the child’s hand as he/she walks across the paper.

5. Children should be allowed to walk through the paint and across the paper as many times as they like.

Tips

When children are engaged in this activity, your questions and suggested inquiries should not be limited to the examples below. Think beyond the suggestions given to talk with children. Have real life conversations about the activity they are participating in so you can gain an understanding of what they already know and what they might want to know more about.

To keep it safe have only one child at a time painting with his/her feet. If a child wants to walk across his/her paper more than once, have that child turn back, and while walking on the paper go back for more paint.

When a child is waking through the paint you can ask how it feels, use descriptive words such as slippery, smooth, and cold etc.

This activity can be extended by:

reading books about feet i.e. One Foot Two Foot Red Foot Blue Foot by Dr. Seuss