Connecting Connecting the the

ModelsModels

Intelligence and StyleIntelligence and Style

Multiple IntelligencesMultiple Intelligences Theory centered around Theory centered around

the the content of learningcontent of learning The relationship The relationship

between learning and between learning and nine distinct nine distinct fields of fields of knowledge or disciplinesknowledge or disciplines

Don’t pay attention to Don’t pay attention to how people perceive how people perceive and process informationand process information

Learning StylesLearning Styles Model revolves Model revolves

specifically around the specifically around the individualized individualized process process of learningof learning

Doesn’t directly Doesn’t directly address the content of address the content of that learningthat learning

Intelligence and StyleIntelligence and Style Naturally, readily Naturally, readily

integratedintegrated Without learning styles, Without learning styles,

Multiple Intelligences Multiple Intelligences Theory cannot account Theory cannot account for different process of for different process of thought and feelingsthought and feelings

The Content and Process The Content and Process of Learningof Learning Multiple Intelligences: Multiple Intelligences:

Content of LearningContent of Learning Learning Styles: Process Learning Styles: Process

of Learningof Learning

Keenly Developed Musical Keenly Developed Musical Intelligences to Make a LivingIntelligences to Make a Living

Composer

conductor

singer

Performer

These Individuals with same intelligence do not use same thinking processes

Bodily-KinestheticBodily-Kinesthetic

Mechanic

Coach

Dancer

Sculptor

Intelligence Used very differently

What is a Teacher to Do?What is a Teacher to Do?

Gardner would say…Gardner would say… Look at personal histories Look at personal histories

and social contextsand social contexts Key factors in explaining Key factors in explaining

differencesdifferences

Learning Styles ModelLearning Styles Model Provides tool for teachers Provides tool for teachers

to understand and teach to understand and teach differencesdifferences

Connect ModelsConnect Models 1. Use intelligences as starting point1. Use intelligences as starting point

Each intelligence is divided four ways Each intelligence is divided four ways according to each learning styleaccording to each learning style

2. Match real world vocations and 2. Match real world vocations and applications to each intelligence-style applications to each intelligence-style profileprofile Research base supports the relationship Research base supports the relationship

between psychological types and professions between psychological types and professions (Martin, 1997—Looking at Types and Careers)(Martin, 1997—Looking at Types and Careers)

Results of this research indicates overlap for Results of this research indicates overlap for understanding career choices and intelligence understanding career choices and intelligence typestypes

Four-way Division of Intelligences Four-way Division of Intelligences According to Learning StylesAccording to Learning Styles

MasteryMastery

The ability to use The ability to use language to describe language to describe events and sequence events and sequence

activitiesactivities

InterpersonalInterpersonal

The ability to use The ability to use language to build trust language to build trust

and rapportand rapport

UnderstandingUnderstanding

The ability to develop The ability to develop logical arguments and logical arguments and

use rhetoricuse rhetoric

Self-ExpressiveSelf-Expressive

The ability to use The ability to use metaphoric and metaphoric and

expressive languageexpressive language

Intuition

Sensing

Thinking Feeling

NT

ST SF

NF

Verbal Linguistic

MasteryMastery

The ability to use language to The ability to use language to describe events and sequence describe events and sequence

activitiesactivities

Journalist, Administrator, Journalist, Administrator, Technical Writer, ContractorTechnical Writer, Contractor

InterpersonalInterpersonal

The ability to use language to build The ability to use language to build trust and rapporttrust and rapport

Salesperson, Counselor, Salesperson, Counselor, Clergyperson, TherapistClergyperson, Therapist

UnderstandingUnderstanding

The ability to develop logical The ability to develop logical arguments and use rhetoricarguments and use rhetoric

Lawyer, Professor, Orator, Lawyer, Professor, Orator, PhilosopherPhilosopher

Self-ExpressiveSelf-Expressive

The ability to use metaphoric and The ability to use metaphoric and expressive languageexpressive language

Playwright, Poet, Advertising, Playwright, Poet, Advertising, Copywriter, NovelistCopywriter, Novelist

Verbal Linguistic

Research results provide the Research results provide the descriptions of assessment descriptions of assessment products an individual with products an individual with

a particular style-a particular style-intelligence capability might intelligence capability might

createcreate

This provides a base for This provides a base for authentic assessment authentic assessment integrated within the integrated within the teaching of diverseteaching of diverse

learnerslearners

Resulting ProductsResulting ProductsMasteryMastery

Write an articleWrite an article

Put together a magazinePut together a magazine

Develop a planDevelop a plan

Develop a newscastDevelop a newscast

Describe a complex procedure/objectDescribe a complex procedure/object

InterpersonalInterpersonalWrite a letterWrite a letter

Make a pitchMake a pitch

Conduct an interviewConduct an interview

Counsel a friendCounsel a friend

UnderstandingUnderstandingMake a caseMake a case

Make/defend a decisionMake/defend a decision

Advance a theoryAdvance a theory

Interpret a textInterpret a text

Explain an artifactExplain an artifact

Self-ExpressiveSelf-ExpressiveWrite a playWrite a play

Develop a plan to directDevelop a plan to direct

Spin a taleSpin a tale

Develop an advertising campaignDevelop an advertising campaign

Results can be used as performance assessments by teachers from Results can be used as performance assessments by teachers from across the United Statesacross the United States

This has enable the creation of menus that provide teachers with a This has enable the creation of menus that provide teachers with a basis for an integrated assessment system that is easy to usebasis for an integrated assessment system that is easy to use

Principles of DiversityPrinciples of Diversity

Encouraging DiversityEncouraging Diversity Simultaneously making sure that all students can Simultaneously making sure that all students can

meet state and national standardsmeet state and national standards A goal for every classroomA goal for every classroom

Many teachers are conflicted about Many teachers are conflicted about diversity and standards-based learningdiversity and standards-based learning These demands are not at odds with each otherThese demands are not at odds with each other

Models of learning styles and multiple Models of learning styles and multiple intelligences encourages a full range of intelligences encourages a full range of diversitydiversity When joined and put into practice these two models When joined and put into practice these two models

can maximize achievementcan maximize achievement

Key PrinciplesKey Principles

For students to get the For students to get the most out of the most out of the learning process, four learning process, four principles of diversity principles of diversity should receive should receive attention from attention from teachers:teachers: ComfortComfort ChallengeChallenge DepthDepth MotivationMotivation

ComfortComfort When students feel helpless in the face of a When students feel helpless in the face of a

learning experience, or even subtly threatened learning experience, or even subtly threatened by an assignment, a defense trigger is pulled in by an assignment, a defense trigger is pulled in the brainthe brain

The learner reacts and goes into a state of The learner reacts and goes into a state of stressstress

In some cases, the threat may be perceived as In some cases, the threat may be perceived as indirectly aimed at one’s self-esteem, confidence indirectly aimed at one’s self-esteem, confidence and peer acceptanceand peer acceptance

Create comfort by:Create comfort by: Employ learning strategies in each of the four style Employ learning strategies in each of the four style

neighborhoods and in wide range of intelligencesneighborhoods and in wide range of intelligences

Effective TeachingEffective Teaching

Part of effective teaching Part of effective teaching is matching strategies and is matching strategies and assessment activities to assessment activities to students learning profilesstudents learning profiles Thereby making students Thereby making students

feel more comfortable in feel more comfortable in classclass

ChallengeChallenge We grow by reaching beyond current abilitiesWe grow by reaching beyond current abilities Optimal learning occurs during a mental state Optimal learning occurs during a mental state

“flow” when the mind becomes lost in the “flow” when the mind becomes lost in the performance and naturally seeks to apply itself to performance and naturally seeks to apply itself to a non-threatening but mentally demanding taska non-threatening but mentally demanding task

Finding right balanceFinding right balance Between comfort and challenge is when optimal Between comfort and challenge is when optimal

learning can occurlearning can occur Students will accept challenge if they feel that teachers Students will accept challenge if they feel that teachers

respect and value their dominant styles and respect and value their dominant styles and intelligencesintelligences

Good Teaching Good Teaching

Over a period of time teacher uses activitiesOver a period of time teacher uses activities In all four stylesIn all four styles All nine intelligencesAll nine intelligences This will naturally create comfort and simultaneously This will naturally create comfort and simultaneously

provide opportunities for students to be challenged and provide opportunities for students to be challenged and stretchedstretched

Exposing students to:Exposing students to: Strategies and activities not in their dominant styles and Strategies and activities not in their dominant styles and

intelligencesintelligences Makes them stronger, more balanced, more flexible learnersMakes them stronger, more balanced, more flexible learners

Increases tolerance of others who do things differentlyIncreases tolerance of others who do things differently

DepthDepth

For most learners, school consists of larger For most learners, school consists of larger complex topics that have been chunked down, complex topics that have been chunked down, watered down, and thinned outwatered down, and thinned out

It is often boring when a topic or unit is reduced It is often boring when a topic or unit is reduced to the lowest common denominator, the smallest to the lowest common denominator, the smallest information chunk teachableinformation chunk teachable

Its in a chunk, chunk, chunk and then end formatIts in a chunk, chunk, chunk and then end format

The brain learns poorly this wayThe brain learns poorly this way

What is DesiredWhat is Desired

Approach that allows for more time, more depth Approach that allows for more time, more depth with fewer, more complex topicswith fewer, more complex topics

Depth of learning comes as students process Depth of learning comes as students process and think more intently about the content from and think more intently about the content from various perspectives and in many lightsvarious perspectives and in many lights

Implementing activities and strategies in all Implementing activities and strategies in all styles and intelligences naturally encourages styles and intelligences naturally encourages students to commit topics in a deeper, more students to commit topics in a deeper, more meaningful way and enables them to handle meaningful way and enables them to handle complex topics with greater easecomplex topics with greater ease

MotivationMotivation

Students who are forced to learn in the Students who are forced to learn in the same way day after day become bored same way day after day become bored and lose their motivation for learningand lose their motivation for learning

Self motivation on the part of students can Self motivation on the part of students can be expected only if students have be expected only if students have opportunities to focus on topics and opportunities to focus on topics and activities that interest themactivities that interest them

BenchmarksBenchmarks

With these principles as With these principles as benchmarks:benchmarks: Teachers can create a Teachers can create a

classroom environment classroom environment where students are where students are engaged,engaged,

Students Students Remain interestedRemain interested Participate activelyParticipate actively Build self-confidenceBuild self-confidence Develop the self-Develop the self-

motivation to become motivation to become good learnersgood learners