MULTIPLE INTELLIGENCES IN THE HIGH SCHOOL

Transcription

1 MULTIPLE INTELLIGENCES IN THE HIGH SCHOOL Olaia Garcia Garazi Mtnez de Igidua Zuriñe Castro

2 INDEX 2.page... Introduction 3.page...Objective 4.page...Hypothesis 5-8 pages...testing 9.page...Analysing 10.page... Conclusion 11.page...Bibliography pages...appendix 2

3 MULTIPLE INTELLIGENCES IN THE HIGH SCHOOL INTRODUCTION The theory of multiple intelligences is a theory of intelligence that differentiates it into specific "modalities". This model was proposed by Howard Gardner in his 1983 book Frames of Mind: The Theory of Multiple Intelligences. Gardner chose eight abilities to support his theory: musical rhythmic, visual-spatial, logical mathematical, bodily kinesthetic, interpersonal, intrapersonal, and naturalistic. Gardner argues intelligence is categorized into three primary categories, those which are formulated by the abilities. According to Gardner, intelligence is: 1) The ability to create an effective product or offer a service that is valued a culture 2) A set of skills that make it possible for a person to solve problems in life 3) The potential for finding or creating solutions for problems. VERBAL-LINGUISTIC: The capacity to use languages to express what s on your mind and to help other people. LOGICAL-MATHEMATICAL: The ability to understand the underlying principles of some kind of casual system. VISUAL-SPATIAL: The ability to present the spatial world internally in your mind. MUSICAL-RHYTHMIC: The capacity to show sensitivity to rhythm and sound, to be able to hear patterns, recognize them, and perhaps manipulate them. BODILY-KINESTHETIC: The capacity to use your whole body, to solve problems, make something or put production. NATURALISTIC: The ability to discriminate among living things as well as sensitivity to other features in the natural world. INTRAPERSONAL: Having an understanding of yourself, knowing who you are, what you can do... INTERPERSONAL: The ability to understand other people. So, with this in mind, we think that in high school we do not usually develop all of the multiple intelligences. This is the reason why we want to create several areas to develop these modalities. We want to create a different area for each intelligence. We have thought, that it should be compulsory to take part in at least one of the intelligences. Our idea is to create one more hour during the week to develop these activities. 3

4 OBJECTIVE So, our objective is to develop the multiple intelligences inside the high school. 4

5 HYPOTHESIS So after researching in our sources of knowledge we wrote our hypothesis: If we introduce activities of multiple intelligences in our classroom, then we are going to develop the skills of our classmates. According to scientific studies, these are the characteristics that each intelligence has. 1. VISUAL/SPATIAL: They are people who learn better visually and organizing things in the space. They like charts, graphs, maps, tables, illustrations, art, puzzles, costumes everything they can see with eyes. 2. VERBAL/LINGUISTIC: They are people who show ability in the languages area: speaking, writing, reading, listening. These students are usually successful in a normal classrooms because their intelligence matches the traditional teaching. 3. MATHEMATICAL/LOGICAL: People who are good at numbers, reasoning and problem solving. These people also do well at traditional classrooom. 4. BODILY/KINESTHETIC: They are people who like learning through activity such as games, movement, hands-on tasks, building... These people are sometimes considered "overly active" in traditional classrooms because they are told to sit. 5. MUSICAL/RHYTHMIC: They are people who like learning with songs, patterns, rhythms, instruments and musical expression. It is easy to identify people with this intelligence in normal education. 6. INTRAPERSONAL: They are people who are especially in touch with their own feelings, values and ideas. They are reserved, but they are really intuitive about what they learn and how it affects to themselves. 7. INTERPERSONAL: They are people who are usually outgoing, and like doing group work. They are often identified as "talkative" or " too concerned about being social" in a traditional classroom. 8. NATURALISTIC: They are people who like the outdoors, animals, school trips... The traditional classroom has not been prepared to these type of students. According to the characteristics of each intelligence, we chose the most appropriate activities. 5

6 TESTING We have done our research according to four steps. 1. Step: We are doing this project as a small-scale pilot study: in our classroom. First we have done some questionnaires (find them in the appendix) which have questions about the abilities of the students. And we got the results of each student. The purpose of these questionnaires is to prove that the students have different abilities. Different Intelligences in our class 2. Step: We decided which activities were the most appropriate for each intelligences. So we decided to do the following: -Mathematical logical: Logical problems. We took an hour of mathematics and we propose to our mates different riddles. 6

7 -Verbal-linguistic: a vocabulary game. We gave them a letter and they had to complete a table putting a name, country, object...which starts with that letter. We used a Basque class, so in this way we could improve the vocabulary of this subject. -Musical: Fill the gaps of a song. We listen to the song Happy and they had to fill the gaps. We did it in the English, so we could improve the listening and at the same time we could develop this intelligence. -Bodily-kinesthetic: theater. Taking advantage that we were going to perform a play in French lesson, we did it there and at the same time we practise oral expression. 7

8 -Intrapersonal: yoga. We used PE lesson. Everyone had a good time and we tried to imitate the yoga positions from a tutorial video in youtube. -Interpersonal: hangman. We use a tutorial class to carry on this activity. We made different groups so they had to interact with different people. -Naturalistic: plant some lentils. This was one of our favourite activities. We also used a tutorial lesson because we did it in pairs. We planted lentils in yogurt pots, water bottles... and observed their growth during the next weeks. 8

9 -Spatial: a photography competition. Everybody took a photo and we chose the most original one. We gave the winner a small prize. The prize winning photo 3. Step (test our proposal): We asked permission to several teachers to do the activities of multiple intelligence during their classes. In this way, everyone in our class was going to do these activities. So, after this, we did the activities. 4. Step: Finally we told our classmates to write in a paper which was their favourite activity, and we compare with the survey. These were the results: 9

10 ANALYSING After carrying our project (the activities) we evaluated the students satisfaction. So the results we got from our research were the following ones: 1) The students develop their multiple intelligence. 2) If this project was implanted at school level, students would have the opportunity to be with people who have their same intelligence and "hobbies" 10

11 CONCLUSION As our research was successful, we would like to speak with the head of studies about our project, and explain to him about our personal plans which could bring improvements for studies. After that, with the approval of the head of studies we would like to present the project to the principal to implement it in the school next year. For the moment, we have tested it in our classroom, and as it has worked, we would like to move forward and try it in the whole school. Next year, we would like to create different groups, one for each intelligence. These would be the activities or groups: 1) Verbal-Linguistic: Literature group 2) Logical- Mathematical: Chess group 3) Visual-Spatial: Photography group 4) Musical-Rhythmic: Chorus 5) Bodily-Kinesthetic: Theatre group 6) Naturalistic: Botanic Garden 7) Interpersonal: Solidary group 8) Intrapersonal: Yoga club 11

12 BIBLIOGRAPHY We have taken information from several books such as "Las inteligencia multiples en el aula" from Howard Gadner and "El Elemento" of Ken Robinson. We have also researched about it on several web pages. Here we have obtained the information we needed to complete our research. These are some of the web pages: Wikipedia m The book "Las inteligencias multiples en el aula"

13 APPENDIX THEORY OF MULTIPLE INTELLIGENCES DBH 4B NAME: Each sentence is scored as follows: 0= Never 1= Sometimes 2= Usually 3= Always 1- I communicate visual images clearly. 2- I am skilled in crafts. 3- I perceived musical tune. 4- I write things to have into account. 5- I show my emotions and feelings. 6- I like to do activities with other people. 7- I like things related to nature, animals, plants 8- I have interest in fields related to science. 9- I understand maps and graphics without problems. 10- I like doing things with my hands using several materials. 11- I can remember easily songs melodies and lyrics. 12- I like writing: legends, jokes, riddles, gossip I know my abilities and weaknesses. 14- I have my own leadership. 13

14 15- I take care of plants carefully. 16- I ask usually about the causes of things. 17- I have imagination. 18- I speak about my feelings. 19- I sing well. 20-I learn well places, dates and names by head. 21-Playing and learning is the only thing I do well. 22- I advise friends with problems. 23- I defend people, world, animals... rights. 24- I like math classes. 25- I like doing artistic activities. 26-I have physical skills. 27- I play an instrument or I sing in a chorus. 28- I like crosswords, scrabble games I have different rhythms for living and learning. 30- I fit well in any situation. 31- I like playing chess, checkers, strategy games I like drawing, coloring, designing images I can't be sit down for a long time. 34- I speak in a rhythmic way. 35- I like reading. 36- I have an ability that I don't usually show. 37- I'm member of different groups, associations I like being with pets. 39- I like doing experiments related to science. 14

15 40- I like watching films, videos, photos I imitate well other people. 42- I sing for myself. 43- I have a correct orthography. 44- I get myself proposed things. 45-I expressed concern and empathy for others. 46- I have a good level at logical-thinking- 47- I like 7 errors, labyrinths I like doing rhymes, verses, tongue twisters I prefer working alone. 50- I like teaching what I know to children. 15

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