Multiple intelligences is a psychological theory about the mind. It's a critique of the notion that there's a single intelligence which we're born with, which can't be changed, and which psychologists can measure. It's based on a lot of scientific research in fields ranging from psychology to anthropology to biology. It's not based on test correlations, which most other intelligence theories are. The claim is that there are at least eight different human intelligences. Most intelligence tests look at language or logic or both - those are just two of the intelligences. The other six are musical, spatial, bodily/kinesthetic, interpersonal, intrapersonal, and naturalist. Two claims are made relative to multiple intelligences: The first claim is that all human beings have all of these intelligences. It's part of our species definition. The second claim is that, both because of our genetics and our environment, no two people have exactly the same profile of intelligences, not even identical twins, because their experiences are different." – Howard Gardner.
This theory is important to classroom teachers as it can help them create lessons which are more adequately and thoroughly focused on individual student needs. Additionally, a general awareness of multiple intelligences allows teachers, parents and learners to better understand how to make the most of the learning environment, whereby improving achievement.
At the end of program, participants will be able to:
- Explain the concepts, philosophy, principles and applications of multiple intelligences.
- Explain and demonstrate how to create lessons which reflect an understanding of multiple intelligences.
- Differentiate between and explain the different intelligences.
- Describe the link between multiple intelligences in the learner and the lesson plans.
- Create effective learning outcomes for different styles of learner.
- Adjust lesson plans and teaching styles according to individual student needs.
For lecturers, teachers, trainers and administrators in educational institutions who are directly or indirectly involved in the teaching and learning environment.
MODULE 1 – Multiple Intelligences Theory
- What is Multiple Intelligence Theory and why is it important?
- Common Approaches
MODULE 2 – Multiple Intelligence Teaching vs. Traditional Teaching:
- Paradigm Shift in the Education & Training Philosophy Principles
- Relevance & Benefits of Multiple Intelligences
MODULE 3 – Multiple Intelligences in Learners
- What do multiple intelligences look like in learners?
- Non-invasive identification of learner intelligences in the classroom.
MODULE 4 – Multiple Intelligences in Lesson Plans
- Characteristics of a lesson plan adjusted for Multiple Intelligences
- Types of Multiple Intelligences Lesson Plans
- Common oversights in Multiple Intelligence lessons
- How to infuse all lesson plans with Multiple Intelligence offerings
- Recognizing Opportunities to infuse lessons with Multiple Intelligence offerings
MODULE 5 – Adjusting Current Lesson Plans to Match Updated Learner Intelligences
- Evaluating your learners while educating them about their own preferred style of learning
- Recognizing your preferred style of lesson plan creation and shifting it to meet learner needs
MODULE 6 – Helping students identify their style of intelligences
- Student Centered Lessons & Activities focused on Multiple Intelligences
MODULE 7 - Presentation and Critique of Multiple Intelligences Lesson Plans
TRAINER PROFILE - DAVID FINGEROTE
David began his career teaching in Southern California. Since moving to Asia in 2006, he has focused on increasing his professional skill-set while staying abreast of the latest trends in education, training, management and effective leadership. Having taught all age levels and all abilities within Ministries of Education, private and international schools and corporations in South Korea, the Philippines and Malaysia has reinforced David’s belief in the importance of continuing education with an emphasis on lifelong learning.
Training Experience & Accomplishments
David has extensive and broad experience in working with English Language learners of all skill-levels, ages and abilities. He is particularly interested in helping clients build their confidence where writing, reading, listening and speaking are concerned. For the past 10 years David has trained and educated: executives, public servants, educators and students.
The last four years have found David in Malaysia working with the Ministry of Education and international corporations focused on language education and training. David is known for his ability to inspire confidence in all learners and his willingness to adapt to learner realities while enforcing appropriate input.
For the past 10 years David has trained and educated executives, public servants, educators and students. The last five years have found David in Malaysia working with the Ministry of Education and international corporations. A focus on transformational leadership, effective management, clear & concise communication, presentation skills and general language education and training are all included under organizational and soft skills training. Research for the Ministry of Higher Education is the most recent inclusion to services provided.
As a direct result of his focus on institutional and individual needs and realities, David is known for his ability to inspire confidence in learners and satisfaction in organizations. All of this results in custom-tailored input – topics, information, techniques, strategies, feedback, etc. – which your participants and organization can use to absorb, adjust, implement, evaluate and reflect, internally.
Areas of Experience / Expertise:
Ministries of Education, Public/International/Private Education:
Increasing Student Talking Time
Anticipating and coping with change (internal & external)
Effective communication within departments
Orientation of New employees
Creating a sharing environment (teachers and students)
Observing, evaluating & providing constructive feedback to colleagues
Implementing systems to streamline processes
The Importance of on-going assessment and how to implement it
The Importance of Routines
Creating and Implementing Rules & Consequences
Multiple Intelligences (Awareness & Teaching to)
*Adjusting in real time
Managing Processes while Leading People
Identifying and Harnessing individual areas of competence
Creating Trusting Environments
Sharing Environments: Relying on One Another
Teluk Intan: Hutan Melintang: Public Primary Schools
Taiping: Batu Kurau: Public Primary Schools
Lenggong: Public Primary Schools
LMS: PPD, JPN
Sepang: Public Primary Schools
Kuen Cheng High School
Foon Yew High School, Kulai
Ministry of Education
Korean International School of Manila
ELSi language schools