Here is a snip of the LRDC Multiple Intelligences that I completed. This inventory can be completed at: http://www.ldrc.ca/projects/miinventory/miinventory.php
As you can see, the Visual-Spatial domain was the strongest.
Another MI invetory that I completed can be found at: http://www.thirteen.org/edonline/concept2class/mi/index.html
Here is a snip of the MI Snowflake:
Visual learner characteristics:- Write things that you want to remember down; you will remember them better that way.
- Look at the person who is speaking to you; it will help you focus.
- Try to work in a quiet place. Wear earmuffs or earplugs if necessary. Some visual learners do, however, like soft music in the background.
- If you miss something a teacher says or do not understand, ask politely if they could repeat or explain.
- Most visual learners learn best alone.
- When studying, take many notes and write down lots of details.
- When trying to learn material by writing out notes, cover your notes then re-write. re-writing will help you remember better.
- Use colour to highlight main ideas.
- Before starting an assignment, set a goal and write it down. Even post in in front of you. Read it as you do your assignment.
- Before reading a chapter or a book, preview it first by scanning the pictures, headings and so on.
- Try to put your desk away from the door and windows and close to the front of the class.
- Write your own flashcards. Look at them often and write out the main points, then check.
- Where possible, use charts, maps, posters, films, videos, computer software, OHPs both to study from and to present your work (where appropriate).
- Spatial Awareness - solving problems using spatial orientation
- Non-sequential Reasoning - thinking in divergent ways
- Visual Acuity - assessment of information based on principals of design and aesthetics
- Imagination - seeing the possibilities before engaging them in the physical world
- Small motor coordination - creating, building, arranging, decorating
Students with a strong visual intelligence:
- Seek ocular stimulation
- Respond to color, line and shape
- Can "see" ideas
- Use mental images for mnemonic devices
- Imagine possibilities
- Enjoy expressing themselves through the arts
- Appreciate symmetry and congruence
- Enjoy rearranging their environment
- Can manipulate three-dimensional models in their minds
- Understand by seeing a concept in action
Support this intelligence in the classroom by:
- Allowing student movement around the learning environment
- Providing a visually stimulating environment
- Sketching plans before beginning work
- Brainstorming ideas
- Semantic mapping
- Guided imagery exercises
- Working with manipulatives
- Diagramming abstract concepts
- Providing visual assessment performance tasks Utilizing visual technologies such as KidPix and PowerPoint
Technologies that stimulate this intelligence:
- Overhead projector
- Television
- Video
- Picture books
- Art supplies
- Chalkboard
- Dry erase board
- Slide shows
- Charting and graphing
- Monitor
- Digital camera/camcorder
- Scanner
- Graphics editor
- HTML editor
- Digital animation
- Digital movies
http://surfaquarium.com/MI/profiles/visual.htm
July 10/09 discussion post:
What did you discover? Are you surprised at your findings?
I guess it was reasurring to know that as an art teacher I fit into the spatial category. This was my strongest domain. I was not at all surprised by this.
Would you be surprised at your student's answers?
I feel that my students would also identify this as a strength. Whenever possible I use visuals and visual literacy to communicate. Along with art, I also teach Language Arts so I find this to be a natural way of teaching. It also helps that I have a IWB in my artroom. In the past I have taught science and social studies and I taught these courses using lots of visuals as well.
Would this impact on your choices for teaching and technology? How?
As I mentioned this definately impacts my teaching and use of technology in the classroom. I am often hypersensitive to the resources that are used in schools and find them quite often plain and dull. Students now are bombarded with visuals but our curriculum and resources are not designed that way. I think this can cause disinterest for some students. I use many types of technology for teaching (IWB, Overhead projector, TV, Videoes, Picture books, Art supplies, Chalkboard, Dry erase board, Slide shows, Charting and graphing, Digital cameras, Scanner and digital animation). This use of technology provides a visually stimulating environment. I encourage students to move around the classroom, to sketch and jotnote plans before beginning work, brainstorm, create organizational charts, participate in guided imagery exercises, work with manipulatives, and complete a variety of visual assessments (PowerPoint, web design, etc).
Like some of you have mentioned, I found the MI Snowflake limiting. It was certainly not as extensive as the LDRC test. It also did not include the naturalist and existentialist intelligences.
Hatch, T. (1997, March). Getting specific about multiple intelligences. Educational Leadership, (55), 26-29.
I think this article raised an interesting point about not labelling learners. Hatch argues it is important to expose children to a variety of activities rather than teaching every subject in 7 or 8 different ways. This point made me realize that even though it is important to recognize different ways that students know and learn, it is important to not only pigeon hole them into one or two categories of learning. Very interesting article.
Discussion Activity: Thinking about MI in the Classroom
Here is an example of how each of Gardner's intelligences can be use to teach a novel in grade 7 ELA:
A lot of these activities I have used separately to teach the novel but I am hoping to use this tic tac toe model this year.
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