About MI
Quick Reference chart
Courtesy-Glendale Academy, Hyderabad Consultant: - Anjum Babukhan
	MI The intelligence of Right Questions Resources to help Verbal-Linguistic Words How can I use the spoken or written word? Books, tape recorders, word processing software, label makers, printing sets, story telling books, writing materials, discussions, debates, and public speaking Logical - Mathematical Numbers and Reasoning How can I bring in numbers, calculations, logic, classifications or critical thinking? Strategy games (Chess, Checkers), logic puzzles, tan grams, science kits, computer programming software, brainteasers, Cuisenaire rods, facts & figures. Visual- Spatial Pictures and images How can I use visual aids, visualization, colour, art metaphor or visual organizers? Films, slides, videos, diagrams, charts, maps, art supplies, cameras, telescopes, graphic design software, three dimensional building supplies, optical illusions, visualization activities, drafting materials, power point presentations and graphic organizers. Naturalistic Natural Environment How can I bring the understanding of the natural process and dynamics of the eco-system into teaching? Aquariums, nature walks, small animals, petting farms, Zoo gardens, terrariums, ecology projects and other natural settings Musical- Rhythmic Tone, Rhythm and Timbre How can I bring in music or environmental sounds, or set key points in a rhythm or melody? variety of music, stereo, instruments, natural sounds, poetry and song lyrics. Bodily-Kinesthetic Whole body and the hands How can I involve the whole body or hands-on experiences? Playgrounds, obstacle courses, hiking trails, swimming pools, gymnasiums, model-building kits, clay, sports equipment, space to move, carpentry materials, machines, and costumes for drama. Inter personal Social interactions and people How can I engage students in peer or cross-age sharing, cooperative learning or large-group simulation? Clubs, committees, after school programs, social events, cooperative learning, interactive software, internet, group games and projects, discussions, simulations, competitive and noncompetitive sports, debate, group quizzes and peer teaching. Intra personal Self- knowledge How can I evoke personal feelings or memories, or give students choices?; Self-paced instruction, individualized projects, solo games and sports, parks and other retreat spaces, diaries and journals, meditation, and self-esteem activities.
People who exhibit MI
	Multiple Intelligences Definition People who exhibit this intelligence. Linguistic Sensitivity to the meaning and order of words Winston Churchill, Doris Kearns Goodwin, Barbara Jordan Logical- mathematical The ability to handle chains of reasoning and to recognize patterns and order. Bill Gates, Stephen Hawking, Benjamin Banneker. Musical Sensitivity to pitch, melody, rhythm and tone Ray Charles, Harry Connick Jr., Carly Simon. Bodily- Kinesthetic The ability to use the body skillfully and handle objects adroitly Mia Hamm, Michael Jordan, Michelle Kwan. Spatial The ability to perceive the world accurately and to recreate Mary Engelbreit, Maya Lin, Frank Lloyd Wright Naturalist The ability to recognize and classify the numerous species, the flora and fauna, of an environment. Charles Darwin, jane Goodall, George Meriwether Lewis Interpersonal The ability to understand people and relationships Colin Powell, Martin Luther King Jr., Deborah Tannen Intrapersonal Access to one's emotional life as a means to understand oneself and others. Anne Frank, Bill Moyers, Eleanor Roosevelt
Topic Web
Introduction
Learners need to use multiple facets of intelligences to learn. It is also important to understand the integration of various skills into a lesson. Various language skills need to be promoted. New vocabulary, object speaking, word puzzles, vocabulary games, mathematical skills, visual skills, artistic and social skills also need to be given importance. The cultivation of desired capabilities should be there and one has to observe the development of multiple intelligences.
Rethinking the brain.
The brain is a truly miraculous electro-chemical processor. As we learn, our brain cells-neurons pass information along at speeds of up to 200 miles per hour! For young children, who have twice as many neurons as adults, play, exercise, experience, and challenge are major sources of learning. Brain-compatible learning is here and has come to affect all realms of planning and execution at the school whether its learning environments, curriculum, teaching strategies, discipline, music or art according to Eric Jensen, author of teaching with Brain in Mind. Optimal learning occurs when our brains are appropriately challenged. However, when the learning challenge is too threatening, our brains "down-shift" (Hart, 1983). Numerous studies support that a school environment must be one that challenges the brain in non- threatening ways and makes use of the visual and performing arts for teaching and for building emotive expressiveness, language, problem-solving skills, Creativity and memory (Simmons, 1995). In a well designed school, both architecture and landscaping are to be aesthetically stimulating. Such a school environment engages challenges and influences brain development. Physical activity is essential in promoting the growth of mental function. Exercise brings more oxygen to the brain, enhancing connections between neurons. Spinning, rolling, tumbling, swinging, crawling, and jumping strengthen the brain's main areas; the cerebellum, corpus callousum and basal ganglia (Brink, 1995). Learning has been found to be enhanced by daily stretching, walking, dancing, and other physical movement (Jensen, 1998). To accommodate these areas, a school needs spacious areas. Glendale provides spacious grounds, games fields, special courts for sport activities, adventurously interactive playground,