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Moroccan
Education and Resource
Network
-
MEARN
RUE OU M RA BI IE, RE SI DE NC E HAM Z A, IMM N°10, APPT N°10
AGDAL, RABAT— MAROC
www.iearn2009.ma, E-mail: info@iearn2009.ma
Tel Fax : 212
5
37
77
7
3
58
–
Cell
:
212
661
234
330
16th Annual iEARN Internationa
l Conference and 13th Annual Youth Summit
19/24 July- 2009
AL AKHAWYN University, Ifrane, Morocco
Rabat,
June 01
2009
Rajib Lochan Das
Passport Number : P 0470104
Bangladesh
Moroccan Education and Resource Network – MEARN has the pleasure to welcome
you as participant to the Master trainer (July 16/18,2009) and 16th Annual iEARN
International Conference and 13th Annual Youth Summit ( July 19/24,2009) at AL
AKHAWYN University in Ifrane. Your participation will really enrich IEARN
Network and broaden the global perspective for further collaboration.
We confirm receiving by wiring transfer your payment of 690 US $
covering your
accommodation in double room , meals and registration fees.
We will contact you later
in order to get your flight details and arrange airport transportation.
For more details about the event, please visit the
conference website at:
www.iearn2009.ma
Looking forward to see you in July .
Sincerely,
Mourad BENALI
Conference Director
Presence and Impacts of Multiple Intelligences in
Collaborative Projects: A Study on MI Theory
-- Rajib Lochan Das
ABSTRACT
Everyone is different and has a unique characteristic of ability to
learn. Howard Gardner’s well accepted theory on Multiple
Intelligences is focused on the basic abilities of learners. So far
we have identified nine intelligences depending on different
types of basic human abilities. Teachers around the world are
using these intelligences in their teaching methods that the
students feel comfortable to learn. iEARN online projects are
designed in a planned way by expert educators and
experienced teachers in various subject areas. As a yearly
publication we have the iEARN Project Book 2008-2009 with
around 100 projects in four major categories. A cross-
examination study on the projects shows that these include the
multiple intelligences, deliberately or otherwise, that learners
from various parts of the world can learn together better.
Today’s leaner is tomorrow’s leader. Better learning, focused on
diversity of Multiple Intelligences, can lead us to get better
leaders in future, and as a consequence, the better living place
for all.
1.0 Introduction
In earlier days we defined Intelligence as one’s ability to cope up with situations by
manipulating oneself or the surrounding environment. Intelligence is now expressed in
slightly different manner. Webster’s Ninth New Collegiate Dictionary says that
intelligence is the ability to learn or understand or to deal with new or trying situations.
Oxford Advanced Learners’ Dictionary says that intelligence is a power of learning,
understanding and reasoning. H. Gardner defines "intelligence is the ability to solve
problems, or to create products, that are valued within one or more cultural settings.”
In our daily lives, from straight little things to the most critical and huge things we look
for intelligence. We generally appreciate intelligent actions though sometime we don’t
like intelligent people. Intelligence is not just a term in education rather a very important
connotation in learning strategies and teaching methodologies. Today’s students are
future leaders. Teachers around the globe are dedicated to give their bests to their
students for making efficient future leaders. Faculties in human abilities, in term of
intelligences, are to be explored addressed that an appropriate teaching method can be
planned.
2.0 Intelligences
Human intelligences are diversified. Harvard University scholar Dr. Howard Gardner, in
1983, proposed seven intelligences such as linguistic, logical-mathematical, spatial,
bodily-kinesthetic, musical, interpersonal and intrapersonal. Later in 1997 he adopted the
eighth ‘naturalist’ intelligence at a symposium of experts the ‘MIND 97’. Investigation
continues on whether there are ‘existentialist’ and ‘spiritualist’ intelligences. Most of the
experts are now agreed upon the ninth intelligence ‘existentialist’ with a conclusion that
the ‘spiritualist’ intelligence is a subset of the ‘existentialist’ one.
So, now we have the nine intelligences 1. Verbal Linguistic, 2. Logical-Mathematical,
3. Spatial, 4. Bodily-Kinesthetic, 5. Musical, 6. Interpersonal, 7. Intrapersonal,
8. Naturalist and 9. Existentialist. (Figure – 1)
Figure-1: Nine Multiple Intelligences so far
2.1 Verbal-Linguistic
This area has to do with words, spoken or written. People with high verbal-linguistic
intelligence display a facility with words and languages. They
are typically good at reading, writing, telling stories and
memorizing words along with dates. They tend to learn best by reading, taking notes,
listening to lectures, and discussion and debate. They are also frequently skilled at
explaining, teaching and oration or persuasive speaking. Those with verbal-linguistic
intelligence learn foreign languages very easily as they have high verbal memory and
recall, and an ability to understand and manipulate syntax and structure.
This intelligence is highest in writers, lawyers, philosophers, journalists, politicians,
poets, and teachers.
Teachers can use it in education by story telling, brainstorming or group discussion,
journal writing, publishing in print or electronic media.
2.2 Logical-Mathematical
This area is about logic, abstractions, reasoning, and numbers. With this intelligence
people naturally excel in mathematics, chess, computer
programming and other logical or numerical activities. More
accurately, it emphasizes on traditional mathematical ability and
more reasoning capabilities, abstract patterns of recognition,
scientific thinking and investigation, and the ability to perform
complex calculations. Persons with this intelligence like to count,
develop idea in absence of object and are able to handle long chain
of reasoning.
Persons we see with the dominant presence of this intelligence are scientists,
mathematicians, engineers, doctors, accountants and economists.
Teachers can use it in education by calculation and quantification, classification and
categorization, socratic questioning, and scientific thinking.
2.3 Visual-Spatial
This intelligence is about vision and spatial judgment. People with strong visual-spatial
intelligence are typically very good at visualizing and mentally
manipulating objects, and are often proficient at solving puzzles.
They have a strong visual memory. They are artistically inclined
and have very good hand-eye coordination. Unlike the
mathematical ablity spatial intelligence is involved in visually
changing the reality. The two intelligences do not precisely
conform to the definitions of visual and mathematical abilities.
Although they may share certain characteristics, they are easily
distinguished by several factors.
Careers that suit those with this intelligence include artists, engineers, and architects.
Teachers can use it in education by visualizations, color cues, photography, idea sketch,
graphic symbols.
2.4 Bodily-Kinesthetic
This intelligence emphasizes on bodily movement and psychology. In theory, people who
have Bodily-kinesthetic intelligence should learn better by
involving muscular movement, i.e. getting up and moving around
into the learning experience, and are generally good at physical
activities such as sports and dance. They may enjoy acting or
performing, and in general they are good at building and making
things. They often learn best by doing something physically,
rather than reading or hearing about it. They want to play games, make handicrafts, have
controls over body and limbs.
This intelligence is greatly common in persons who are athletes, dancers, actors,
firefighters, surgeons, doctors, builders, and soldiers.
Teachers can use it in education by non-verbal communication, movements, practical and
craft works, classroom drama, visiting places.
2.5 Musical
This intelligence area is based on rhythm, sound, and hearing. Persons with a high level
of musical-rhythmic intelligence display greater sensitivity to natural
sounds, rhythms, tones, and music. They normally have good pitch and
are able to sing, play musical instruments, recite poems and compose
music. Since there is a strong auditory component to this intelligence,
those who are strongest in it may learn best via lecture. In addition,
they will often use songs or rhythms to learn and memorize
information, and may work best with music playing in the background.
Careers that suit with this intelligence include instrumentalists, singers,
conductors, disc-jockeys, orators, composers and sales reps.
Teachers can incorporate it in education by using rhythm & music, rhymes or chorus.
2.6 Interpersonal
This intelligence is focused on the interaction with others. Persons with a high
interpersonal intelligence tend to be extroverts, characterized by
their sensitivity to others' moods, feelings, temperaments and
motivations, and their ability to cooperate in order to work as part
of a group. They communicate effectively and get easily
empathetic to others. These persons generally understand others
and have many friends. They may be either leaders or followers.
They typically learn best by working with others and often enjoy
discussion and debate.
Careers that suit those with this intelligence include sales, politicians, managers, teachers,
and social workers.
Teachers can use it in education through peer sharing activities, cooperative group works
and simulation.
2.7 Intrapersonal
This intelligence area is about introspective and self-reflective capacities. Persons with a
stronger presence of intelligence are typically introverts and
prefer to work alone. They are usually highly self-aware and
capable of understanding their own emotions, goals and
motivations. These persons are fascineted to inner and deeper
thinkings, often inclined to philosophy. They learn best when
allowed to concentrate on the subject by themselves. They also
ware of their own strengths and weaknesses.
Persons with Intrapersonal intelligence in the soiciety are philosophers, psychologists,
theologians, writers and scientists.
Teachers can use it in education by individual reading, reflection, imagination and
thinking.
2.8 Naturalist
This intelligence area is emphasized with nature. Persons with it have greater sensitivity
to nature and the place they are living. They like to interact with
animals. They may also be able to discern changes in weather or
similar fluctuations in their natural surroundings. Recognizing and
classifying things are the core actions of persons with naturalist
intelligence. They learn best when the subject involves collecting and
analyzing, or is closely related to something prominent in nature.
They like beauty and sounds of nature. They like plants, animals and
landscapes.
Careers in our society with naturalist intelligence include scientists, naturalists,
conservationists, gardeners and farmers.
Teachers can use it in education by field trips, sight seeing, study tour, selection of
natural surroundings and link with natural phenomena.
2.9 Existentialist
This intelligence is about the capacity to raise and reflect on philosophical questions
about life, death, and ultimate realities. Persons with strong presence
of this intellingence are willing to look answers for ‘why we are here’,
‘what is the role of self and human in the world’ or ‘what is the
position in the family, or school, or wrok, or world’ type of questions.
They usually look into the big picture. They like to learn things related
to the whole context of the world or human being. They like to make questions on human
existance and the welfare or disasters of the world.
Persons with existentialist intellegence are philosophers, theologists, priests, scientists
and world leaders.
Teachers can use it in education by searching back through history, self actualization on
good deed for humanity, world change on demography and climate.
3.0 Cross-examination with iEARN projects
We have around 100 projects published in the project book of 2008-2009. Each has
different links with curriculum or subject areas for the students of
different age levels from 6 to 20. Most of the projects are for the
students of age 8 to 14 years. Projects include variety of languages
though English is very common in all of the projects. (Other than this
listing of consideration we have some dedicated projects in Spanish.)
All projects are divided into four categories: 1. Creative Language and
Arts, 2. Humanities and Social Science, 3. Science, Technology and
Math and 4. Learning Circles. All projects are cross cultural under the
participation of learners and educators from various countries.
Projects are deliberately designed to ensure effective learning for the students through
collaborative activities. Ultimate goal of all these is to create efficient and effective future
leaders towards all sorts of betterment in humanity. The earth is always in need of good
sons that they think for the welfare and health of the planet. Good sons must have good
abilities or good powers what come through proper learning. Appropriate learning
methods include multiple intelligences depending on the context and goal. In the project
book of 2008-2009, each project includes one or more multiple intelligences in the
project activities that the better learning can be ensured.
The projects are thoroughly scanned with theirs descriptions. Some message postings are
also checked in respective project forums. The links of multiple intelligences to different
projects are identified, and are shown below from the next page (Table-1).
iEARN Project book 2008-2009
Multiple Intelligences positioning in different projects
Project
Verbal
Lingusitc
Logical-
mathematical
Spatial
Bodily-
kinesthetic
Musical
Inter-
personal
Intra-
personal
Naturalist
Exist-
entialist
Creative Language and Arts
A Vision
1
1
Let's Live without Problems
1
1
1
My Name around the World
1
1
Electronic school magazine
1
1
1
The Art Miles
1
1
1
1
1
1
1
Global Art: Images of Caring
1
1
Video Introductions to Communities
1
1
1
1
Taking Kites all over the World
1
1
1
Write On Project
1
For Me, Writing is Something
Awesome - From the Bat-Chen Diaries
1
1
1
School Theatre International
1
1
Beauty of the Beasts
1
1
1
1
Eye To Eye
1
1
1
Origami
1
1
1
Food for Thought: Recipe Book
1
1
1
1
Action! Animating Voices for Change
1
1
1
1
What Is Sacred To Me?
1
1
1
1
Dolls for Computers
1
1
1
Folk Tales Project
1
1
1
Tagging My World
1
1
1
1
My Hero Project / Mi Héroe
1
1
1
1
1
Visions of Me: Self Portraits
1
1
1
Special Place
1
1
1
Side By Side
1
1
1
One Day in the Life Project
1
1
1
Teddy Bear Project
1
1
Christmas/Holiday Card Exchange
1
1
1
iEARN Project book 2008-2009
Multiple Intelligences positioning in different projects
Project
Verbal
Lingusitc
Logical-
mathematical
Spatial
Bodily-
kinesthetic
Musical
Inter-
personal
Intra-
personal
Naturalist
Exist-
entialist
Laws of Life: Virtues Essay Project
1
1
PEARL-Prepare and Educate Aspiring
Reporters for Leadership
1
1
Music Around the World
1
1
1
Narnia and CS Lewis
1
1
Humanities & Social Sciences
MDGs - Only with Your Voice
1
1
1
What My Country is For Me?
1
1
1
1
My Country
1
1
1
1
1
1
1
Get to Know Others
1
1
1
1
Friends Book - Let's Go...Together!
1
1
1
Water 4 Water/Water for Sudan
1
1
Women In My Country
1
1
1
The Bullying Project
1
1
1
1
1
Give Us Wings to Fly
1
1
Sport - Is It Fair?
1
1
1
1
My Dream World
1
1
1
1
1
We Are Teenagers
1
1
Future Citizen Project
1
1
Breaking the Silence: The Trans-Atlantic
Slave Project
1
1
1
BEST Project: Building Economies Strong
Together
1
1
1
World We Live In (WWLi)
1
1
1
1
1
CIVICS: Youth Volunteerism and Service
1
1
1
My Identity, Your Identity
1
1
1
1
Helping Youth Say "NO" to Gun Violence
1
iEARN Project book 2008-2009
Multiple Intelligences positioning in different projects
Project
Verbal
Lingusitc
Logical-
mathematical
Spatial
Bodily-
kinesthetic
Musical
Inter-
personal
Intra-
personal
Naturalist
Exist-
entialist
Just Vision
1
1
1
Tours Around the World
1
1
1
1
Good Deeds
1
1
1
1
Students Unlimited
1
Voyage: Volunteer of Youth Project
1
1
My School, Your School
1
1
Machinto - "Do You Hear a Little Bird
Crying?"
1
1
1
1
Kindred
1
1
UNESCO World Heritage Sites
1
1
1
1
Eradication of Malaria
1
1
United Beyond Our Diversity
1
1
1
1
Outstanding Persons of the Armenian
Diaspora
1
1
Folk Costumes Around the Globe
1
1
1
1
1
My Talented Coeval (Contemporary)
1
1
1
Local History Project
1
1
1
Portrait of the World: Picture it!
1
1
1
Model United Nations Program
1
1
1
1
Natural Disaster Youth Summit 2009
1
1
1
1
Science, Technology, and Math
YouthCaN
1
1
1
1
1
1
Little Explorers
1
1
Water Habitat Project
1
1
1
1
Power of One: Protecting Our Planet
1
1
1
1
1
Connecting Math to Our Lives
1
1
1
1
iEARN Project book 2008-2009
Multiple Intelligences positioning in different projects
Project
Verbal
Lingusitc
Logical-
mathematical
Spatial
Bodily-
kinesthetic
Musical
Inter-
personal
Intra-
personal
Naturalist
Exist-
entialist
Mathematics Virtual Learning Circle
1
1
1,2 Buckle My Shoe
1
1
Planetary Notions
1
1
1
Four Rivers, One World Project
1
1
1
1
1
Nature through the Eyes of Generations
1
1
1
1
Energy for You and Me
1
1
1
1
Solar Cooking Project
1
1
1
Leaving Footprints
1
1
1
1
Reptile Atrium Project
1
1
1
The Daffodil and Tulip Project
1
1
1
1
1
Colours of Life
1
1
1
1
One World, One Environment
1
1
1
Our Footprints, Our Future (OF2)
1
1
1
1
1
1
Learning Circles (as a whole):
1
1
1
1
1
1
1
1
1
Mind Works; Computer Chronicles;
Places and Perspectives; My Hero;
Teacher-Sponsored
Themes; Bat-Chen Diaries; Our
Footprints, Our Future (OF2); Global
Teenager Project (GTP)
Table -1: This is the last part of the 4-page table on multiple intelligences in iEARN projects of the project book 2008-2009.
Here 1 is denoted to mean that the intelligence is incorporated. Blank spaces are for meaning of not inclusion.
In the following table (Table-2) we see the total of 294 inclusions of multiple intelligences
through different projects shown by categories. Musical is included in a total of lowest numbers
through projects, and Verbal-Linguistic is included in the highest.
iEARN Project book 2008-2009
Total number of MIs included through the projects
Verbal
Lingusitc
Logical-
mathematical
Spatial
Bodily-
kinesthetic
Musical
Inter-
personal
Intra-
personal
Naturalist
Exist-
entialist
63
18
42
31
11
57
36
23
13
22%
6%
14%
11%
4%
19%
12%
8%
4%
Table-2: Total number of MIs by category
The following pie chart (Figure-2) depicts the same. Verbal-Linguistic ability is generally
included in many projects. Other intelligences have come by the nature and intention goal of the
project. Activities are planned as the learning outcomes are set that the target is achieved for the
learners. Intelligences come by the activities planned for the project. Learners are different by
their instincts that drive them learn something better. More and diversified inclusion of multiple
intelligences in a project helps create better learning environment. Hence the project can be more
effective.
Total positioning of intelligences through all projects in 2008-09
Verbal Lingusitc
22%
Logical-
mathematical
6%
Spatial
14%
Bodily-kinesthetic
11%
Musical
4%
Inter-personal
19%
Intra-personal
12%
Naturalist
8%
Exist-entialist
4%
Figure-2: The Pie of total of MIs included by percentage
4.0 Conclusion
Multiple Intelligences are the basic abilities of human that learning takes place comfortably and
effectively. Everyone has special abilities in one or more intelligence areas.
Learning gets smooth and easy to someone when the total procedure includes
the right intelligences for the person. Teachers are the guides for today’s
learners. Education through projects is more effective when the right
intelligences are ensured.
iEARN online projects are collaborative and include more than one schools
from different countries. There are cultural differences for what the learners from different
regions are very different by their natures, and thus intelligences. Sometimes economic
differences are significant regarding the differences among students. When the participating
group is not of one kind and not very specific, then projects can not be designed narrowed to
certain intelligences. So, the only solution is to diversify. That is, including more of intelligences
can ensure various faculties of human abilities that the diversified groups of students feel
comfortable to learn properly. As a result the learning outcomes can be confirmed at a higher
level of expectation.
Every year, with the participation of experts and experienced teachers, new projects are planned
and designed. With all those new and ongoing old projects a project book is published by
iEARN. The project book can include a section under each of the project description that what
specific intelligences are covered or taken into consideration for that particular project. Then the
participating teachers will find it clearer to plan their actions properly. As a result a better and
quality education can be ensured for the learners.
SOURCE and REFERENCE
▫ Teachers’ Development Institute, Dhaka, Bangladesh
▫ Institute of Education and Research, Dhaka University
▫ Gardner, H. (1983/2003). Frames of mind. The theory of multiple intelligences. NY:
Basic Books.
▫ Gardner, H. (1993). Multiple intelligences: The theory in practice. New York: Basic
Books.
▫ Howard Gardner's Personal Website
▫ Indiana University Web
▫ Harvard Graduate School of Education
▫ Project Zero at the Harvard University
▫ Shirley Veenema and H. Gardner, (1996). Multimedia and Multiple Intelligences
▫ MITA (Multiple Intelligence Teaching Approach) Center Web
▫ Wikipedia