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Intelligences multiples

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Design & Intelligences Multiples: comment ?... Exemples d'activités, Mieux-apprendre.com. Learning Theories. Summary: Multiple Intelligences Theory posits that there are seven ways people understand in the world, described by Gardner as seven intelligences. Originator: Howard Gardner in 1983. Key Terms: Linguistic, Logical-Mathematical, Visual-Spatial, Body-Kinesthetic, Musical-Rhythmic, Interpersonal, Intrapersonal. Multiple Intelligences Theory Developed by Harvard psychologist Howard Gardner in 1983 and subsequently refined, this theory states there are at least seven ways (“intelligences”) that people understand and perceive the world. These intelligences may not be exhaustive. Gardner lists the following: Linguistic.

This theory, while widely popular over the last two decades, has its share of critics. Implications for Classrooms The verbal-linguistic and logical-mathematical intelligences are the ones most frequently used in traditional school curricula. For more information, see: Théorie des intelligences multiples. Un article de Wikipédia, l'encyclopédie libre.

La théorie des intelligences multiples suggère qu'il existe plusieurs types d'intelligence chez l'enfant d'âge scolaire et aussi, par extension, chez l'Homme. Cette théorie fut pour la première fois proposée par Howard Gardner en 1983. L'origine de la théorie[modifier | modifier le code] Lorsque Howard Gardner publia son livre Frames of Mind: the Theory of Multiple Intelligence en 1983, il introduisit une nouvelle façon de comprendre l'intelligence des enfants en échec scolaire aux États-Unis.

Les diverses catégories d'intelligence pour Howard Gardner[modifier | modifier le code] L’intelligence logico-mathématique[modifier | modifier le code] Les personnes qui ont une intelligence logico-mathématique développée possèdent la capacité de calculer, de mesurer, de faire preuve de logique et de résoudre des problèmes mathématiques et scientifiques. L’intelligence spatiale[modifier | modifier le code] Notes et références[modifier | modifier le code] Série Lev Vygotski et l'éducation | skhole.fr. Nathalie Bulle et Julien Gautier vous proposent ici une série d'articles et d'extraits présentant la pensée du psychologue et pédagogue russe Lev Vygotski (1896-1934), dont les travaux nous semblent essentiels pour aborder les questions de l'enseignement scolaire.

Vous trouverez en bas de cette page plusieurs liens vers des extraits de son œuvre majeure, Pensée et langage, ainsi que des éléments d'analyse de sa pensée. Lev Semionovitch Vygotski est né le 5 novembre 1896 dans la ville d’Orcha, en Biélorussie. Son instruction primaire lui fut donnée par un tuteur privé, avant son entrée au gymnasium. Etudiant particulièrement brillant, passionné par les humanités et les sciences sociales, il s’est inscrit en médecine à l’Université de Moscou en raison de la fermeture des carrières officielles, comme le professorat, aux étudiants juifs.

Vygotski acheva son premier grand projet de recherche en 1925, La psychologie de l’art, thèse qu’il soutint à l’Institut de Psychologie de Moscou. Le cerveau à tous les niveaux - didacticiel. Concept to Classroom: Tapping into multiple intelligences - Expl. How can applying M.I. theory help students learn better? Students begin to understand how they are intelligent.

In Gardner's view, learning is both a social and psychological process. When students understand the balance of their own multiple intelligences they begin To manage their own learning To value their individual strengths Teachers understand how students are intelligent as well as how intelligent they are. Students approach understanding from different angles. Students that exhibit comprehension through rubrics5, portfolios6, or demonstrations come to have an authentic understanding of achievement. Students become balanced individuals who can function as members of their culture.

Explanation | | | | © 2004 Educational Broadcasting Corporation. Defining Differentiated Instruction. Updated 01/2014 When I lesson plan with teachers, out of earshot from their fellow teachers and their principals, I can't tell you how often I'm asked, "what exactly does it look like? " when it comes to differentiated instruction. In the education world, differentiated instruction is talked a lot about as a policy or as a solution, but rarely do educators get opportunities to roll up their sleeves and talk about what it looks like in practice.

The definition begins with this: Equal education is not all students getting the same, but all students getting what they need. Approaching all learners the same academically doesn't work. Start with the Student If a child in your class is really struggling with reading, writing, organization, time management, social skills or all of the above, the first step is to find out as much as you can about her educational history and anything else.

So, I learned. A Classroom Example Here's an example from my teaching: A Matter of Fairness One way to be ready? Learning Styles Online.com - including a free inventory. Human Intelligence: The Theory of Multiple Intelligences. This page is now located at an updated address. Please update your bookmarks! The new address is posted below. You will be redirected to the new page in 15 seconds or you can click the link below. The Theory of Multiple Intelligences Originally prepared by: Lynn Gilman (Fall 2001)Revised: Outline (back to top) Development of MI theory Definition of MI theory Criticisms of MI theory Implications for assessment Future research directions on MI theory References Development of MI Theory (back to outline) After years of research, Howard Gardner proposed a new theory and definition of intelligence in his 1983 book entitled Frames of Mind: The Theory of Multiple Intelligences.

Gardner describes his work with two distinct populations as the inspiration for his theory of Multiple Intelligences. Gardner concluded from his work with these two populations that strength in one area of performance did not reliably predict comparable strength in another area. Definition of MI Theory.