Handouts March 20, 2014 - Singapore - KK Women's and Children's Hospital
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Handouts March 20, 2014 - Singapore - KK Women's and Children's Hospital
- 1. Eight Kinds of Intelligence: Scientific Exploration in Brain Research, Psychology and Anthropology Thomas Armstrong, Ph.D. (www.institute4learning.com) KK Women’s and Children’s Hospital Singapore March 20, 2014
- 2. The Eight Intelligences Word SmartWord Smart Logic SmartLogic Smart Picture SmartPicture Smart Body SmartBody Smart Music SmartMusic Smart People SmartPeople Smart Self SmartSelf Smart Nature SmartNature Smart
- 3. Evidence for MI Theory • Symbol Systems • Cultural Value • Developmental History • Savants • Brain Structures • Evolutionary Plausibility • Other Species
- 4. Infant Stimulation Word Smart – exposure to spoken/written words of all kinds Logic Smart – exposure to counting songs, number rhymes, pattern songs and stories Picture Smart – exposure to visual images of all kinds Music Smart – songs, lullabies, and other music of all kinds Body Smart – opportunity to move and use hands Nature Smart - exposure to the natural world (plants, animals, rocks, clouds, etc.) People Smart – immersion in a rich social milieu Self Smart – opportunities to experience emotions and self- initiated behaviors in a safe setting
- 5. Toddler Play Word Smart – word block play, emergent literacy activities, lots of conversation play Logic Smart – lots of manipulative play, especially with materials emphasizing logical, mathematical or science domains Picture Smart – art play, block play, play with other construction materials Music Smart – Music Smart instruments (including real and toy) to play around with, music to sing to, sound effects to play with Body Smart – manipulative, block play, spaces to move around or dance around in, space for simple non-directive sports Nature Smart - opportunities to play around pets, play in nature, play with materials of nature (rocks, twigs, leaves, etc.). People Smart – opportunities to play with other kids, engage in social play (e.g. playing house, dress up, construction workers etc.) Self Smart – spaces for solo play, materials for challenging oneself space to express feelings in safe environment
- 6. Preschool Environments Word Smart – storytelling center; reading area Logic Smart – science discovery area Picture Smart – picture library; drawing center Music Smart – song-writing center Body Smart – letter gymnasium, whole body and hands-on centers Nature Smart – Nature Smart museum People Smart – magic circle, simulated environments (castle, rocket ship, play house) Intrarpersonal – spaces for privacy, areas for individual work
- 7. Advice to Give Parents • Start by Identifying Strengths • Encourage ALL Your Child’s Intelligences • Be Sparing with Technology • Choose a Developmental Preschool • See the Gifts in Children with Special Needs • Provide Simple Experiential Learning Activities • Supply Proper Nutrition to Nourish the Brain
- 8. MI Inventory – Young Child Check those statements that apply: Word Smart __ is attracted to words (e.g. letter blocks etc.) __ enjoys talking __ engages in emergent writing (or is an early writer) __ engages in emergent reading (or is an early reader) __ likes to listen to and/or take part in verbal conversations. __ has a good memory for facts Logic Smart __ asks lots of ‘’why’’ questions __ is attracted to numbers (e.g. number blocks etc.) __ likes to count __ likes logical patterns (e.g. one red block, two yellow blocks, one red block, two yellow blocks etc.) __ shows interest in science related topics. __ does well on Piagetian-type assessments of logical thinking Picture Smart __ is attracted to pictures and images (e.g. illustrations in a book etc.) __ is highly imaginative __ enjoys art-related activities. __ draws well for age __ enjoys watching video other visual presentations. __ likes building with blocks or other construction sets
- 9. MI Inventory (cont’d) Body Smart __ is good with hands (e.g. building, making things, etc.) __ puts his/her hands all over something he’s/she’s just seen. __ enjoys running, jumping, wrestling, or similar activities __ shows ability in one or more sports __ has a dramatic way of expressing herself/himself. __ loves tactile experiences (e.g. finger painting, clay, etc.). Music Smart __ is attracted to music (e.g. on TV, radio, CD etc.) __ loves to sing __ enjoys interacting with a Music Smart instrument __ remembers melodies of songs __ has a good sense of rhythm. __ has a melodic way of speaking People Smart __ enjoys socializing with peers. __ shows qualities of a natural leader. __ likes to play games with other kids. __ makes friends easily __ has a good sense of empathy or concern for others. __ is good at resolving social conflicts
- 10. MI Inventory (cont’d) Self Smart __ displays a sense of independence or a strong will. __ does well when left alone to play. __ has a good sense of self-direction. __ prefers working alone to working with others. __ accurately expresses how he/she is feeling. __ has a good sense of self-esteem. Nature Smart __ relates very well to animals (e.g. pets). __ loves to be out in nature __ has strong feelings for protecting the natural world. __ is able to identify different kinds of birds, plants, or other living things. __ enjoys activities in nature such as bird watching, rock or insect collecting, or raising animals. __ expresses interest in a career relating to nature (e.g. forest ranger, veterinarian etc.).
- 11. Learning is a broad, holistic experience that begins early in the life course During the first 3 years, the early foundations of learning – including language & visual development, reasoning, memory and problem solving – are established Optimal growth and development early in the life course can serve to prepare children for lifelong learning and later accomplishments in school and beyond. ““Good health and nutrition are needed to achieve one’s fullGood health and nutrition are needed to achieve one’s full educational potential because nutrition affects intellectualeducational potential because nutrition affects intellectual development and learning ability”development and learning ability” - World Health Organization (WHO) Information Series on School Health
- 12. Nutrition Can Impact Early Brain Development & Learning • Early childhood is a critical period for cognitive,Early childhood is a critical period for cognitive, social and emotional growth.social and emotional growth.
- 13. Key Contributors to Learning • Key contributors to learning impacted by nutrition include: Perception Cognition Physical Vitality • Described as perception through sensory development • A child employs all 5 senses to form their perception of the world around them • Described as the ability to think and encompasses such intellectual processes as: ̶ Reasoning ̶ Recognition ̶ Problem-solving • Continuous experiences support cognitive development by improving neuronal connections and memory efficiency2,3 ̶ These experiences also facilitate infants to handle more complicated tasks, promote cognitive development, and ultimately help to learn4 • Described as the ability to actively engage in one’s environment and in opportunities to learn • Supported by growth, digestive health, and immunity ̶ Optimal growth & motor development allows child to interact with the world ̶ Proper digestion and absorption ensures bio-availability of essential nutrients ̶ Healthy immune system enables greater opportunity to learn
- 14. Role of Nutrients that Support Learning Key Contributors Nutrient Associated Processes Structural Impact Functional Benefits DHA1,2 • Synaptogenesis • Myelin • Global • Visual cortex, retina • Cortex • Supports visual and cognitive development Lutein 2,3 • Antioxidant, filters blue UV light • Retina and macula • Frontal, auditory, occipital cortex, and hippocampus • Supports visual development and may support brain development Choline 1 • Acetylcholine synthesis • DNA methylation • Myelin synthesis • Global • Hippocampus • White matter • Supports brain and memory development High Quality Alpha Protein • Rich source of essential amino acids • Growth and development • Gastrointestinal tract • Supports growth outcomes and gastrointestinal tolerability similar to breast milk fed infants. Reference: Trabulsi study Dietary Fibre (Oligofructose)6 • Promotes growth of bifidobacteria • Gastrointestinal tract • Softens stools and promotes the growth of healthy gastrointestinal bacterial
- 15. Resources Thomas Armstrong, Awakening Your Child’s Natural Genius. New York: Putnam/Tarcher, 1991. Thomas Armstrong, Awakening Genius in the Classroom. Alexandria, VA: Association for Supervision and Curriculum Development, 1998. Thomas Armstrong. In Their Own Way: Discovering and Encouraging Your Children’s Multiple Intelligences, 2nd Ed. New York: Tarcher/Penguin, 2000. Marian Diamond and Janet Hopson. Magic Trees of the Mind: How to Nurture Your Child’s Intelligence, Creativity, and Healthy Emotions from Birth through Adolescence. New York: Dutton, 1998. David Elkind. The Hurried Child. Reading, MA: Addison-Wesley, 1981. Jane Healy, Endangered Minds. New York: Simon & Schuster, 1990. Jonathan Kozol. Savage Inequalities. New York: Crown, 1991. Ashley Montagu. Growing Young. New York: McGraw-Hill, 1983.. Joseph Chilton Pearce. Magical Child. New York: Bantam, 1980. Teaching Tolerance magazine. Southern Poverty Law Center (400 Washington Ave., Montgomery, AL 36104).
- 16. Website: www.institute4learning.com Email: thomas@institute4learning.com Blog: http://institute4learning.com/blog/ Twitter: Dr_Armstrong Contact Information
- 17. Readings Armstrong, Thomas. Neurodiversity in the Classroom: Strength-Based Strategies to Help Students with Special Needs Achieve Success in School and Life. Alexandria, VA: ASCD, 2012. Armstrong, Thomas. The Power of Neurodiversity: Unleashing the Advantages of Your Differently Wired Brain. Cambridge, MA: DaCapo/Perseus, 20101 Armstrong, Thomas. Multiple Intelligences in the Classroom, 3rd Ed.. Alexandria, VA: ASCD, 2009. Armstrong, Thomas. 7 Kinds of Smart: Identifying and Developing Your Many Intelligences: Revised and Updated with Information on 2 New Kinds of Smart. , New York: Plume, 1999. Armstrong, Thomas. In Their Own Way: Discovering and Encouraging Your Child’s Multiple Intelligences. New York: Tarcher/Putnam-Penguin, 2000. Armstrong, Thomas. You’re Smarter Than You Think: A Kids’ Guide to Multiple Intelligences. Minneapolis, MN: Free Spirit, 2003. Armstrong, Thomas. The Myth of the A.D.D. Child: 50 Ways to Improve Your Child’s Behavior and Attention Span without Drugs, Labels, or Coercion. New York: Plume, 1997. Gardner, Howard. Frames of Mind: The Theory of Multiple Intelligences. New York: Basic Books, 1983. Gardner, Howard et al. (eds). Building on Children's Strengths: The Experience of Project Spectrum. New York: Teachers College Press, 1998. Gardner, Howard. Multiple Intelligences: New Horizons in Theory and Practice. New York: Basic Books, 2006.
- 18. Readings (p. 2) • Gardner, Howard, et al. (eds). Building on Children's Strengths: The Experience of Project Spectrum (Project Zero Frameworks for Early Childhood Education, Vol 1). New York: Teachers College Press, 1998. • Gardner, Howard, et al. (eds). Project Spectrum: Early Learning Activities (Project Zero Frameworks for Early Childhood Education, Vol 2) New York: Teachers College Press, 1998. • Gardner, Howard, et al. (eds.). Project Spectrum: Preschool Assessment Handbook (Project Zero Frameworks for Early Childhood Education, Vol 3) • Project Zero and Reggio ChildrenMaking Learning Visible: Children As Individual and Group Learners. Reggio Emilia, Italy: Reggio Children.
- 19. Neurodiversity Strengths Checklist Personal Strengths ___ Enjoys working independently ___ Has a good sense of his/her personal strengths and weaknesses ___ Learns from past mistakes ___ Has persistence in carrying out assignments or activities ___ Is courageous in dealing with adversity and/or the unknown ___ Keeps a personal diary or journal ___ Has a good sense of humor ___ Possesses a sense of responsibility ___ Has strong opinions about controversial topics ___ Marches to the beat of a different drummer ___ Handles stressful events well (e.g. is resilient) ___ Has good character (e.g. honesty, integrity, fairness) ___ Has the ability to set realistic goals for him/herself ___ Has a sense of confidence or high self-esteem ___ Has good self-discipline ___ Has personal ambitions in life ___ Displays good common sense ___ Possesses personal vitality, vigor, or energy Communication Strengths ___ Explains ideas or concepts well to others ___ Asks good questions ___ Is a good storyteller ___ Is a good joke teller ___ Has good listening skills ___ Handles verbal feedback (especially negative feedback) well ___ Has good articulation ability ___ Is able to effectively use non-verbal cues to communicate with others ___ Is persuasive in getting someone to do something ___ Has good assertive skills without being pushy Emotional Strengths ____ Is emotionally sensitive to perceiving the world around him/her ____ Has an optimistic attitude toward life ____ Can tell how he/she is feeling at any given moment ____ Can easily pick up on the emotional state of another person ____ Is able to handle strong internal feelings in a constructive manner ____ Receives gut feelings about things From: Thomas Armstrong, Neurodiversity in the Classroom: Strength-Based Strategies to Help Students with Special Needs Succeed in School and Life. Alexandria, VA: ASCD, 2012. "Reproduced with permission. Learn more about ASCD at www.ascd.org."
- 20. Neurodiversity Strengths Checklist Social Strengths ___ Has leadership ability ___ Has a good sense of empathy for others ___ Enjoys socializing with others ___ Is good at helping others ___ Is kind or affectionate towards others ___ Has at least one good friend ___ Prefers working with others ___ Likes to play board games and/or card games with others ___ Has skill in refereeing disputes conflicts between classmates ___ Is polite and has good manners ___ Is able to work out his/her own conflicts with others ___ Works well in groups ___ Volunteers his/her time in some worthy cause ___ Belongs to at least one club or social group (e.g. Scouts.) ___ Has a good relationship with at least one family member ___ Is friendly to others ___ Is good at sharing with others ___ Follows class rules ___ Has a good relationship with at least one teacher in the school ___ Has good personal hygiene ___ Trusts others without being taken in ___ Is liked by his peers Cognitive Strengths ___ Has good organizational skills ___ Has good study skills ___ Is able to use cognitive strategies (e.g. self-talk) in solving problems ___ Is able to pay close attention to details ___ Has a good short-term and/or long-term memory ___ Is able to think ahead ___ Is able to become totally absorbed in an activity ___ Can easily divide his attention between two or more activities Cultural Strengths ___ Has traveled to other countries ___ Speaks more than one language ___ Is tolerant of others who have cultural, ethnic, or racial differences ___ Has pride in his/her own cultural, ethnic, or racial background ___ Likes to find out about historical events around the world ___ Enjoys learning about different cultural traditions From: Thomas Armstrong, Neurodiversity in the Classroom: Strength-Based Strategies to Help Students with Special Needs Succeed in School and Life. Alexandria, VA: ASCD, 2012. "Reproduced with permission. Learn more about ASCD at www.ascd.org."
- 21. Neurodiversity Strengths Checklist Literacy Strengths ___ Enjoys reading books ___ Has good reading comprehension ___ Enjoys doing word puzzles or playing word games ___ Is a good writer in one or more genres (e.g. poetry, stories, reports, letters) ___ Is a good speller ___ Has a large vocabulary ___ Enjoys listening to audio books or to someone telling a story or reading out loud Logical Strengths ___ Does well in science class ___ Can estimate things easily ___ Enjoys working with numbers and/or statistics ___ Is good at solving math problems ___ Has a chemistry set or other science kit that he/she works with at home ___ Has an interest in astronomy, chemistry, physics, or biology ___ Enjoys logical or number games or puzzles like Rubik’s cube or Sudoku ___ Can easily calculate numbers in his/her head Visual-Spatial Strengths ___ Has an aptitude for fixing machines ___ Likes to create three-dimensional structures with building materials ___ Is good at doing jigsaw puzzles or other visual puzzles ___ Is able to read maps well ___ Reports being able to visualize images clearly ___ Gets information more easily through pictures than words ___ Is sensitive to the visual world around him/her Physical Strengths ___ Has a good sense of balance ___ Learns material best when moving around ___ Likes to ride his/her bike, skateboard, and/or other self-powered personal vehicle ___ Is good at playing team sports like baseball, soccer, basketball, or football ___ Is good at playing individual sports like tennis, swimming, gymnastics, or golf ___ Is in good physical health ___ Likes to dance ___ Is physically strong ___ Is a fast runner or has other athletic abilities ___ Likes to exercise (e.g. weights, aerobics, jogging, treadmill) ___ Has good physical endurance ___ Has good physical flexibility From: Thomas Armstrong, Neurodiversity in the Classroom: Strength-Based Strategies to Help Students with Special Needs Succeed in School and Life. Alexandria, VA: ASCD, 2012. "Reproduced with permission. Learn more about ASCD at www.ascd.org."
- 22. Neurodiversity Strengths Checklist Dexterity Strengths ___ Has a hobby building model cars, planes, ships or other similar projects ___ Displays good handwriting ___ Likes to juggle or do magic tricks ___ Enjoys hand crafts like knitting, crocheting, embroidery, or needlepoint ___ Likes to make things with his/her hands ___ Has good tactile ability ___ Enjoys arts and crafts like origami, collage, and/or paper maché ___ Enjoys woodworking, carpentry, carving, and/or metal work ____Has good eye-hand coordination Nature Strengths ___ Has good rapport with animals ___ Is good at taking care of plants in the classroom or at home ___ Is sensitive to weather patterns ___ Takes care of a pet at home or at school ___ Is concerned about the welfare of the planet (e.g. is ecologically-minded) ___ Likes to go hiking and/or camping in nature ___ Enjoys studying nature (e.g. insects, plants, birds, rocks, and/or animals) ___ Likes to hunt or fish ___ Has a good sense of direction Musical Strengths ___ Is sensitive to the rhythms of music ___ Enjoys playing a musical instrument ___ Knows the music and lyrics of many songs ___ Has a particular interest in one or more musical genres (e.g. rock, classical, jazz) ___ Enjoys listening to music ___ Has a good sense of hearing auditory acuity ___ Has a good sense of pitch ___ Has a good singing voice ___ Makes up his/her own tunes or melodies with or without/lyrics High Tech Strengths ___ Likes to spend time using a computer, tablet, or smart phone ___ Has a facility for playing video games ___ Likes to surf the Internet ___ Knows how to set up audio-visual or computer equipment ___ Likes to text on the phone ___ Enjoys social networking (e.g. blog, website, Facebook) ___ Enjoys using a still camera or video camera to record events or express him/herself ___ Has several his/her own favorite movies or TV shows that he/she likes to talk about ____Understands at least one computer language From: Thomas Armstrong, Neurodiversity in the Classroom: Strength-Based Strategies to Help Students with Special Needs Succeed in School and Life. Alexandria, VA: ASCD, 2012. "Reproduced with permission. Learn more about ASCD at www.ascd.org."
- 23. Neurodiversity Strengths Checklist Creative Strengths ___ Expresses him/herself dramatically ___ Has a good imagination ___ Enjoys doodling, drawing, and/or painting ___ Likes to act in plays and skits ___ Works well with clay or other forms of sculpture ___ Demonstrates creativity in one or more school assignments ___ Possesses a love of beautiful things ___ Has ideas for futuristic or fantastic projects ___ Comes up with ideas that nobody else has thought of Spiritual Strengths ___ Enjoys meditation, yoga, or some other form of contemplation ___ Asks big life questions (e.g. what is the purpose of life?) ___ Has a deep sense of wisdom ___ Participates in religious or other spiritual events ___ Has a philosophical attitude toward life ___ Has a strong faith in something higher than him/herself Miscellaneous Strengths ___ Likes collecting things (e.g. stamps, coins, buttons) ___ Loves to cook ___ Has a love of learning new things ___ Is a good test taker ___ Possesses a good memory for nighttime dreams ___ Is curious about the world around him/her ___ Has a good sense of time ___ Manages money well ___ Has good fashion sense in the clothes he/she wears ___ Has good entrepreneurial skills (e.g. has started own business) started his/her own business Other Strengths (write in other strengths not mentioned elsewhere in checklist): From: Thomas Armstrong, Neurodiversity in the Classroom: Strength-Based Strategies to Help Students with Special Needs Succeed in School and Life. Alexandria, VA: ASCD, 2012. "Reproduced with permission. Learn more about ASCD at www.ascd.org."
Hinweis der Redaktion
- I’ve devised an inventory that you can use to get a quick sense of a child’s multiple intelligences – you might consider giving this to your parents and have them fill it out for their child, and then come in and discuss it with you – so you can be talking about strengths in addition to focusing on what the problems are.
- NOTES: Key contributors to learning that are impacted by nutrition include observation, cognition, and physical vitality. These contributors are at the core of Wyeth Nutrition’s promotional strategy and are supported by the Wyeth Biofactors System—a unique combination of precisely-balanced, age-appropriate nutrients scientifically designed to work together to support learning and development. For the purposes of this presentation, we will focus solely on these learning contributors.
- Here is contact information – email is: [email_address]
- Readings and citations -