Make Financial Education Fun & Effective Through Activities Geared to Multiple Intelligences Galaxy Conference Salt Lake

City, UT September 24. 2003 Janet Benavente Laurel Kubin Judy McKenna Introduction We know that financial education is a key lesson for life and most people know it, too. But too often something stands in the way of success for people. We believe that the concepts of multiple intelligences (MI), first introduced by psychologist Howard Gardner, may help people put financial concepts into action when people become self motivated and engaged through their unique intelligence. Why is multiple intelligences important? We have long known that people learn best when they are acknowledged for who they are. Students expand their learning when approved for what they do well. When traditional IQ scores are used to describe how intelligent someone is, many learners fall short and internalize their short-comings as defined by others. Teachers have struggled with this narrow way of describing their students and were delighted when they learned of multiple intelligences where the learning environment helps all learners feel that their ideas, contributions, and work are valued, and that they are able to succeed. (Silver et al, 2000, p. 3). Background In 1979 a team of Harvard researchers were asked to study the nature and realization of human potential. Howard Gardner, a junior member of the team, was charged to write the monograph detailing the results of the study. The monograph led to his ground breaking book, Frames of Mind, where he describes a number of human capabilities that were as important, in his mind, as the intelligences measured by the IQ test. He called these human capabilities, multiple intelligences. Gardner believed that that people have different cognitive strengths and different learning styles and he found support for these findings in cognitive science (study of the mind) and neuroscience (study of the brain). Neither cognitive science nor neuroscience existed in 1900 when Alfred Binet developed the intelligence test. By searching numerous academic fields including anthropology, cognitive and developmental psychology, psychometrics, physiology, and neurology, Gardner and his colleagues analyzed
Janet Benavente, Laurel Kubin, Judy McKenna Colorado State University Cooperative Extension 2003

data to determine if a skill, talent, or mental capacity could be identified as a true intelligence. Initially, the intelligences included seven distinct categories: verbal-linguistic, logicalmathematical, spatial, musical, bodily-kinesthetic, interpersonal, and intrapersonal. Later, an eighth intelligence was added, naturalist. Three other suggested intelligences, spiritual, existential, and moral were rejected because they did not meet the intelligence standards created by their stringent criteria. The major problem with using IQ tests which Gardner says describes the logical-mathematic model is that although they predict school performance with considerable accuracy, they are only an indifferent predictor of performance in a profession after formal schooling. (Gardner, 1993, p. 14). Gardner proposed that the single view of intelligence should be completely replaced with the concept of how people develop skills important to their ways of living. Gardner believes, It is not how smart you are, but how you are smart. He defines intelligence as 1) The ability to solve problems that one encounters in real life. 2) The ability to generate new problems to solve. 3) The ability to make something or offer a service that is valued within ones culture. (Silver et al, 2000, p. 7).

Janet Benavente, Laurel Kubin, Judy McKenna Colorado State University Cooperative Extension 2003

In the book So Each May Learn (2000), a shift in the way we think of intelligence is summarized: How Our Definition of Intelligence Has Changed Old View Intelligence was fixed Intelligence was measured by a number New View Intelligence can be developed Intelligence is not numerically quantifiable and is exhibited during a performance or problem-solving process Intelligence can be exhibited in many waysmultiple intelligences Intelligence is measured in context/real-life situations Intelligence is used to understand human capacities and the many and varied ways students can achieve

Intelligence was unitary

Intelligence was measured in isolation Intelligence was used to sort students and predict their success

integrated learning strives to create an environment where all learners feel that their ideas, contributions, and work are valued, and that they are able to succeed. (Silver, Strong, & Perini, 2000, p. 3)

Janet Benavente, Laurel Kubin, Judy McKenna Colorado State University Cooperative Extension 2003

Understanding the Multiple Intelligences

Verbal-Linguistic Intelligence Debate, persuasion, storytelling, poetry, prose writing, and instruction. People with strong verbal-linguistic intelligence can read for hours at a time. They also tend to have highly developed auditory skills and learn best when they can speak, listen, read or write. Rational. Think in terms of concepts and questions and love to put their ideas to the test. Keenly perceptive of even slight visual details, Can sketch ideas out with graphs, tables, or images; and are often able to convert words or impressions into mental images. Photographers, artists, engineers, architects, and sculptors. Sensitive to all types of nonverbal sound and the rhythms of everyday noise. Ability to produce melody and rhythm, as well as to understand, appreciate, and form opinions about music. Tactile sense of well developed, and they enjoy physical challenges and pursuits. Learn best by doing, moving, and acting things out. Naturally social. Work well with others. Know how to gauge, identify with, and react to the temperaments of others. Excellent team players and managers. Learn best when they can relate to other people. Often choose to work on their own. They use and trust their self-understanding to guide them. Able to form realistic goals based on their inner feelings. Love to be outdoors. Show an appreciation for and a deep understanding of the environment.

Logical-Mathematical Intelligence Spatial Intelligence

Musical Intelligence

Bodily-Kinesthetic Intelligence Interpersonal Intelligence

Intrapersonal Intelligence Naturalist Intelligence

All people possess all these intelligences, use all of them in different situations and can develop each intelligence. Most people demonstrate especially high ability in one or two intelligences. Resources: Gardner, Howard. (1993). Multiple intelligences. The theory in practice. BasicBooks, New York, NY. This book describes the multiple intelligences theory and discusses personal assessments that are intelligence-fair meaning that individuals determine their intelligence strength rather than a linguistic-logical instrument. Gardner, Howard. (1999). Intelligence Reframed. Basic Books, New York, NY. Silver, H.F.; Strong, R.W.; & Perini, M.J. (2000). So each may learn. Integrating learning styles and multiple intelligences. Association for Supervision and Curriculum Development, Alexandria, VA.

Janet Benavente, Laurel Kubin, Judy McKenna Colorado State University Cooperative Extension 2003

Retirement Dreams
Check the box that best fits you and add your own comments. When Im retired, my life will include plenty of things that I like such as (add your ideas): Reading, maybe writing, taking classes, travel especially with an educational component.

This is me!

Time to invent and solve problems. Analyzing and putting ideas to the test. Beginning a new career such as teaching science and algebra. Learning new languages. Working with computer applications.

Changing space, colors and furnishings at home. Designing landscape plans, vacation homes, clothing. Taking art photographs.

Using music for personal pleasure and growth. Helping young people learn to play instruments. Working with older people and using music to increase cognitive functioning, taking their minds off of pain and helping them remember happy times.

Activity, making things, physical exercise, biking, hiking, active travel, dancing, coaching teams, exercise classes, entering projects at county fairs.

Involvement with people which might include volunteering, clubs, group travel, community involvement, entertaining, coaching sport teams.

Activities at home including cooking, eating, playing with pets, knitting, reading, and gardening.

Outdoors activities which might include backpacking, hiking, involvement with environmental groups, travel that involves wildlife and nature, taking photographs of nature, master gardeners.

Janet Benavente, Laurel Kubin, Judy McKenna Colorado State University Cooperative Extension 2003

Retirement Dreams Use the ideas from the box that you checked, draw a picture, write about or use the materials on your tables to build an example of what you will be enjoying during your retirement years. Verbal-Linguistic Intelligence Logical-Mathematical Intelligence Reading, maybe writing, taking classes, travel especially with an educational component. Time to invent and solve problems. Analyzing and putting ideas to the test. Beginning a new career such as teaching science and math. Learning new languages. Working with computer applications. Changing space, colors and furnishings at home. Designing landscape plans, vacation home, clothing. Taking art photographs. Using music for personal pleasure and growth. Helping young people learn to play instruments. Working with older people and using music to increase cognitive functioning, taking their minds off of pain and helping them remember happy times. Activity, making things, physical exercise, biking, hiking, active travel, dancing, coaching teams, exercise classes, entering projects at county fairs. Involvement with people which might include volunteering, clubs, group travel, community involvement, entertaining, coaching sport teams. Activities at home including cooking, eating, playing with pets, knitting, reading, and gardening. Outdoors activities which might include backpacking, hiking, involvement with environmental groups, travel that involves wildlife and nature, taking photographs of nature, master gardeners.

Spatial Intelligence Musical Intelligence

Bodily-Kinesthetic Intelligence Interpersonal Intelligence Intrapersonal Intelligence Naturalist Intelligence

Janet Benavente, Laurel Kubin, Judy McKenna Colorado State University Cooperative Extension 2003

Incorporating Multiple Intelligence for More Effective Teaching

According to Howard Gardner, father of the theory of multiple intelligence, people are often highly competent, but in different and diverse ways. He describes this as the way that individuals create different products or serve their communities in various ways. Gardner also believes that all people posses all of these intelligences and can learn to use them appropriately. Each person, however, has a preference for and a higher ability for one or two of the intelligences. Gardner described seven different categories of intelligence and later an eighth, naturalist, was added. Gardner believes that each of us is capable of developing strengths in intelligence categories that are not our own strengths. The intelligences and their preferred learning activities are: Intelligences Verbal-Linguistic Learning Preferences Discussions, debates, storytelling, listening, reading Leading oral discussion Creating slogans Writing descriptions Self-Motivating Tools Case studies Sound bytes Printed materials Fill-in-blank note-taking aids. Writing haiku or limericks Computation exercises On-line calculators Analyzing possibilities especially mathematical and scientific Problem solving opportunities My ideas for MI in Financial Education

LogicalMathematical

Calculations, comparisons, formulating and testing hypotheses, deductive and inductive reasoning Technology learning activities Predicting what will happen based on probability Computing and calculating

Janet Benavente, Laurel Kubin, Judy McKenna Colorado State University Cooperative Extension 2003

Intelligences Spatial

Learning Preferences Metaphorical thinking, visualization, videos, slides, visual presentations Create charts, posters, maps Illustrating steps in a procedure with images Making a photo story Creating products to support or explain an idea or concept. Singing, analyzing sounds and music Change words to a song Provide musical accompaniment Create musical games Use song titles and lyrics to explain content

Self-Motivating Tools Videos Designing and drawing graphs Colorful charts or slides Puzzles Comic strips Mind mapping Designing instructions Create a personal song about how to increase savings Select a theme song that represents a personal financial goal. Visualize a goal of a financially secure retirement with lots of time for enjoying music, learning to play an instrument, singing in a group Write a jingle Learn to juggle (using the right and left hemispheres of the brain) while saying a mantra I can save $10.00 a day. Bean Game Sharing Bingo Calculator exercises Legos Play Dough Pipe Cleaners Build model of goals

My ideas for MI in Financial Education

Musical

BodilyKinesthetic

Hands-on demonstrations with practice Performing tasks that require a major hands-on approach Filling out handouts Using computer or doing retirement planning form

Janet Benavente, Laurel Kubin, Judy McKenna Colorado State University Cooperative Extension 2003

Intelligences Interpersonal

Learning Preferences Discussions, cooperative learning, sharing Teaching someone else Learning from someone else Working cooperatively on assignments or teams Helping others improve in a step by step manner Self-evaluation, personal instruction, independent study, discussing feelings, reflecting Keeping journals, reports Setting long- and short-term goals Working on independent projects Visualizing a goal and working to achieve it. Environmental study, pattern recognition Incorporating love of nature in financial goals Investing in programs that support nature and wildlife

Self-Motivating Tools Create a support group with common financial goals. Small group discussion Interviewing Comparing

My ideas for MI in Financial Education

Intrapersonal

Dialogue journal Self paced/independent learning modules

Naturalist

Classifying artifacts Relating financial goals to environmental opportunities.

Sources: Silver, H.F.; Strong, R.W.; & Perini, M.J. (2000). So each may learn. Integrating learning styles & multiple intelligences. Alexandria, VA: Association for Supervision and Curriculum Development. Bouchillon, W.S. (1997). 21st Century teaching and learning strategies, Tallahassee, FL: Florida Department of Education.

Janet Benavente, Laurel Kubin, Judy McKenna Colorado State University Cooperative Extension 2003

Songs About Money Money In The Bank Pocket of Gold Life Is Just A Bowl Of Cherries If You've Got The Money, I've Got The Time I Found A Million Dollar Baby Three Coins In A Fountain Brother, Can You Spare A Dime? Pennies From Heaven Enjoy Yourself, It's Later Than You Think Rags To Riches

Janet Benavente, Laurel Kubin, Judy McKenna Colorado State University Cooperative Extension 2003

Multiple Intelligence (MI) and Financial Education It is not how s __ _ _ _ _ you are but how you are s _ _ _ _ _. MI theory is a tool for e_ _ _ _ _ _ _ _ to create an environment where all learners ideas, contributions, and work are v_ _ _ _ _ and where they are able to s_ _ _ _ _ _ . Intelligence is defined by Gardner as the ability to solve a p_ _ _ _ _ _ or fashion a p_ _ _ _ _ _ _ that is valued in one or more cultural settings. Three 1. 2. 3. ways intelligence can be observed: Solving p_ _ _ _ _ _ _ encountered in life Generating new p_ _ _ _ _ _ _ to solve. Making something or offering a service that is v _ _ _ _ _ within ones culture.

Contrasting Old views (OV) of Intelligence and New views (NV) of Intelligence helps educators see new ways to teach. OV: Intelligence is f_ _ _ _. NV: Intelligence can be d_ _ _ _ _ _ _ _. OV: Intelligence is measured by n_ _ _ _ _ _ _ . NV: Intelligence is o_ _ _ _ _ _ _ . OV: Intelligence in u_ _ _ _ _ _. NV: Intelligence is m_ _ _ _ _ _ _. OV: Intelligence is best measured in I_ _ _ _ _ _ _ _ . NV: Intelligence is measure in c_ _ _ _ _ _. OV: Intelligence is used to predict s _ _ _ _ _ _ . NV: Intelligence is used to understand human c _ _ _ _ _ _ _ _ and ways learners can exhibit a _ _ _ _ _ _ _ _ _ _. (Fill in the missing letters to name the 8 intelligences identified by Gardner) Understanding the eight multiple intelligences can be called the V_ _ _ _ _ I_ _ _ _ _ _ _ _ _ _ __ M______ L_ _ _ _ _ _ I_ _ _ _ _ _ _ _ _ _ _ N _ _ _ _ _ _ _ _ K_ _ _ _ _ _ _ _ _ S_ _ _ _ _ _ for educational programs.

Janet Benavente, Laurel Kubin, Judy McKenna Colorado State University Cooperative Extension 2003

Multiple Intelligence (MI) and Financial Education It is not how s (mart) you are but how you are s(mart)! MI theory is a tool for e(ducators) to create an environment where all learners ideas, contributions, and work are v(alued) and where they are able to s(uceed). Intelligence is defined by Gardner as ability to solve a p(roblem) or fashion a p(roduct) that is valued in one or more cultural settings. Three 4. 5. 6. ways intelligence can be observed: Solving p(roblems) encountered in life Generating new p(roblems) to solve. Making something or offering a service that is v(alued) within ones culture.

Contrasting Old views (OV) of Intelligence and New views (NV) of Intelligence helps educators see new ways to teach. OV: Intelligence is f(ixed) NV: Intelligence can be d(eveloped). OV: Intelligence is measured by n(umbers). NV: Intelligence is o(bserved). OV: Intelligence in u(nitary). NV: Intelligence is m(ultiple). OV: Intelligence is best measured in I(solation). NV: Intelligence is measure in c(ontext). OV: Intelligence is used to predict s(uccess). NV: Intelligence is used to understand human c(apacities) and ways learners can exhibit a(chievement). (Fill in the missing letters to name the 8 intelligences identified by Gardner) Understanding the eight multiple intelligences can be called the Verbal Interpersonal Musical Logical Intrapersonal Naturalist Kinesthetic Spacial for educational programs.

Janet Benavente, Laurel Kubin, Judy McKenna Colorado State University Cooperative Extension 2003

Multiple Intelligences Resource List Publications: Gardner, Howard. (1993). Multiple intelligences. The theory in practice. BasicBooks, New York, NY. This book describes the multiple intelligences theory and discusses personal assessments that are intelligence-fair meaning that individuals determine their intelligence strength rather than a linguistic-logical instrument. Gardner, Howard. (1999). Intelligence reframed. Basic Books, New York, NY. Holmes, Wally S. (1997). 21st century teaching and learning strategies. Florida Department of Education, Division of Workforce Development, Product Distribution, 243-D Collins Building, Tallahassee, FL 32399, 800-342-9271. Nardi, Dario. (2001). Multiple intelligences and personality type. Tools and strategies for developing human potential. Telos Publications, Huntington Beach, CA. Silver, H.F.; Strong, R.W.; & Perini, M.J. (2000). So each may learn. Integrating learning styles and multiple intelligences. Association for Supervision and Curriculum Development, Alexandria, VA. Source of multiple intelligences educational materials: www.zephyrpress.com Web sites with information about multiple intelligences: Multiple intelligences assessment tool: http://surfaquarium.com/miinvent.htm Multiple intelligences inventory: http://www.ldrc.ca/projects/projects.php?id=42&PHPSESSID=87d12b6627b9e07ff10968238e5d 22a2 www.education-world.com www.LDRC.ca Web sites with information about music and learning: http://www.brainplace.com/bp/music/default.asp http://www.mindinstitute.net/index.php http://www.amc-music.com/brain.html
Janet Benavente, Laurel Kubin, Judy McKenna Colorado State University Cooperative Extension 2003