At least 7
as having multiple
are free to be
learners to a
The capacity to solve problems or to fashion
products that are valued in one or more
cultural setting. (Gardner & Hatch, 1989).
• The brain has other equally important types of
• The importance of assessing in an "intelligence-
• Traditional examinations linguistic and
In the past IQ tests measured only logic and
reasoning, numbers and
underlying principles of
some kind of causal
Aware of their
surroundings and are
good at remembering
Great sense of
Learn best through
drawings and visual
Control of one's
bodily motions and
the capacity to handle
Learn better by
Good at physical
Good at building
things and like to stay
Good motor skills and
are very aware of
field trips &
rhythms, tones &
able to sing, play
best via lecture
use songs or
Interaction with others.
Sensitive to others' moods,
feelings, temperaments and
Ability to cooperate in order
to work as part of a group.
(pairwok,project work, group
Communicate effectively and
empathize easily with others.
Learn best by working with
others and often enjoy
discussion and debate.
Introspective and self-
Having a deep
understanding of the
Being able to predict
Prefer working alone.
Spends time thinking
keeping, options for
Good at reading,
writing, telling stories
and memorizing words
along with dates
Talented with words.
Ability to teach and
explain things to
Learn best by reading,
taking notes and going
Everyone can possess these intelligences.
They are not equally developed.
Teachers create activities which draws
attention of all intelligences-to faciliate lg
acquisition & realize their full potential.
Presenting every intelligence in
every lesson plan is impossible
as the list of intelligences
added an 8th
Sensitivity to and appreciation for
Nurturing and growing things & the
ability to care for and interact with
The newest added to the theory of
Multiple Intelligences and is often
criticized as being an interest rather
than an intelligence.
Some proponents of
multiple intelligence theory
proposed spiritual or
religious intelligence as a
possible additional type.
Gardner did not want to
commit to a spiritual
intelligence, but suggested
that an "existential"
intelligence may be a useful
Talented with words.
There is no goals stated in MI.
There is no syllabus(recommended).
But there is a basic developmental sequence
which can be considered as “syllabus design”.
• Multisensory experiences(touching,smelling etc.)
• Learners can be sensitized to the many-faceted properties.
Stage 1.Awaken the
• Students are supposed to tell, share and bring their own
experiences and objects into class and discuss them.
Stage 2.Amplify the
• This stage is the general “traditional" teaching phase with work
done in group project worksheets and the amplified intelligence
is used to solve the tasks and therefore enhance the learning
Stage 3.Teach with/for
• Students reflect on their previous experiences and
try to relate these tasks to other school or real life
of the intelligence
Syllabus Design: According to Lazear (1991);
Multiple Intelligence projects:
Based on one or more of the intelligences.
Designed to stimulate particular intelligences.
Based on curriculum content areas.
Categorized according to the particular intelligences.
Thematic- based projects:
Based on theme from the curriculum or classroom.
Devided into different intelligences.
Designed to provide students with opportunities to research a topic using MI.
Designed by students.
Draw on particular intelligences.
types of projects
Every learner is unique.
The focus is on the learner and his
or her different abilities to learn
The learners develop their own
They are an active part in the
classroom and they are aware of aims
and achievements and reflect on their
Introducing students to the
existence of multiple intelligences
and guide them in identifying.
Making use of all their
intelligences through language
learning activities that exercise the
students' multiple intelligences.