A better look into Howard Gardner's theory of multiple intelligence's!

1. THEORY OF
MULTIPLE
INTELLIGENCE
S
By: Ariel C & Elisabeth N

2. HOWARD GARDNER
 Is a professor of Cognition and
Education at the Harvard
Graduate School of Education.
 Has received honorary degrees
from twenty-nine colleges and
universities around the world.
 The author of twenty-nine books.
 Created theory of multiple
intelligences which states the
there are at least seven
(intelligences) ways that people
understand and perceive the
world.

3. 1ST INTELLIGENCE:
LINGUISTIC-VERBAL
 Description: Ease in using language; think in
words; sensitivity to rhythm and order
 Teachers usage with technology: Word processing
programs, prompted programs, label-making
programs, word game programs and programs that
require the student to read and answer questions
 Teachers usage without technology: Spelling
tests, writing centers, workbooks, books
 Students usage with technology:
Blogging/journaling, reading
 Students usage without technology: Writing,
telling stories and doing crossword puzzles

4. 2ND INTELLIGENCE:
LOGICAL-MATHEMATICAL
 Description: Ability to engage in inductive and deductive
reasoning; use numbers correctly and categorize, infer,
make generalizations and test hypotheses.
 Teachers usage with technology: Database programs,
spreadsheet programs, problem-solving software,
simulations that allow student to experiment with
problems and observe results and strategy game formats
 Teachers usage without technology: White board
problem solving, jeopardy, math centers, workbooks,
math games, sorting blocks
 Students usage with technology: Flashcard apps,
calculators, excel spreadsheets/ graphs
 Students usage without technology: Homework,
flashcards, graphs and charts, workbooks

5. 3RD INTELLIGENCE:
SPATIAL-VISUAL
 Description: Ability to visualize object and spatial
dimensions, think in images and pictures, like to
draw and design, and enjoy puzzles
 Teachers usage with technology: Draw and paint
programs, graphic production software; reading
programs that use color coding, desktop publishing,
multimedia, concept mapping and atlas
programming
 Teachers usage without technology:
Demonstrations, handouts, visual aids, whiteboards
 Students usage with technology: Power points,
online games, videos
 Students usage without technology: Puzzles,
word searches, Venn diagrams

6. 4TH INTELLIGENCE:
BODY-KINESTHETIC
 Description: Ability to move the body with skill
and control, expertise in using the body to
express ideas and feelings
 Teachers usage with technology: Software
requiring alternate input such as joystick, touch
window or graphics tablet; keyboarding/word
processing programs, software that includes
animated graphics or requires physical
engagement
 Teachers usage without technology: Group
activities, lectures, demonstrations
 Students usage with technology: Tablets,
SMARTboards, calculator
 Students usage without technology: Fitness
exercises, balancing activities, hand gestures

7. MUSICAL
 If one has a musical form of intelligence, they generally are able to:
 Recognize patterns and sounds
 Recognize accurate pitch and rhythm
 Learn through melody and rhythm
 In the classroom, music is integrated through:
 Programs combining music and stories
 Associating letters with music
 Those with musical intelligence are not only able to “discern
musical characteristics,” but are also able to “PRODUCE musical
patterns.” (Smith)

8. INTERPERSONAL
 A person with interpersonal intelligence is able to:
 Understand other people
 Communicate well with others
 Interpret the behavior of others
 In the classroom, interpersonal intelligence is useful with
programs that:
 Include group participation
 Include decision making
 Address social issues
 Those with this intelligence generally have the ability to
understand “the intentions, motivations and desires of other
people.” (Smith)

9. INTRAPERSONAL
 Those with intrapersonal intelligence have
an awareness of:
 Oneself
 Their personal goals
 Their personal emotions and feelings
 In the classroom, intrapersonal intelligence
is useful with programs that:
 Are self-paced
 Encourage self-awareness
 Allow independent work
 In Howard Gardner’s view, it involves having
“an effective working model of ourselves”,
and being able to “use such information to
regulate our lives”. (Smith)

10. NATURALIST
 People with a naturalist form of intelligence
can generally:
 Identify plants
 Identify environmental features
 Develop a sense of cause and effect in relation to
natural occurrences
 Within the classroom, this is beneficial with:
 Experiments
 Strategy games
 Weather probeware
 Naturalist intelligence is very similar to
spiritual intelligence (Smith)
 It enables human beings to “recognize,
categorize and draw upon certain features
of the environment.” (Smith)

11. CLASSROOM IMPLICATIONS
 Often, the most common intelligences exercised in the
classroom are the verbal-linguistic and logical-mathematical
intelligences.
 Unfortunately, the more creative intelligence forms are often
less used
 If a child learns best through a more creative intelligence form, they may
struggle in some lessons
 “A more balanced curriculum that incorporates the arts, self-awareness,
communication, and physical education may be useful in order to
leverage the intelligences that some students may have.” (Learning
Theories)
 Teachers ought to include creative activities, either with a
computer program or a hands-on activity
 Students should try to put a creative spin on each lesson if
they are struggling, or try to find a similar activity online, if
possible.

12. IN OUR CLASSROOM…
 Welove these learning theories because they give an
understanding of the different means by which each person is
best able to learn.
 In our personal classroom, we hope to use as many theories as
possible to incorporate as many learning styles as possible for
each lesson.
 If possible, we will use:
 Technology for games and songs
 Hands-on games and instructions
 Logical and creative lesson plans

13. CREDITS
 Hughes, Amy. Kids Working out. Digital image. Amyhughesfitness.com. N.p,
n.d. Web. 10 Apr. 2014. <http://amyhughesfitness.com/wp-content/uploads/
2013/06/kids-working-out.jpg>.
 N.p. Chalkboard Math Equation. Digital image. Blog.lablearning.com. Digital
Sherpa,n.d. Web. 10 Apr. 2014. <http://blog.lablearning.com/files/
2013/12/Chalkboard_Math_Equation.jpg>.
 N.p. Kid Painting. Digital image. Blog.cityofcapegirardeau. N.p, n.d. Web. 10
Apr. 2014. <http://blog.cityofcapegirardeau.org/wp-content/uploads/2013/06/
Kid-painting.jpg>
 Np. "Multiple Intelligences Theory (Gardner)." Learning Theories RSS. N.p.,
n.d. Web. 11 Apr. 2014
 N.p. Picture of Howard Gardner. Digital image. Howardgardner.com. N.p, n.d.
Web. 10 Apr. 2014. <http://howardgardner.com/biography/>.
 Shelly, Gary B., Glenda A. Gunter, and Randolph E. Gunter. Teachers
Discovering Computers: Integrating Technology In A Connected World.
7th ed. Boston:CengageLearning, 2012. Print.

14. MORE CREDITS
 Smith, Mark K. Howard Gardner, multiple intelligences and education. http://
infed.org/mobi/howard-gardner-multiple-intelligences-and-
education/.N.p.N.dWeb. 9 Aril 2014.
 Nicole Lindsay Green. Intelligences. N.p. N. d. Digital Image. 8 April 2014.
<:// readnicole.wordpress.com/multiple-intelligences/>
 “Multiple Intelligences Theory (Gardner).” http://www.learning-
theories.com/gardners-multiple-intelligences-theory.html. N.p. N. d. Web. 8
April 2014.
 www.ssc.education.ed.ac.uk Digital image. . N.p. N. d. 9 April 2014.
 N. p. Multiple Intelligences. Digital Image. N.p. N. d. 9 April 2014.
<www.indg.in>
 N. p. Music Brain. Digital Image. N.p. N.d. 9 April 2014. <aims-
comenius.wikispaces.com>
 Nambiar, Sheeba. Interpersonal. Digital Image. N.p. N. d. 9 April
2014.<www.buzzle.com>
 Webber, Ellen. Intrapersonal. Digital Image. N.p. N. d. 9 April
2014.<www.brainleadersandlearners.com>
 Shelly, Gary B., Glenda A. Gunter, and Randolph E. Gunter. Teachers
Discovering Computers: Integrating Technology In A Connected
World. 7th ed. Boston:CengageLearning, 2012. Print.