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By: Shavene M. and Abbey D.
Howard Gardener• A professor at Harvard University• Developed the theory of Multiple Intelligences• Established that human...
Logical-mathematical• Core Components •       Logical or numeric patterns; long chains of reasoning• Logical- mathematical...
Linguistic• Core Components •   Sounds, rhythms, meanings of words; different functions of language• Linguistic intelligen...
Musical• Core component •   Rhythms, pitch, timbre, forms of musical expression• Musical Intelligence is prevalent in stud...
Spatial• Core component •   Transform perceptions into images and pictures• Students who like to draw and design are exhib...
Body• Core Component: Wisdom of the body and the ability to control physical  motion*Students who have expertise in using ...
Interpersonal• Core Component: Ability to communicate effectively with other people  and to be able to develop relationshi...
Intrapersonal• Core Component: Ability to understand one’s own  emotions, motivations, inner states of being, and self-ref...
Naturalist• Core Component: Awareness of the natural word around someone.*Students work well with observing things around ...
Credits• Clipart• http://www.infed.org/thinkers/gardner.htm• http://www.howardgardner.com/MI/mi.html• http://hbr.org/autho...
Multiple intelligences
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Multiple intelligences

Abbey Desilet

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Multiple intelligences

  1. 1. By: Shavene M. and Abbey D.
  2. 2. Howard Gardener• A professor at Harvard University• Developed the theory of Multiple Intelligences• Established that humans have 8 intelligences • Logical- mathematical • Linguistic • Musical • Spatial • Bodily Kinesthetic • Interpersonal • Intrapersonal • Naturalist• According to his theory, individuals may have all the intelligences, however, some intelligences may be more prevalent in the individual
  3. 3. Logical-mathematical• Core Components • Logical or numeric patterns; long chains of reasoning• Logical- mathematical intelligence tend to be dominant in students who are good at inductive and deductive reasoning. Professional such as scientists and mathematician have high logical-mathematical intelligence• Classroom Implications • When using technology teachers must incorporate software that warrant students problem solving skills. • Without technology teachers must engage students in experiments that allows for observation and problem solving implementation. • Student Implications • Students are engaged in problem solving and reason with/without technology.
  4. 4. Linguistic• Core Components • Sounds, rhythms, meanings of words; different functions of language• Linguistic intelligence tend to be dominant in students who enjoy writing and speaking in aloud. Professions such as journalism charter individuals who have linguistic intelligence .• Classroom Implications • Teachers can use software that requires the use of written language such as word processing and/or online word games. • Teachers can also incorporate classroom debates/discussions and/or activities such as word search.• Student Implications • Students use verbal and written language to enhance their learning.
  5. 5. Musical• Core component • Rhythms, pitch, timbre, forms of musical expression• Musical Intelligence is prevalent in students who are musically inclined. For instance, a composer and a violinist both have musical intelligence• Classroom Implications • Teachers use multimedia lessons that use music or associate a sound with music • Teachers read aloud to students• Student Implications • Recognize and compose musical pitch. • Learn by associating rhythm and sounds to words.
  6. 6. Spatial• Core component • Transform perceptions into images and pictures• Students who like to draw and design are exhibiting spatial intelligence.• Classroom Implications • Teachers can use graphic editing software such as Photoshop, Paint shop and Photo bucket. • Teachers can you graphic organizers, and visuals in the classroom• Student Implications • Students use digital software to create art, and concrete conceptual ideas • Students design use visuals to aid in their learning
  7. 7. Body• Core Component: Wisdom of the body and the ability to control physical motion*Students who have expertise in using their body to express themselveswith ideas and feelings.• Teachers use joysticks, graphic tablets, and graphic programs.• Body Intelligence is the ability to use mental abilities to coordinate bodily movements. Howard Gardner sees mental and physical activity as related.
  8. 8. Interpersonal• Core Component: Ability to communicate effectively with other people and to be able to develop relationships.*Students who do well with group projects and groupparticipation, understanding the other group members behaviors.• Teachers use groups with social activities with two or more players.• Allows people to work effectively with others. Educators, salespeople, religious and political leaders and counsellors all need a well-developed interpersonal intelligence
  9. 9. Intrapersonal• Core Component: Ability to understand one’s own emotions, motivations, inner states of being, and self-reflection.*Students that work well on their own, including independent work.• Teachers use self-paced instructional games.• In Howard Gardners view it involves having an effective working model of ourselves, and to be able to use such information to regulate our lives.
  10. 10. Naturalist• Core Component: Awareness of the natural word around someone.*Students work well with observing things around them, good with problemsolving.• Teachers use simulations that allows students to experience with problems and observe results.• Naturalist Intelligence combines a description of the core ability with a characterization of the role that many cultures value
  11. 11. Credits• Clipart• http://www.infed.org/thinkers/gardner.htm• http://www.howardgardner.com/MI/mi.html• http://hbr.org/authors/gardner

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