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2. Harris Bin Saber
M.Phil. Scholar
Sub. Psychology Of Learning

3. Topics
1. Multiple Intelligence Approaches
2. Types of Grouping & Tracking
3. Nature vs. Nurture In Intelligence

4. What is intelligence?
 as defined by Gardner, it is the ability
to solve problems or fashion
products that are valuable in one or
more cultural settings .
 The ability to judge, comprehend,
and reason
 The ability to understand and deal
with people, objects, and symbols
 The ability to act purposefully, think
rationally, and deal effectively with
the environment.

5. Important Contributors towards
intelligence
.Spearman
Two-factor Theory
• J.Robert Sternberg
– The Triarchic theory of
intelligence
. Binet
Mono factor Theory
• Howard Gardner
– Multiple Intelligence
model

6. Its Not How Smart You Are
That Matters, What Really
Counts Is How You Are Smart.
Howard Gardner

7. 1. Multiple Intelligence theory

8. The Theory of Multiple Intelligences was created by Dr. Howard
Gardner in 1983.
He is an American cognitive Psychologist.
He was influenced by Jean Paiget, Erik Erikson & Jerome Burner.
Gardner’s theory places an emphasis on the idea that the traditional
understanding of intelligence by means of IQ testing is far too
limited.
To broaden this notion of intelligence, Gardner introduced eight
different types of intelligences.

9. What are the types of Multiple
Intelligence?

10. Verbal/Linguistic Intelligence
• Ability to use words and language.
• These learners have highly developed auditory skills
and are generally elegant speakers. They think in
words rather than pictures.
If you have strong linguistic intelligence you
might learn better by :
Reading
Memorizing Playing word games (Scrabble, Anagrams,
Password)
Using the internet

11. Logical/Mathematical Intelligence
• Ability to use reason, logic and numbers.
These learners think conceptually in logical and
numerical patterns making connections between
pieces of information. Always curious about the world
around them, these learner ask lots of questions and
like to do experiments.
If you have strong logical-mathematical
intelligence you might learn better by
Recording information systematically
Playing strategy games (Chess, Checkers)
Analyzing data
Asking logical questions
Using the interne

12. Musical Intelligence
• ability to produce and appreciate music.
• These musically inclined learners think in sounds,
rhythms and patterns. They immediately respond to
music either appreciating or criticizing what they hear.
Many of these learners are extremely sensitive to
environmental sounds (e.g. bells, dripping taps).
• If you have strong musical intelligence you might learn
better by
 Listening to recordings
 Talking to yourself
 Making up songs
 Mentally repeating information
 Reading aloud
 Changing tempo

13. Visual/Spatial Intelligence
• Ability to perceive the visual.
These learners tend to think in pictures and
need to create vivid mental images to retain
information. They enjoy looking at maps, charts,
pictures, videos, and movies.
If you have strong visual intelligence you might learn
better by
Studying pictures
Watching videos
Using visual, tangible aids
Doing mazes, puzzles
Making predictions
Using the internet

14. Bodily/Kinesthetic Intelligence
• Ability to control body movements and handle
objects skillfully.
These learners express themselves through
movement. They have a good sense of balance and
eye-hand co- ordination. (e.g. ball play, balancing
beams). Through interacting with the space around
them, they are able to remember and process
information.

15. • If you have strong bodily-kinesthetic intelligence
you might learn better by
Doing role plays.
Exercising while reviewing
Visiting museums, institutions, parks
Asking logical questions
Using the internet.

16. Interpersonal Intelligence
• ability to relate and understand others.
These learners try to see things from other
people's point of view in order to understand how
they think and feel. They often have an uncanny
ability to sense feelings, intentions and motivations.
They are great organizers. Generally they try to
maintain peace in group settings and encourage co-
operation. They use both verbal (e.g. speaking) and
non-verbal language (e.g. eye contact, body
language) to open communication channels with
others.

17. • If you have strong interpersonal intelligence
you might learn better by
 Studying in groups
Comparing information with others
Interviewing experts
Relating personal experiences
Doing cooperative projects

18. Intrapersonal Intelligence
Ability to self-reflect and be aware of one's inner
state of being.
These learners try to understand their inner
feelings, dreams, relationships with others, and
strengths and weaknesses.
If you have strong intrapersonal intelligence you
might learn better by
Avoiding distractions
Establishing personal goals
Working alone
Relating personal experiences.

19. Naturalist Intelligence
Abilities to recognize plants and animals, to
make distinctions in the natural world, to
understand systems and define categories.
• If you have strong naturalistic intelligence you
might learn better by
Studying outside
Learning in the presence of plants & pets
Relating environmental issues to topics
Smelling, seeing touching, tasting,
Observing natural phenomenon

20. Multiple Intelligences Eight Ways of
Teaching Intelligence
Intelligence Teaching
Activities
Teaching
Materials
Instructional
Strategies
Sample
Teacher
Presentation
Skill
Linguistic
Lectures,
discussions,
word games,
storytelling,
journal writing
Books, tape
recorders,
stamps sets,
books on tape
Read about it,
write about it,
listen to it
Teaching
through story
telling
Logical-
Mathematic
al
Brain teasers,
problem
solving, science
experiments,
number games,
critical thinking
Calculators,
math
manipulative,
science
equipment,
math games
Quantify it,
think critically
about it, put it
in a logical
framework,
experiment
Socratic
questioning

21. Multiple Intelligences Eight Ways of
Teaching Intelligence
Intelligence Teaching
Activities
Teaching
Materials
Instructional
Strategies
Sample
Teacher
Presentation
Skill
Spatial
Visual
presentations,
art activities,
Imagination
games,
visualization
Graphs, maps,
videos, art
materials,
cameras,
pictures,
library
See it,
draw it,
visualize it,
color it,
mind- map it
Drawing, Mind-
mapping
concepts
Bodily-
kinesthetic
Hands on
learning,
drama, dance,
sports that
teach, tactile
activities,
Building tools,
clay , sports
equipment,
tactile
learning
resources
Build it, act it
out, touch it,
get a “gut
feeling” of it,
dance it
Using gestures,
dramatic
expressions

22. Multiple Intelligences Eight Ways of
Teaching Intelligence
Intelligence Teaching
Activities
Teaching
Materials
Instructional
Strategies
Sample
Teacher
Presentation
Skill
Musical
Rhythmic
learning,
rapping, using
songs that
teach.
Tape recorder,
tape
collection,
musical
instruments
Sing it, rap it,
listen to it
Using voice
rhythmically
Interperson
al
Cooperative
learning, peer
tutoring,
community
involvement,
social
Board games,
party supplies,
props for role
plays
Teach it,
collaborate on
it, interact with
respect to it
Dynamically
interacting with
students

23. Multiple Intelligences Eight Ways of
Teaching Intelligence
Intelligence Teaching
Activities
Teaching
Materials
Instructional
Strategies
Sample
Teacher
Presentation
Skill
Intraperson
al
Individualized
instruction,
independent
study, options
in course of
study, self
esteem building
Self checking
materials,
journals,
materials for
projects
Connect it to
your personal
life, make
choices with
regard to it,
reflect on it
Bringing feeling
into
presentation
Naturalist
Nature study,
ecological
awareness,
care of animals
Plant,
animals,
naturalists’
tools,
gardening
Connect to
living things
and natural
phenomena
Linking subject
matter to
natural
phenomena

24. Traditional View Of Intelligence vs. MI Theory

25. Traditional View Of Intelligence vs. MI Theory
Traditional View of "Intelligence"
 Intelligence can be
measured by short-answer
tests.
 People are born with a fixed
amount of intelligence
"Multiple Intelligences" Theory
 Short answer tests are not
used because they do not
measure disciplinary mastery
or deep understanding. They
only measure rote
memorization skills and one's
ability to do well on short
answer tests.
 Human beings have all of the
intelligences, but each person
has a unique combination, or
profile

26. Traditional View Of Intelligence vs. MI Theory
Traditional View of "Intelligence"
 Intelligence level does not
change over a lifetime
 Intelligence consists of
ability in logic and language
"Multiple Intelligences" Theory
 We can all improve each of
the intelligences, though
some people will improve
more readily in one
intelligence area than in
others .
 There are many more types
of intelligence which reflect
different ways of interacting
with the world.

27. Traditional View Of Intelligence vs. MI Theory
Traditional View of "Intelligence"
 In traditional practice,
teachers teach the
same material to
everyone.
"Multiple Intelligences" Theory
 M.I. pedagogy implies
that teachers teach and
assess differently based
on individual
intellectual strengths
and weaknesses.

28. Ability Grouping (Tracking)
• Ability grouping, also known as tracking, is
the practice of grouping children
according to their talent in the class room .
• Tracking has been long used in schools as a
way to organize students.

29. Types Of Ability Grouping
• Between-Class Ability Grouping
• Within-Class Ability Grouping
• Joplin plan
• Non-graded plan (cross-age)

30. Between-Class Ability Grouping
(Tracking)
• Between class ability grouping –school’s
practice of separating students into
different classes, courses, or course
sequences (curricular tracks) based on
their academic achievement.

31. Within-Class Ability Grouping
• Within-class grouping- a teacher’s practice
of putting students of similar ability into
small groups usually for reading or math
instruction

32. How are students grouped by
their abilities and how are they
taught
Grouped
• Based on a review performance data.
• May be re-grouped based on skill level
improvement/ decline.

33. Teaching
Teaching depends on curriculum and student
grade level. Groups usually begin at comfortable level,
then increase difficulty as appropriate. Pace of
instruction and increase of difficulty depended on the
group level (high or low)

34. Intelligence: Nature vs. Nurture
• If we say intelligence is nature it means that human beings are
born with it but if we were to say it is nurtured then it means that
one can be born not intelligent but develops the intelligence over
time.
• According to Spearman, intelligence is natural in that you either
have the g-factor or not (Anderson, 1999). There is no part that
he suggests improvement. He even goes ahead to say that those
who passed continued to pass and those who failed, continued to
fail. In other words, he was saying that you either have it or you
simply do not have it. In classes as well as industries, we have
seen people improve in class and also people improve in the way
they relate with others.

35. Intelligence: Nature vs. Nurture
• The next theory discussed in this paper is the theory of
multiple intelligences by Howard Garner. According to his
theory he does acknowledge that everyone is intelligent in
their own way as there are different kinds of intelligence
(Goleman, 2006).
• It is then nurtures using appropriate tools that match the
type of intelligence the individual exhibits. For example, if a
person shows interpersonal intelligence then the best tool to
teach such a person is the use of group activities. Always
ensuring that such a person is at a place where he or she can
interact is important because the kind of intelligence
harbored in such a person dictates the use of people as his or
her best friend is people.

36. Intelligence: Nature vs. Nurture
• According to Sternberg in the Theory of Successful
Intelligence, he does agree that a part of the intelligence in a
human being is general, meaning natural or inborn. Quite a
big chunk is developed by the person and this is dependent
on the success levels the individual would want to reach.
Intelligence is measured by the success a person has
achieved in life but then success in the same individual’s
eyes. This means that everybody has different levels of
intelligence as what one individual would term as intelligent,
another would not.
• According to Armstrong (1999), this means that intelligence
is natural but it depends on how everyone uses it or nurtures
it so as to be intelligent sully in terms of analyzing, creating
and practicalities.

37. Intelligence: Nature vs. Nurture
• Depending on what base you are talking about
intelligence, it may fall under natural or being inborn but
if we are to look at it from a success point of view then
we can easily say it is nurtured.
• Therefore, whether intelligence is nature or nurture is a
matter of the point of view as well as the individual. This
still remains a contentious issue in the psychology world
but there is hope that other theories will come up to
better explain intelligence.