Multiple Intelligences Theory

1. Supervised by: Dr. Boussetta
Prepared by: Mohamed Achraf
Elbouhssini

2. Outline:
 Introduction
 Definition
 Types of intelligences
 Implications for practice
 Conclusion
 References

3. Introduction:
 In the past few decades, the traditional view of
Intelligence has been challenged by a number of
researchers, including Howard Gardner. His
theory of Multiple Intelligences challenges the
traditional “dipstick” view of intelligence as a
unitary and fixed capacity that can be adequately
measured by IQ tests.

4. What is intelligence?
• “The ability to solve problems or to create products
that are valued within one or more cultural
settings.”
• “A biopsychological potential to process
information that can be activated in a cultural
setting to solve problems or create products that
are of value in a culture.”

5.  Gardner identifies 8 types of intelligences:

6. Verbal/Linguistic Intelligence

7. Verbal/Linguistic Intelligence
Learners characterized by this type can:
 Listen and respond to the spoken word.
 Enjoy reading, writing, and discussing.
 Remember what has been said.
 Remember what has been read.
 Speak and write effectively.
 Learn other languages.

8. Logical/Mathematical Intelligence

9. Logical/Mathematical Intelligence
 The learner is familiar with the concepts of
quantity, time, and cause and effect.
 Uses abstract symbols to represent concrete
objects and concepts.
 Likes math and using technology to solve
complex problems.
 Expresses interest in careers such as accounting,
computer technology, and law.

10. Bodily/Kinesthetic Intelligence

11. Bodily/Kinesthetic Intelligence
 Prefers to touch, handle, or manipulate what is to
be learned.
 Develops coordination and a sense of timing.
 Learns best by direct involvement and
participation.
 Remembers most clearly what was done, rather
than what was said or observed.
 Enjoys concrete learning experiences such as field
trips, model building, or participating in role play,
games, assembling objects, or physical exercise.

12. Visual/Spatial Intelligence

13. Visual/Spatial Intelligence
 Learns by seeing and observing.
 Recognizes faces, objects, shapes, colors, details, and
scenes.
 Thinks in pictures and visualizes detail.
 Uses visual images as an aid in recalling information.
 Enjoys doodling, drawing, painting, sculpting, or
otherwise reproducing objects in visible form.

14. Musical Intelligence

15. Musical Intelligence
 Listens and responds with interest to a variety of
sounds including the human voice, environmental
sounds, music, and organizes such sounds into
meaningful patterns.
 Is eager to be around and learn from music and
musicians.
 Develops the ability to sing and/or play an
instrument.

16. Interpersonal Intelligence

17. Interpersonal Intelligence
 Bonds with parents and interacts with others.
 Forms and maintains social relationships.
 Perceives the feelings, thoughts, motivations,
behaviors, and lifestyles of others.
 Expresses an interest in interpersonally-oriented
careers such as teaching, social work, counseling,
management, or politics.

19. Intrapersonal Intelligence
 Is aware of his range of emotions.
 Is motivated to identify and pursue goals.
 Works independently.
 Establishes and lives by an ethical value system.
 Strives for self-actualization.

20. Naturalist Intelligence

21. Naturalist Intelligence
 Has the ability to function well in the natural
environment.
 Recognizes and categorises natural objects.
 Has an interest in and good knowledge of how the
body works and keeps abreast of health issues.

22. Implications for teaching practice
 Is there a right way to implement MI theory in
classroom?

23.  There is no “right way” to apply MI theory, because
it is a descriptive theory, not a pedagogical
framework. But for many educators, the theory
confirms what they have always believed: that
students possess a range of abilities that school
neither acknowledges nor develops. So educators
accepted the challenge of creating applications for
MI.

24. What do we retain from
these types of
intelligences?

25. Conclusion:
 MI maintains that several intelligences are at work,
not just one.
 Intelligence is expressed in our performances,
products and ideas; not through a test score.
 How the intelligences are expressed is culturally
defined.
 We are all smart but in different ways.

27. References:
https://www.slideshare.net/slumberkrys/multiple
intelligences-ppt. Accessed on March 1st, 2019
https://www.dkit.ie/system/files/Marian%20Mc%20Car
thy%20-%20Intelligence%20Quotient%20-
%20IQ%20-%20origins%20Gardner%20-
%206th%20Sept%202013_1.ppt. Accessed on February
28th, 2019
https://encryptedtbn0.gstatic.com/images?q=tbn:ANd9
GcRh_UvJZLDCRzYG5SNuiltqtMOwR2cLT5P495s1Vh
bw4ktH5riBkA. Accessed on February 25th, 2019
https://readnicole.files.wordpress.com/2011/05/multiple
intelligences2.jpg Accessed on March 2nd, 2019

28. https://encrypted-
tbn0.gstatic.com/images?q=tbn:ANd9GcS920SEp
ZO7wu8JKa9pVjEMcIMQdilI1ekCgWCCHBERD1E
A4ob-4A. Accessed on March 2nd, 2019
https://i.pinimg.com/originals/a4/e2/e5/a4e2e5300a
2831222e466e33222be138.jpg. Accessed on March
2nd, 2019