for learning purposes only

1. Understanding Multiple Intelligences - at home and school
Understanding
Multiple Intelligences
How this affects Life
at Home and School
Center for Effective Learning

2. Understanding Multiple Intelligences - at home and school
Identifying Multiple Intelligences helps define the
kaleidoscope of strengths within each person.

3. Understanding Multiple Intelligences - at home and school
Create your personal kaleidoscope. Think
of at least three things under the
categories of “I Am” or “I Can.”
Take the Poll: select the items that apply
to you when answering “I Am” or “I Can.”
Reflection: What did you discover you have
in common with others? What were some
of the differences?
I Am -or- I Can

4. Understanding Multiple Intelligences - at home and school
HET* LEARNING PRINCIPLES
 INTELLIGENCE - a function of experience
 Inseparable BODYBRAIN PARTNERSHIP
- Emotion - the gatekeeper to learning and performance
- Movement - body and brain function together
 There are MULTIPLE INTELLIGENCES - problem-solving
and/or product-producing capabilities
 LEARNING is a 2-STEP PROCESS - input/output
- Pattern-Seeking: identify and make meaning (no logic/sequence)
- Program-Building: using what is understood (acquire mental
program)
 PERSONALITY/TEMPERAMENT - impacts learning and
performance
*Highly Effective Teaching
There are MULTIPLE INTELLIGENCES - problem-solving and/or
product-producing capabilities

5. Understanding Multiple Intelligences - at home and school
Intelligence:
“An ability to solve
problems and/or create
products.”
Dr. Howard Gardner
Frames of Mind: Theory of Multiple Intelligences (1983)
Intelligence Reframed: Multiple Intelligences for the 21st Century (1999)

6. Understanding Multiple Intelligences - at home and school
BASIC CRITERIA for Determining an
INTELLIGENCE
• Each intelligence had to be relatively
independent of the others, with its own
timetable for development, peak growth, and
the like.
• Each intelligence had to operate from a
different part of the brain.
• Each intelligence had to be valued
in cultures around the world.

7. Understanding Multiple Intelligences - at home and school
KEY POINTS in MI THEORY
• Each person may possess all eight
intelligences
• Most people can develop each intelligence to
an adequate level of competency
• Intelligences usually work together in complex
and cooperative ways
• There are many ways to express intelligence
within each category

8. Understanding Multiple Intelligences - at home and school
Gardner’s MULTIPLE INTELLIGENCES
Logical-Mathematical
(logic/number smart) LM
Linguistic
(word smart) L
Spatial
(picture smart) S
Bodily-Kinesthetic
(body smart) BK
Musical
(music smart) M
Interpersonal
(people smart)
Intrapersonal
(self smart)
Naturalist
(nature smart ) N
© Exceeding Expectations: A User’s Guide to Implementing Brain Research in the Classroom by Susan Kovalik & Karen D. Olsen, Ch. 3

9. Understanding Multiple Intelligences - at home and school
MI “Pie Arrangement”
(Thomas Armstrong)
Word
Smart
Number
Smart
Picture
Smart
Body
Smart
Music
Smart
Self
Smart
People
Smart
Nature
Smart

10. Understanding Multiple Intelligences - at home and school
A Few Clarifications
 Gardner prefers to use the terms “developed” or “less
developed” rather than “strengths” or “weaknesses”
 MI involves our preference for “giving back information” as
opposed to learning styles/preferences for “taking in
information”
 The various intelligences are SETS of KNOW-HOW
(procedures for doing things)
“Intelligences are not skills; they are biological
potentials which are realized to a greater or
lesser extent dependent upon each individual’s
opportunities and motivation.”

11. Understanding Multiple Intelligences - at home and school
LINGUISTIC (Verbal)
INTELLIGENCE
This person likes to learn new vocabulary, play with words,
create puns, read, and write.
CHARACTERISTICS of the WORD SMART Learner
• Learns best by hearing, reading, and writing
• Likes to read
• Enjoys talking
• Listens well to others
• Gets absorbed in reading
• Learns languages easily
• Masters oral/written presentations with ease
• Does well in traditional school setting
Referenced as: L

12. Understanding Multiple Intelligences - at home and school
Linguistic (Word Smart)
reading, writing, telling stories,
memorizing dates, thinking
words, listening
read, write, tell and listen
to stories, talk, memorize,
do word puzzles, journal
reading, hearing, and seeing words, speaking, writing, discussing and debating
Shakespeare, Thomas Jefferson, Abraham Lincoln, Maya Angelou, JK Rowling
Is Strong In:
Likes To:
Learns Best Through:
Famous Examples:
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13. Understanding Multiple Intelligences - at home and school
LOGICAL-MATHEMATICAL
INTELLIGENCE
This person likes to be precise and accurate, figure out
relationships, set special goals, problem-solve, and play with
numbers.
CHARACTERISITICS of the NUMBER SMART Learner
• Logical thinker
• Precision and accuracy is important
• Goal setter
• Money manager
• Concrete thinker
• Efficient worker
• Practical ideas
Referenced as: LM

14. Understanding Multiple Intelligences - at home and school
math, reasoning, logic,
problem-solving, patterns
solve problems,
question, work with
numbers, experiment
working with patterns and relationships, classifying, categorizing, working
with the abstract
Albert Einstein, Susanne Langer, Melvil Dewey, Ada Lovelace, Benjamin Banneker
Is Strong In:
Likes To:
Learns Best Through:
Famous Examples:
Logical-Mathematical (Number Smart)
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15. Understanding Multiple Intelligences - at home and school
MUSICAL INTELLIGENCE
This person hears music in his/her head most of the time, thinks in
musical terms, sings/hums to self, taps fingers, legs or feet to
rhythms, and makes a connection between emotions and music.
CHARACTERISTICS of the MUSIC SMART LEARNER
• Distracted by sound(s)
• Active listener
• Uses songs to understand concepts/skills
• Recites poems, rhymes, chants and raps
• Learns/Remembers song lyrics with ease
• Responds to others’ vocal cues
• Is a strong auditory learner
• Learns best when material is in rhyme, has a tune, contains rhyme
patterns or is rhythmic
Referenced as: M

16. Understanding Multiple Intelligences - at home and school
Musical (Music Smart)
singing, picking up sounds,
remembering melodies,
rhythms
sing, hum, whistle, play
instruments, tap rhythm,
listen to music
Rhythm and cadence, singing and lyrics, listening to music
and melodies, making sounds
Mozart, Paul Williams, Gustavo Dudamel, Justin Bieber, Alicia Keys
Is Strong In:
Likes To:
Learns Best Through:
Famous Examples:
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17. Understanding Multiple Intelligences - at home and school
SPATIAL INTELLIGENCE
• This person likes to draw, doodle, do puzzles, imagine, use
color, sketch, create cartoons, and do cartography.
CHARACTERISTICS of the PICTURE SMART Learner
• Uses mind to create images
• Tends to dream in color
• Enjoys using graphic organizers
• Relies on models
• Finds maps helpful rather than verbal directions
• Moves things in head, space and time (e.g., Legos)
• Thrives on 3-D projects
Referenced as: S

18. Understanding Multiple Intelligences - at home and school
Spatial (Picture Smart)
reading, maps, charts, drawing,
mazes, puzzles, making
images, visualization
design, draw, build,
create, daydream, map,
think in pictures
Leonardo DaVinci, Frank Lloyd Wright, Walt Disney, Akiane Kramarik
Is Strong In:
Likes To:
Learns Best Through:
Famous Examples:
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working with pictures and colors, visualizing, using imagery, drawing diagrams

19. Understanding Multiple Intelligences - at home and school
BODILY- KINESTHETIC
INTELLIGENCE
This person likes to build, experience, touch, feel, make
things, and move.
CHARACTERISTICS of the BODY SMART Learner
• Does many things
• Expresses learning through movement
• Is dramatic
• Is athletic
• Is active
• Is energetic
• Is physically involved with learning
• Needs concrete experience
• Likes variety
• Thinks best when body is moving
Referenced as: BK

20. Understanding Multiple Intelligences - at home and school
Bodily-Kinesthetic (Body Smart)
touching, moving, processing
knowledge through bodily
sensations
move around, touch and
talk, use body language,
learn through movement
Whole body movements, athletics, dancing,
acting, crafts, using tools and hands-on
Charlie Chaplin, Sandra Bullock, Sean White, Gabrielle Douglas, Cam Newton
Is Strong In:
Likes To:
Learns Best Through:
Famous Examples:
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21. Understanding Multiple Intelligences - at home and school
NATURALIST INTELLIGENCE
This person likes to put things in to categories, sort items by
attributes, develop collections, plant and grow natural items,
and relates to animals.
CHARACTERISICS of the NATURE SMART Learner
• Environmentalist
• Enjoys collecting natural objects (E.g., seashells, rocks)
• Has expansive knowledge of substances found in nature
• Likes to dabble in indoor/outdoor gardening/farming
• Sensitive to the feelings of animals
• Understands weather changes and/or resulting growth
patterns
• Enjoys spending time outdoors reflecting
Referenced as: N

22. Understanding Multiple Intelligences - at home and school
Naturalist (Nature Smart)
understanding nature,
making distinctions,
identifying flora and fauna
be involved with nature, make
distinctions, observe objects in
the environment
working in environmental settings, exploring living things, learning about
plants and natural events, awareness of surroundings and patterns
John Muir, Jane Goodall, Rachel Carson, Theodore Roosevelt, George Washington Carver
Is Strong In:
Likes To:
Learns Best Through:
Famous Examples:
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23. Understanding Multiple Intelligences - at home and school
INTERPERSONAL INTELLIGENCE
This person likes to be with other people, lead, teach,
empathize, sympathize, interact and volunteering.
CHARACTERISITICS of the PEOPLE SMART Learner
• Active group participation
• Great communicator
• Risk taker
• Nurturer
• Sensitive to the needs of others
• Strong leadership skills
• Highly developed perception skills
• Friendly, outgoing personality
• Appreciates feedback
Accommodated during: GROUP assignments

24. Understanding Multiple Intelligences - at home and school
Interpersonal (People Smart)
understanding people, leading,
organizing, communicating,
resolving conflicts, selling
have friends, talk to
people, join groups
sharing, comparing, relating, interviewing, cooperating
Mahatma Gandhi, Oprah Winfrey, Jimmy Carter, Mother Theresa,
Is Strong In:
Likes To:
Learns Best Through:
Famous Examples:
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25. Understanding Multiple Intelligences - at home and school
INTRAPERSONAL INTELLIGENCE
• This person likes to spend time time alone, reflect, have time to
review ideas and may require extended deadlines.
CHARACTERISTICS of the SELF-SMART Learner
• Enjoys working by him/herself
• Has a few close friends
• Analyzes material
• Meditates
• Requires time for reflection
• Is independent
• Prefers quiet working area
• Likes to be last-needs time to think/reflect
• Finds research interesting
• Needs freedom for creativity
Accommodated during: INDIVIDUAL assignments

26. Understanding Multiple Intelligences - at home and school
Intrapersonal (Self Smart)
understanding self,
recognizing strengths and
weaknesses, setting goals
work alone, reflect,
pursue interests
working alone, doing self-paced projects, having space, reflection,
Sigmund Freud, Eleanor Roosevelt, Bill Gates, Steve Jobs
Is Strong In:
Likes To:
Learns Best Through:
Famous Examples:
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27. Understanding Multiple Intelligences - at home and school
At Home
• Establish a safe environment
– Physical, Emotional
– Perceived (identify trigger points)
• Seek to understand each child’s individual
personality, preferences, and gender traits
• Offer sensory-rich opportunities for increasing
human capacity
• Consistently guide behaviors to “self-correction”
• Encourage lifelong learning activities

28. Understanding Multiple Intelligences - at home and school

29. Understanding Multiple Intelligences - at home and school

37. Understanding Multiple Intelligences - at home and school
Your Turn
Do you know which of your intelligences are
most/least developed?
Why is it important for you to understand
your preferences?
As the adult, you need to provide CHOICES
for the children in your care
~ choices that honor their preferences ~

38. Understanding Multiple Intelligences - at home and school
MI Survey Websites
• TheCenter4Learning.com
> Resources > Weblinks > Multiple Intelligences
(select language, then gender and age)
Provides a pie-graph in multi-color with a
unique Code for future access to results
• Multiple Intelligences
http://surfaquarium.com/MI/inventory.htm
Answer simple questions, then tally/graph in
the MI categories (includes Existential)

39. Understanding Multiple Intelligences - at home and school
Case Studies

40. Understanding Multiple Intelligences - at home and school
Case Studies

41. Understanding Multiple Intelligences - at home and school
Understanding Multiple Intelligences in
School Increases Human Capacity
• Identifying multiple intelligences is a first step in
getting to know EACH student
• Effective teachers build upon the student’s
strength area to increase another intelligence,
thereby increasing the capacity to learn
• Multiple Intelligences can be partnered with
state standards embedded in conceptual
curriculum

42. Understanding Multiple Intelligences - at home and school
At School
• Parents are the best advocates and support
system for student success
• Highly Effective Teaching (HET) and Learning
can be accomplished after understanding and
implementing:
– the Culture of a Learning Environment
– the Five Principles of Learning (including MI)
– the Ten BodyBrain-Compatible Elements
– the Five Components of HET Curriculum

43. Understanding Multiple Intelligences - at home and school
Absence of Threat/
Nurturing Reflecting
Thinking
Meaningful
Content
Adequate Time Enriched
Environment
Immediate
Feedback
Movement
Choices
Collaboratio
n
Mastery/Application
10 Bodybrain
Compatible
Elements
© 2005 Susan Kovalik & Associates, Inc. – www.theCenter4Learning.com EE Page xiii
“Being There”
Experiences

44. Understanding Multiple Intelligences - at home and school
In the Highly Effective Teaching (HET) model, curriculum content & assessment is
based on 2 questions:
What do you want students to DO with
what they understand? (INQUIRY)
© Exceeding Expectations: A User’s Guide to Implementing Brain Research in the Classroom, by Susan Kovalik & Karen D. Olsen,
Ch.16
EE Supplement 13.3
What do you want students
to understand? (KEY POINT)

45. Understanding Multiple Intelligences - at home and school
The primary purpose of
inquiries is to enable students
to develop mental programs
for applying the key point in
real-world situations. Inquiries
make learning active and
memorable.

46. Understanding Multiple Intelligences - at home and school
ABCD’s of Effective INQUIRIES
Always start with a process verb,
(the action)
Be specific, picture the outcome
Connect to the Key Point
Develop a product that is meaningful
Stretch to connect more than one
intelligence
EE 13.9

47. Understanding Multiple Intelligences - at home and school
Writing INQUIRIES
• Guided Practice Inquiries
– These inquiries provide a supportive
environment for the learner to practice the
new content they have learned
• Independent Practice Inquiries
– These inquiries provide the opportunity for
learners to show their understanding of the
new content they have learned.

48. Understanding Multiple Intelligences - at home and school
CONCEPTUAL KEY POINT
INTERDEPENDENCE is the mutual dependency of
two or more items upon each other. A change in
one part of this system leads or results to changes
in other parts. Animals and plants depend upon one
another to survive. People depend upon one
another and their contributions for the advancement
of their civilizations. When we understand and
value the interdependence within a community, we
are more likely to thrive.

49. Understanding Multiple Intelligences - at home and school
Guided Practice Inquiry for the
concept of “Interdependence”
• Construct a simple machine using each Learning Club
member as one of the parts. L, BK, S
• Place each part (person) in sequence to optimize operation. BK
• Decide how each part will show interdependence. L, N, LM
• Determine sounds and/or rhythm each part of your machine
might make. M, L, N
• Demonstrate how your machine works and be ready to
explain how each part is interdependent to the class. S, BK, L
• Compose a one page “how to” explanation (report) so another
group can read your work and construct the same machine. L
• Add a diagram of the machine to your report. S, LM
• Share your work in the Learning Club. L, BK
(Multiple Intelligences referenced in this Inquiry: BK, N, L, S, LM, M)

50. Understanding Multiple Intelligences - at home and school
visit
www.theCenter4Learning.com
to learn more about the
Highly Effective Teaching (HET) Model
nDelk@theCenter4Learning.com