1. +
Howard Garner’s Theory of
Multiple Intelligences
As told by: ALL

2. +
Multiple Intelligences
 Howard Gardner’s Theory of Multiple Intelligences explains that
individuals use eight different intelligences to perceive and
understand that world (Shelly, pg. 263).
 While most people have a possess all of the eight
intelligences, you tend to be more dominant in one or two, than
the others.
 Many of the intelligences go hand-in-hand

3. +
Howard Garner
 Former professor of Harvard University
 Began research on gifted students and adults with brain
damage
 Has added three additional intelligences to the original 8,
totaling 11 in all, however the original 8 are acknowledged most
often

4. +
The 8 Multiple Intelligences
 Verbal Linguistic- use of language, can be spoken or written,
enjoys reading and writing, stories, written word puzzles
 Logical Mathematical- inductive and deductive reasoning,
effective with numbers, categorizes, infers, generalizes, tests
hypotheses
 Spatial Visual- able to visualize objects in their mind as if in 3D,
draws, designs, enjoys puzzles
 Body- Kinesthetic- ability to move the body with control, uses
body to express ideas and feelings

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Intelligences con’t.
 Musical- recognize patterns and sounds, sensitive to pitch and
rhythm, can break down music, thinks in tones and rhythms,
learn through rhythm and melody
 Interpersonal- ability to understand and communicate effective
with others
 Intrapersonal- awareness of one’s self, self-knowledge, use
knowledge of personal understanding
 Naturalist- awareness of natural world around them, identify
people, plants and other environmental features, formulates
tests and hypotheses

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Classroom Implications via Teacher
 Teach to the masses: realize that every child has their own
strongest intelligence, however they are all capable of all 8. You
should teach and lecture in a way that reaches all students,
however when meeting with students one-on-one and in small
groups, it is important to work with students in their strongest
intelligence so that they can best retain information and be
successful. It is true that the world will not cater to their needs,
however to prepare them for the future, it is imperative to build
strengths, bring awareness to weaknesses, and provide
support.
 Provide options on projects and major assignments for
students to demonstrate

7. +
Classroom Implications via Student
 Find which intelligence fits them best
 Acknowledge their strongest intelligence and weakest
 Understand that everyone in the class does not have the same
intelligence, and since everyone is different, one child is not
“smarter” that the other, but understands things differently
 Ask for help when they do not understand something, or need
clarification in a way that better suits them

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9. +
In My Humble Opinion
 As a future educator, I truly believe every child has their own
intelligence in which they are most strongest. I know I
personally have always been strongest in interpersonal, body-
kinesthetic, and verbal linguistic. However, while I know
children have strengths, I’m also well aware of their
weaknesses. But, that’s what’s great about the intelligences,
over time a child might strengthen certain intelligence while
they grow over time.

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11. +
Give credit Where Credit is Due
http://www.excelsiorlearningcenter.com/images/Gardner's%20
Multiple%20Intelligence%20Model.gif
http://www.learning-theories.com/gardners-multiple-
intelligences-theory.html
http://www.learningandteaching.info/learning/multiple.htm
http://1285225589.reader.chegg.com/reader/book.php?id=51dc
ffdd6d5cc0d126de6ccb1febd47c
http://middlemojo.com/2011/04/how-does-howard-gardner-
spell-creative-longevity-n-e-o-t-e-n-y/