Multiple Intelligence theory by Howard Gardner Multiple Intelligences - differentiates intelligence into specific 'modalities', rather than seeing intelligence as dominated by a single general ability.

1. Module 5
Learning/
Thinking Styles
and Multiple
Intelligence
By: Arnel Salting& Euglene
Fernandez

2. WHAT IS INTELLIGENCE?
Intelligence
 has been defined in many different ways including as one's
capacity for logic, understanding, self-
awareness, learning, emotional
knowledge, planning, creativity, and problem solving.
 It can be more generally described as the ability or inclination
to perceive or deduce information, and to retain it
as knowledge to be applied towards adaptive behaviors
within an environment or context.
Artificial intelligence
 is intelligence in machines. It is commonly implemented
in computer systems using program software

3. What is Multiple Intelligences
Multiple Intelligences - differentiates intelligence into
specific 'modalities', rather than seeing intelligence as
dominated by a single general ability.
Howard Gardner (1983)
 He was born in Scranton, Pennsylvania in 1943.
 He went to Harvard University to study history in
readiness for a career in the law

4. o He was lucky enough to have Eric Erikson as a tutor. In Howard
Gardner’s words Erikson probably ‘sealed’ his ambition to be a
scholar
o Howard Gardner’s interest in psychology and the social sciences
grew (his senior thesis was on a new California retirement
community) and he graduated summa cum laude in 1965.
o His first major book, The Shattered Mind appeared in 1975 and
some fifteen have followed.

5. According to the theory, intelligence must fulfill eight criteria
1. potential for brain isolation by brain damage,
2. place in evolutionary history,
3. presence of core operations,
4. susceptibility to encoding (symbolic expression),
5. a distinct developmental progression,
6. the existence of savants, prodigies and other
exceptional people,
7. support from experimental psychology, and
8. Support from psychometric findings.

6. What are types of Multiple Intelligence?
1. Visual/Spatial Intelligence (picture smart) - 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.
Their skills include:
 puzzle building, reading, writing, understanding charts and
graphs, a good sense of direction, sketching, painting,
creating visual metaphors and analogies (perhaps through
the visual arts), manipulating images, constructing, fixing,
designing practical objects, interpreting visual images.

7. Possible career interests:

8. 2. Verbal/Linguistic Intelligence (word smart) - 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.
Their skills include:
listening, speaking, writing, storytelling, explaining, teaching,
using humor, understanding the syntax and meaning of
words, remembering information, convincing someone of
their point of view, analyzing language usage.

9. Possible career interests:

10. 3. Logical/Mathematical Intelligence (number and reasoning
smart) - 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 learners ask
lots of questions and like to do experiments.
Their skills include:
problem solving, classifying and categorizing information, working
with abstract concepts to figure out the relationship of each to the
other, handling long chains of reason to make local
progressions, doing controlled experiments, questioning and
wondering about natural events, performing complex
mathematical calculations, working with geometric shapes

11. Possible career paths:

12. 4. Bodily/Kinesthetic Intelligence (body smart) - 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.
Their skills include:
Dancing, physical co-ordination, sports, hands on
experimentation, using body language, crafts, acting, miming,
using their hands to create or build, expressing emotions
through the body

13. Possible career paths

14. 5. Musical/Rhythmic Intelligence (music smart) - 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. crickets, bells, dripping
taps).
Their skills include:
Singing, whistling, playing musical instruments, recognizing tonal
patterns, composing music, remembering melodies,
understanding the structure and rhythm of music

15. Possible career paths:

16. 6. Interpersonal Intelligence (people smart) - 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, although
they sometimes resort to manipulation. 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.
Their skills include:
Seeing things from other perspectives (dual-perspective), listening, using
empathy, understanding other people's moods and feelings, counseling, co-
operating with groups, noticing people's moods, motivations and intentions,
communicating both verbally and non-verbally, building trust, peaceful conflict
resolution, establishing positive relations with other people.

17. Possible Career Paths:

18. 7. Intrapersonal Intelligence (self smart) - 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.
Their Skills include:
Recognizing their own strengths and weaknesses, reflecting and
analyzing themselves, awareness of their inner feelings, desires
and dreams, evaluating their thinking patterns, reasoning with
themselves, understanding their role in relationship to others

19. Possible Career Paths:

20. 8. Naturalist Intelligence (nature smart) - Ability to recognize
and categorize objects in the natural world.
These learners possessing enhanced levels of “nature smarts”
may be very interested in human behaviors, or the behaviors,
habits, or habitats of other species.
Their Skills include:
Bothered by pollution, enjoys having pets, likes to learn about
nature, enjoys gardening, appreciates scenic places, feels alive
when in contact with nature, likes to camp, hike, walk and climb,
notices nature above all other things, conscious of changes in
weather

21. Possible Career Paths

22. 9. Existential intelligence: ability to be sensitive to, or have the
capacity for, conceptualizing or tackling deeper or larger questions
about human existence.
These learners are not afraid to tackle thinking about questions
that revolve around such issues as the meaning of life, or
contemplate questions like why are we born, why do we die, what
is consciousness, or how did we get here?
Their Skills include:
Sensitivity and capacity to tackle deep questions about human
existence, such as the meaning of life, why we die, and how did
we get here.

23. Possible Career Paths:

24. What is Learning Styles
Learning styles
 are simply different approaches or ways of
learning.
 it is the best way in which you absorb,
process, retain, and comprehend information.

25. There are many different
learning styles models;
David A. Kolb's model is based on
his experiential learning model.
 Kolb's model outlines two related
approaches toward grasping
experience: Concrete Experience and
Abstract Conceptualization, as well as two
related approaches toward transforming
experience: Reflective
Observation and Active Experimentation.

26.  Accommodator = Concrete Experience + Active
Experiment: strong in "hands-on" practical doing
(e.g., physical therapists)
 Converger = Abstract Conceptualization + Active
Experiment: strong in practical "hands-on" application of
theories (e.g., engineers)
 Diverger = Concrete Experience + Reflective
Observation: strong in imaginative ability and discussion
(e.g., social workers)
 Assimilator = Abstract Conceptualization + Reflective
Observation: strong in inductive reasoning and creation of
theories (e.g., philosophers)

27. Neil Fleming's VARK
model expanded upon earlier
notions of sensory modalities such
as the VAK model of Barbe and
colleague.
The four sensory modalities in
Fleming's model are:
1. Visual learning
2. Auditory learning
3. Read/write learning
4. Kinesthetic learning

28. Elements of Learning Styles
1. Environmental strand is about whether you like to
have sound present while working or prefer silence, how
much light works best for you, your temperature preference and
the design element: whether you prefer to study while sitting on a
straight-backed chair at a desk or rather on the floor with cushions, on a
sofa or bed.
2. Emotional strand
covers motivation, persistence, responsibility and structure: whether
or not you prefer to have precise information on how to perform a task.
3. Sociological strand examines whether you prefer to learn alone, with
a friend, or as
part of a group, with or without an adult or expert present or whether
you prefer
variety in this respect.

29. 4. Physiological strand covers mobility – many students need some form of
muscle
activity while learning but others prefer to sit passively while absorbing new
information;
intake – some of us need food and drink to keep our brain alert while others
prefer not
to eat or drink at all while studying; optimal time of day for learning, and the
four
perceptual modes. We all start life as kinesthetic learners: learning by
doing.
Next we develop the ability to learn by tactile means: touching and
manipulating objects.
Visual and auditory learning modes tend to become more prominent later in
childhood
and adolescence. However, for some learners the visual/auditory modes may
never
become predominant; for these learners the tactile/kinesthetic modes will
remain the
best way to tackle new and difficult material

30. 6. Psychological strand in the model looks at
different processing styles.
Do you prefer to build up your knowledge piecemeal from facts
and figures, or would you rather get the Big Picture first and slot in
the detail afterwards? These two processing style preferences are
known respectively as analytic and global. Most people can
adopt either approach. But for some learners processing style can
be a major concern

31. What are types of learning styles?
1. Visual
WaystoEnhance Retention:
 Use charts, graphs, maps, diagrams, time lines and info
graphics.
 Implement digital tools and technology to assist
learning.
 Replace words with colors and images.
 Create outlines with different levels instead of blocks of
text.
 Highlight important points in text.

32. 2. Verbal
WaystoEnhanceRetention:
 Take thorough notes.
 Go over old tests.
 Reread and rewrite your notes.
 Make summaries of your notes.
 Create lists with key words and phrases
to help you remember concepts.
 Use acronym mnemonics to assist in
recall.

33. 3. LOGICAL
Ways toEnhance Retention:
 Try to understand the key concepts behind
lessons. Don’t just memorize.
 Extract key information from notes such as
statistics and facts to create lists.
 Turn material and lessons into strategic mind
games.
 Stimulate your mind by playing computer math
games and solving brain teasers.
 Create specific goals and incentives and record
your progress.

34. 4. Auditory
Ways to EnhanceRetention
 Participate in discussions and debates.
 Read aloud.
 Memorize material.
 Listen to music while you go over material.
 Use jingles or rhymes to remember new
material.
 Use mnemonic devices

35. 5. Social (Interpersonal)
Ways toEnhance Retention:
 Seek cooperative learning settings.
 Use role playing to enhance learning.
 Teach others what you have learned.
 Engage in language exchange programs.
 Join a volunteer or service-oriented group.
 Interview others to learn about their perspectives.

36. 6. Intrapersonal
WaystoEnhanceRetention:
 Find a quiet but comfortable place to study
alone.
 Establish personal learning goals and track
your progress regularly.
 Keep a learning journal or log.
 Reflect on what you have already learned and
think through new material.
 Find connections between what you have
already learned and new material.

37. 7. Physical (kinesthetic)
WaystoEnhanceRetention:
 Hands-on lessons are the ideal method of
learning.
 Review and recite notes while doing other
physical activities, such as walking, jogging or
riding a stationary bike.
 Use role playing or mime games to act out
subject material.
 Teach someone else the material.
 Turn lessons into art projects.
 Make graphs, pictures and maps to involve all
the senses.

38. 8. Naturalistic
Ways to EnhanceRetention:
 Imagine you’re learning material is a new
ecosystem you must understand through the
recognition of patterns.
 Identify and classify different plants and
animals.
 Pick topics that are related to daily life,
Nature or people to increase your interest in
the subject matter.
 Approach your learning environment as you
would field research: Observe and record
data.

39. Intelligence Teaching Activities Teaching Materials Instructional Strategies
1.Verbal/Linguistic lectures, discussions, word
games, storytelling, journal
writing
books, tape recorders,
computers, stamp sets,
books on tape
read about it, write about it, talk
about it, listen to it
2. Logical-Mathematical brain teasers, problem
solving, science experiments,
mental calculation, number
games, critical thinking
calculators, math
manipulative, science
equipment, math games
quantify it, think critically about
it, put it in a logical framework,
experiment with it
3. Visual/Spatial visual presentations, art
activities, imagination games,
mind-mapping, metaphors,
visualization
graphs, maps, video, LEGO
sets, art materials, optical
illusions, cameras, picture
library
see it, draw it, visualize it, color
it, mind-map it
4. Bodily-Kinesthetic hands-on learning, drama,
dance, sports, tactile
activities, relaxation
exercises
building tools, clay, sports
equipment, manipulative,
tactile learning resources
build it, act it out, touch it, get a
"gut feeling" of it, dance it
5. Musical rhythmic learning, rapping,
using songs that teach
tape recorder, music
collection, musical
instruments
sing it, rap it, listen to it
6. Interpersonal cooperative learning, peer
tutoring, community
involvement, social
gatherings, simulations
board games, part supplies,
props for role plays
teach it, collaborate on it,
interact with respect to it
7. Intrapersonal 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
8. Naturalist nature study, ecological
awareness, care of animals
plants, animals, naturalists'
tools (e.g. binoculars),
gardening tools
Connect it to living things and
natural phenomena

40. Famous celebrities with their intelligences
Identify what type of intelligence:

44. Sir.HubertTagleSalmorin

46. The end……………..