2. HOWARD GARDNER
Is a professor of Cognition and
Education at the Harvard
Graduate School of Education.
Has received honorary degrees
from twenty-nine colleges and
universities around the world.
The author of twenty-nine books.
Created theory of multiple
intelligences which states the
there are at least seven
(intelligences) ways that people
understand and perceive the
world.
3. 1ST INTELLIGENCE:
LINGUISTIC-VERBAL
Description: Ease in using language; think in
words; sensitivity to rhythm and order
Teachers usage with technology: Word processing
programs, prompted programs, label-making
programs, word game programs and programs that
require the student to read and answer questions
Teachers usage without technology: Spelling
tests, writing centers, workbooks, books
Students usage with technology:
Blogging/journaling, reading
Students usage without technology: Writing,
telling stories and doing crossword puzzles
4. 2ND INTELLIGENCE:
LOGICAL-MATHEMATICAL
Description: Ability to engage in inductive and deductive
reasoning; use numbers correctly and categorize, infer,
make generalizations and test hypotheses.
Teachers usage with technology: Database programs,
spreadsheet programs, problem-solving software,
simulations that allow student to experiment with
problems and observe results and strategy game formats
Teachers usage without technology: White board
problem solving, jeopardy, math centers, workbooks,
math games, sorting blocks
Students usage with technology: Flashcard apps,
calculators, excel spreadsheets/ graphs
Students usage without technology: Homework,
flashcards, graphs and charts, workbooks
5. 3RD INTELLIGENCE:
SPATIAL-VISUAL
Description: Ability to visualize object and spatial
dimensions, think in images and pictures, like to
draw and design, and enjoy puzzles
Teachers usage with technology: Draw and paint
programs, graphic production software; reading
programs that use color coding, desktop publishing,
multimedia, concept mapping and atlas
programming
Teachers usage without technology:
Demonstrations, handouts, visual aids, whiteboards
Students usage with technology: Power points,
online games, videos
Students usage without technology: Puzzles,
word searches, Venn diagrams
6. 4TH INTELLIGENCE:
BODY-KINESTHETIC
Description: Ability to move the body with skill
and control, expertise in using the body to
express ideas and feelings
Teachers usage with technology: Software
requiring alternate input such as joystick, touch
window or graphics tablet; keyboarding/word
processing programs, software that includes
animated graphics or requires physical
engagement
Teachers usage without technology: Group
activities, lectures, demonstrations
Students usage with technology: Tablets,
SMARTboards, calculator
Students usage without technology: Fitness
exercises, balancing activities, hand gestures
7. MUSICAL
If one has a musical form of intelligence, they generally are able to:
Recognize patterns and sounds
Recognize accurate pitch and rhythm
Learn through melody and rhythm
In the classroom, music is integrated through:
Programs combining music and stories
Associating letters with music
Those with musical intelligence are not only able to “discern
musical characteristics,” but are also able to “PRODUCE musical
patterns.” (Smith)
8. INTERPERSONAL
A person with interpersonal intelligence is able to:
Understand other people
Communicate well with others
Interpret the behavior of others
In the classroom, interpersonal intelligence is useful with
programs that:
Include group participation
Include decision making
Address social issues
Those with this intelligence generally have the ability to
understand “the intentions, motivations and desires of other
people.” (Smith)
9. INTRAPERSONAL
Those with intrapersonal intelligence have
an awareness of:
Oneself
Their personal goals
Their personal emotions and feelings
In the classroom, intrapersonal intelligence
is useful with programs that:
Are self-paced
Encourage self-awareness
Allow independent work
In Howard Gardner’s view, it involves having
“an effective working model of ourselves”,
and being able to “use such information to
regulate our lives”. (Smith)
10. NATURALIST
People with a naturalist form of intelligence
can generally:
Identify plants
Identify environmental features
Develop a sense of cause and effect in relation to
natural occurrences
Within the classroom, this is beneficial with:
Experiments
Strategy games
Weather probeware
Naturalist intelligence is very similar to
spiritual intelligence (Smith)
It enables human beings to “recognize,
categorize and draw upon certain features
of the environment.” (Smith)
11. CLASSROOM IMPLICATIONS
Often, the most common intelligences exercised in the classroom are
the verbal-linguistic and logical-mathematical intelligences.
Unfortunately, the more creative intelligence forms are often less
used
If a child learns best through a more creative intelligence form, they may
struggle in some lessons
“A more balanced curriculum that incorporates the arts, self-awareness,
communication, and physical education may be useful in order to leverage the
intelligences that some students may have.” (Learning Theories)
Teachers ought to include creative activities, either with a computer
program or a hands-on activity
Students should try to put a creative spin on each lesson if they are
struggling, or try to find a similar activity online, if possible.
12. IN OUR CLASSROOM…
We love these learning theories because they give an
understanding of the different means by which each person is
best able to learn.
In our personal classroom, we hope to use as many theories as
possible to incorporate as many learning styles as possible for
each lesson.
If possible, we will use:
Technology for games and songs
Hands-on games and instructions
Logical and creative lesson plans
13. CREDITS
Hughes, Amy. Kids Working out. Digital image. Amyhughesfitness.com. N.p,
n.d. Web. 10 Apr. 2014. <http://amyhughesfitness.com/wp-content/uploads/
2013/06/kids-working-out.jpg>.
N.p. Chalkboard Math Equation. Digital image. Blog.lablearning.com. Digital
Sherpa, n.d. Web. 10 Apr. 2014. <http://blog.lablearning.com/files/
2013/12/Chalkboard_Math_Equation.jpg>.
N.p. Kid Painting. Digital image. Blog.cityofcapegirardeau. N.p, n.d. Web. 10
Apr. 2014. <http://blog.cityofcapegirardeau.org/wp-content/uploads/2013/06/
Kid-painting.jpg>
Np. "Multiple Intelligences Theory (Gardner)." Learning Theories RSS. N.p.,
n.d. Web. 11 Apr. 2014
N.p. Picture of Howard Gardner. Digital image. Howardgardner.com. N.p, n.d.
Web. 10 Apr. 2014. <http://howardgardner.com/biography/>.
Shelly, Gary B., Glenda A. Gunter, and Randolph E. Gunter. Teachers
Discovering Computers: Integrating Technology In A Connected World.
7th ed. Boston: Cengage Learning, 2012. Print.
14. MORE CREDITS
Smith, Mark K. Howard Gardner, multiple intelligences and education. http://
infed.org/mobi/howard-gardner-multiple-intelligences-and-education/. N.p.
N.d Web. 9 Aril 2014.
Nicole Lindsay Green. Intelligences. N.p. N. d. Digital Image. 8 April 2014. <://
readnicole.wordpress.com/multiple-intelligences/>
“Multiple Intelligences Theory (Gardner).” http://www.learning-theories.com/
gardners-multiple-intelligences-theory.html. N.p. N. d. Web. 8 April 2014.
www.ssc.education.ed.ac.uk Digital image. . N.p. N. d. 9 April 2014.
N. p. Multiple Intelligences. Digital Image. N.p. N. d. 9 April 2014. <www.indg.in>
N. p. Music Brain. Digital Image. N.p. N.d. 9 April 2014. <aims-
comenius.wikispaces.com>
Nambiar, Sheeba. Interpersonal. Digital Image. N.p. N. d. 9 April 2014.
<www.buzzle.com>
Webber, Ellen. Intrapersonal. Digital Image. N.p. N. d. 9 April 2014.
<www.brainleadersandlearners.com>
Shelly, Gary B., Glenda A. Gunter, and Randolph E. Gunter. Teachers
Discovering Computers: Integrating Technology In A Connected
World. 7th ed. Boston: Cengage Learning, 2012. Print.
