Howard Gardner developed the theory of multiple intelligences which identifies eight different types of intelligence: linguistic, logical-mathematical, spatial, bodily-kinesthetic, musical, interpersonal, intrapersonal, and naturalist. The theory emerged from cognitive research showing students learn in different ways. Gardner identified these eight intelligences based on a person's sensitivity to different types of information and ways of processing information. The theory suggests teachers should incorporate methods that appeal to different types of intelligence to help students learn effectively.

1. Republic of the Philippines
MINDANAO STATE UNIVERSITY
COLLEGE OF EDUCATION
Fatima, General Santos City
Presented to:
Dr. Ava Clare Marie O. Robles
Presented by:
John Carl P. Carcero
Gardner's Multiple Intelligences Theory

2. OBJECTIVES:
Discuss Garner’s 8 Multiple Intelligences.
Distinguish what kind of intelligence we have.

3. HOWARD GARDNER'S BIOGRAPHY
 a developmental psychologist best-known for this
theory of multiple intelligences.
 born on July 11, 1943 in Scranton, Pennsylvania
 described himself as "a studious child who gained
much pleasure from playing the piano.“
 completed his post-secondary education at
Harvard, earning his undergraduate degree in
1965 and his Ph.D. in 1971.
 was inspired by the works of Jean Piaget to study
developmental psychology. He also cited the
mentoring he received from the famous
psychoanalyst Erik Erikson as part of the reason
why he set his sights on psychology.
https://www.verywell.com/howard-gardner-biography-
2795511

4. MULTIPLE INTELLIGENCES THEORY
 has identified by Howard Gardner of Harvard.
 has emerged from recent cognitive research
and documents the extent to which students
possess different kinds of minds and therefore
learn, remember, perform, and understand in
different ways (Gardner, 1991).
http://tecweb.org/styles/gardner.html

5. VISUAL-SPATIAL
 They think in terms of physical space, as do
architects and sailors.
 They are very aware of their environments.
 They like to draw jigsaw puzzles, read maps,
daydream.
 They can be taught through drawings, verbal
and physical imagery.
http://www.tecweb.org/styles/gardner.html

7. BODILY-KINESTHETIC
 They use the body effectively, like a dancer or a
surgeon.
 Keen sense of body awareness
 They like movement, making things, touching.
 They can communicate through body language
and be taught through physical activity, hands-
on learning, acting out, role playing.
http://www.tecweb.org/styles/gardner.html

9. MUSICAL
 Show sensitive to rhythm and sound.
 They may study better with music in the
background
 They can be taught by turning lessons into
lyrics, speaking rhythmically, tapping out
time.
 Tools include musical instruments, music,
radio, stereo, CD-ROM, multimedia.
http://www.tecweb.org/styles/gardner.html

11. INTERPERSONAL
 Understanding, interacting with others.
 These students learn through interaction.
 They have many friends , empathy for others, street
smarts.
They can be taught through group activities, seminars
and dialogues.
Tools include the telephone, audio conferencing, time
and attention from the instructor, video conferencing,
writing, computer conferencing, E-mail.
http://www.tecweb.org/styles/gardner.html

13. INTRAPERSONAL
 Understanding one’s own interests, goal
 These learners tend to shy away from others.
 They’re in tune with their inner feelings; they have
wisdom, intuition and motivation, as well as a strong will,
confidence and opinions.
 They can be taught through independent study and
introspection.
 Tools include books, creative materials, diary, privacy
and time.
 They are most independent of the learners.
http://www.tecweb.org/styles/gardner.html

15. LINGUISTIC
 Using words effectively.
 These learners have highly develop auditory skills
and often think in words.
 They like reading, playing word games, making up
poetry or stories.
 They can be taught by encouraging them to say
and see words, read books together.
 Tools include computers, games, multimedia,
books, tapes recorder, and lecture.
http://www.tecweb.org/styles/gardner.html

17. LOGICAL-MATHEMATICAL
 Reasoning, calculating.
 Think conceptually, abstractly and are able to
see and explore patterns and relationships. They
like to experiment, solve puzzles, ask cosmic
question.
 They can be taught through logic games,
investigations, mysteries.
 They need to learn and form concepts before
they can deal with details.
http://www.tecweb.org/styles/gardner.html

19. NATURALIST INTELLIGENCE
 physically/emotionally adverse to pollution
 intense interest in learning about nature
 dramatic enthusiasm when in contact with nature
 powers of observation in nature
 awareness of changes in weather
 Gardner notes that "such persons with a high degree of
naturalist intelligence are keenly aware of how to
distinguish the diverse plants, animals, mountains, or
cloud configurations in their ecological niche."
https://www.thoughtco.com/naturalist-intelligence-8098

21. Disposition/
Intelligence
Sensitivity to: Inclination to: Ability to:
Verbal
Linguistic
Intelligence
sounds,
meanings,
structures and
styles of
language
Speaking, writing,
listening, reading
Speak effectively
(teacher, religious
leader, politician) or
write effectively
(poet, journalist,
novelist, copywriter,
editor)
Logical-
Mathematical
Intelligence
Patterns,
numbers and
numerical data,
causes and
effects,
objective and
quantitative
reasoning
Finding patterns,
making calculations,
forming and testing
hypothesis, using the
scientific method,
deductive and
inductive reasoning
Work effectively with
numbers
(accountant,
statistician,
economist) and
reason effectively
(engineer, scientist
and computer
programmer)
(Corpuz & Salandanan, 2013, p. 9)

22. Disposition/
Intelligence
Sensitivity to: Inclination to: Ability to:
Spatial
Intelligence
Colors, shapes,
visuals,
puzzles,
symmetry,
lines, images
Representing ideas
visually, creating
mental images,
noticing visual
details, drawing and
sketching
Create visually (artist,
photographer, engineer,
decorator) and visualize
accurately (tour guide,
scout, ranger)
Bodily-
Kinesthetic
Intelligence
Musical
Intelligence
Touch,
movement,
physical self,
athleticism
Tone, beat,
tempo, melody,
pitch, sound
Activities requiring
strength, speed,
flexibility, hand-eye
coordination and
balance
Listening, singing,
playing an instrument
Use the hands to fix or
create (mechanics,
surgeon, carpenter,
sculptor, mason) and
use the body
expressively (dancer,
athlete, actor)
Create music
(songwriter, composer,
musician, conductor) and
analyze music (music
critique)
(Corpuz & Salandanan, 2013, p. 9)

23. Disposition/
Intelligence
Sensitivity to: Inclination to: Ability to:
Interpersonal
Intelligence
Body language,
moods, feelings,
voice
Noticing and
responding to other
people’s feelings and
personalities
Work with people
(administrators, managers,
consultants, teachers) and
help people identify and
overcome problems
(therapists and psychologists)
Intrapersonal
Intelligence
Naturalist
Intelligence
One’s own
strengths,
weaknesses,
goals, and desires
Natural objects,
plants, animals,
naturally-occuring
patterns,
ecological issues
Setting goals,
assessing personal
abilities and
liabilities, monitoring
one’s own thinking
Identifying and
classifying living
things and natural
objects
Meditate, reflect, exhibit self-
discipline, maintain composure
and get the most out of
oneself
Analyze ecological and natural
situations and data (ecologists
and rangers), learn from living
things (zoologists, botanist,
veterenarian) and work in
natural settings (hunter, scout)
(Corpuz & Salandanan, 2013, p. 9)

24. References:
• Corpuz, Brenda B. & Salandanan, Gloria G. (2013). Principles
and Strategies of Teaching 1. Lorimar Publishing, Inc., Metro
Manila, Philippines.
• Lane, Carla (n.d). The Distance Learning Technology
Resource Guide. Retrieved from
https://www.verywell.com/howard-gardner-biography-2795511
• http://www.tecweb.org/styles/gardner.html
• https://www.thoughtco.com/naturalist-intelligence-8098