Howard Gardner's theory of multiple intelligences posits that individuals perceive and understand the world through eight distinct intelligences, with most people displaying dominance in one or two. The document outlines how various intelligences can be engaged in educational settings, providing specific examples of activities tailored to each intelligence type. It emphasizes the importance of recognizing diverse learning styles to enhance teaching effectiveness and promote student success.

1. By: TM, MG, JM, JV, and ER

2. Howard Gardner:
Created the theory of multiple
intelligences
Many years of research
He concluded that there are eight
different forms of intelligence to
observe and comprehend the world
around us
Claims that most people have one
or two dominant
Currently is the Senior Director of
Project Zero
Currently a professor at Harvard
Gardner by ~M00SE-Lee;
Graduate School of Education
http://browse.deviantart.com/art/Gard
ner-151510021

3. Mindy L. Kornhaber:
• Researcher who is also involved with Project Zero.
• Identified a number of reasons why teachers and policymakers in
North America have responded positively to Howard Gardner's
multiple intelligences, it is because of everyday experience.
David Riesman, Erik Erikson, and Jerome Bruner:
• Created knowledge on human beings which created a spark for
Howard Gardner and led him to his own research methods on
human nature
John Dewey:
• Much Gardner’s research and information come from the work of
this man

4.  Researched by Howard Gardner
 Looked at gifted and typical students and adults w/
brain damage
 Eight main intelligences used to perceive and
understand the world
 Use all 8 but some are more dominant
Classroom.
by ~alexloony:
http://browse.de
viantart.com/art/
Classroom-
65038430

5. Gardner’s Intelligences By: Tracy Ostwald-Kowald
http://www.connectionsacademy.com/blog/posts/2013-01-18/Understanding-Your-Student-s-
Learning-Style-The-Theory-of-Multiple-Intelligences.aspx

6. Verbal: Word processing programs, word games, and
different programs that require the students to read and answer
questions.
Mathematical: Uses database, spreadsheet, and problem-
solving software programs that allow students to experiment w/
problems and observe results, as well as strategy game
formats.
Visual: Directs students to drawing and painting programs;
graphic production software, reading programs that use visual
clues like color coding, multimedia, etc.

7. Kinesthetic: Include keyboard/word
processing programs, graphic programs
that produce blueprints for 3D models,
and software that includes animated
graphics and requires physical
engagement during lesson.
Musical : Combine stories with songs,
reading programs that associate sounds
and letters with music, and programs that
allow students to create their own songs
and multimedia.
Interpersonal: Use telecommunications
programs that address social issues and
include group participation or decision
math 2 by ~cadrre; making, programs that turn learning into
http://browse.deviantart.com/ a social activity, and games that require
art/math-2-37632848
two or more students to work together.

8. Verbal: Use language, have students think in words,
produce sensitivity to rhythm and order, writing, reading,
telling stories, and doing crossword puzzles
Mathematical: Have students engage in inductive and
deductive reasoning; use numbers effectively and categorize,
infer, and test hypotheses
Visual: Have students visualize objects and spatial
dimensions, think in images and pictures, draw, design, and
create puzzles
Kinesthetic: Engage students ability to move the body with
skill and control, expertise in using the body to express ideas
and feelings
Musical: Engage students ability to recognize patterns and
sounds; sensitivity to pitch and rhythm; think in tones and
learn through rhythm and melody

9. Interpersonal: Focus on students ability to understand and
communicate effectively with others, understand them, and interpret
their behavior. Have them work in groups on work.
Intrapersonal: Help students to gain an awareness of oneself,
goals, and emotions. Ability to use the knowledge of one’s own
feelings for personal understanding. Teacher can have students
write out goals and how they will attain them.
Naturalist: Create awareness in students of the natural world
around them, identify people, plants, and other environmental
features. Can develop a sense of cause/effect in relation at natural
occurrences, and to test hypotheses. Have an in class terrarium or
plant.

10. Linguistic-verbal:
script using technologies such as mp3’s
Logical-mathematical:
Strengths in areas such as adding, subtracting, and making
patterns in their heads.
No trouble solving problems in statistical matters
Math and most science classes easy
Spatial-visual:
Creating graphics such as models, graphs, and charts.
Body-Kinesthetic:
Work on projects in classes such as anatomy and science by
applying it to their own body

11. Musical:
Use technology to create sound, in
hopes of pursuing an education
through music.
Will use technology to create music,
which will inevitably give them
experience working with various
software programs.
Interpersonal:
Will be able to adapt to different forms
easily and change what they are used
to, so they can use a new technology
easily.
Intrapersonal:
Computer by ~lulu2000;
Use technology and the internal
knowledge they have to build their
http://browse.deviantart.com/art intelligence of technology to the best
/computer-41052867 of their ability.
Naturalist:
Able to use technology to make
spreadsheets using observations they
have made from the environment.

12. Linguistic-verbal:
• Develop proper speeches,
• Very detailed in their explanations
• Improve writing
Logical-mathematical:
• Easy time creating charts, spreadsheets, graphs, etc.
• Enjoy activities such as engineering computers.
Spatial-visual:
• Excel in creating images in their head to enhance problem
solving.
• Thrive in the art classroom
Body-kinesthetic:
• P.E, sports, and science will be these students strong points
• Great interest in the body and how it works
• Easy time recognizing their body conditions, and know when to take a
break

13. Musical:
No difficulty interpreting words and remembering them
Absolutely auditory learners and will thrive in the music classroom
Interpersonal:
Easy time relating to classmates
Speech-making will be an ease as they are able to connect with
their audience.
Intrapersonal:
◦ Very aware of themselves. Because of this they are able to further
their education.
Naturalist:
This kind of learner is very aware of the nature.

14. Gardner’s theory of
multiple intelligences can help
teachers reach out to each
student so that the student is able
to do his or her best. Although we
may not be able to use all eight
intelligences in every single
lesson we plan, we can attempt
to include as many as possible.
Once students complete a
multiple intelligence test then we
can choose which activities will
reach out to the majority of our
classroom.
Multiple Inelligences by ~MrBlueSky225;
http://browse.deviantart.com/art/Multiple-Inelligences-68833416

15. Some examples include:
 Linguistic-Verbal: writing a traditional book report
 Logical-Mathematical: creating a chart that keeps
track of the suspense of the book
 Spatial-Visual: creating a comic of a chapter of the book
 Body-Kinesthetic: making a diorama of a scene
 Musical: creating a song, or making a cd and explaining
why these songs were chosen to explain the book
 Interpersonal: working in a small group to present a
scene or a round table discussion about the book
 Intrapersonal: keeping a journal about his/her personal
reactions to the book

16.  Ostwald-Kowald, T. (2013, January 18). Understanding your
student's learning style: The theory of multiple intelligences.
Retrieved from
http://www.connectionsacademy.com/blog/posts/2013-01-
18/Understanding-Your-Student-s-Learning-Style-The-Theory-of-
Multiple-Intelligences.aspx
 Shelly, G. B., Gunter, G. A., & Gunter, R. E. (2012).Teachers
discovering computers: Integrating technology in a connected world.
(7th ed., pp. 263-265). Boston, MA: Course Technology: CENGAGE
Learning. DOI: www.cengagebrain.com
 Lamb, A., & Johnson, L. (2000). Technology and multiple
intelligences. Retrieved from http://eduscapes.com/tap/topic68h.htm