The document discusses Howard Gardner's theory of multiple intelligences, which proposes that intelligence is comprised of at least nine distinct types rather than a single general ability. It defines each type of intelligence, including logical-mathematical, intrapersonal, interpersonal, linguistic, bodily-kinesthetic, visual-spatial, musical, naturalist, and existential. The theory argues that people possess different combinations of these intelligences and can strengthen each one. It aims to categorize talents and skills in a way that allows for diverse teaching methods rather than a single approach.

1. What is
Multiple
Intellignce?

2. What is Multiple Intellignce?
 The theory of multiple intelligences is Howard
Gardner's theory that proposes that people are not
born with all of the intelligence they will ever have.
 It says that Everyone is intelligent in at least nine
different ways and can develop each aspect of
intelligence to an average level of competency.
 Intelligence , as defined by Gardner, is the ability to
solve problems that are valuable in one or more
cultural settings.

3. What is this theory?
 Breaks down in different "intelligences" to categorize
talents and skills.
 Gardner: “ The kinds of intelligence would allow
different ways to teach, rather than one."

4. The Type of Multiple intelligences
 Logical-Mathematical Intelligence.
 Intrapersonal Intelligence.
 Interpersonal Intelligence
 Linguistic Intelligence.
 Bodily-Kinesthetic Intelligence.
 Visual-Spatial Intelligence.
 Musical Intelligence.
 Naturalist Intelligence.
 Existential Intelligence

5. Logical-Mathematical Intelligence
 Ability to explore patterns,
categories and relationships by
manipulating objects or symbols,
and to experiment in a controlled,
orderly way.
 Ability to reason either deductively
or inductively and to recognize and
manipulate abstract patterns and
relationships.

6. Intrapersonal Intelligence
 Ability to gain access to understand
one's inner feelings, dreams and
ideas.
 Personal knowledge turned inward
to the self. This form of intellect
entails the ability to understand
one's own emotions, goals and
intentions.

7. Linguistic Intelligence
 Ability to use language to excite,
please, convince, stimulate or
convey information.
 Involves not only ease in producing
language, but also sensitivity to the
nuances, order and rhythm of
words. .

8. Interpersonal Intelligence
 Ability to understand other people,
to notice their goals, motivations,
intentions, and to work effectively
with them.
 Emphathize with others, observe
and understand others’moods,
feelings, temparament..

9. Bodily-Kinesthetic Intelligence
 Ability to use fine and gross motor
skills in sports, the performing arts,
or arts and crafts production.
 Bodily Intelligence involves using
the body to solve problems, to
create products, and to convey
ideas and emotions.

10. Visual-Spatial Intelligence
 Ability to perceive and mentally
manipulate a form or object, and to
perceive and create tension,
balance andcomposition in a visual
or spatial display.
 Ability to create visual-spatial
representations of the world and to
transfer those representations
either mentally or concretely.

11. Musical Intelligence
 Ability to enjoy, perform or
compose a musical piece.
 Includes sensitivity to pitch, rhythm
of sounds, as well as
responsiveness to the emotional
implications of these elements.

12. Naturalist Intelligence
 Ability to recognise flora and fauna,
communion with the natural world
and its phenomena.
 Involves the full range of knowing
what occurs in and through our
encounters with the natural world
including our recognition,
appreciation, and understanding of
the natural environment..

13. Existential Intelligence
 Existential Intelligence is concerned
with the inner life of mind and
spirit and its relationship to being
in the world.
 It implies a capacity for a deep
understanding of existential
questions and insight into multiple
levels of consciousness; and also
implies awareness of spirit as the
creative life force of evolution.

14. Concusion
“Multiple Intelligence as a Diagnostic Tool”
Asks “how are you smart?” rather than
“how smart are you?”
Helps teachers see how students learn
No competition and does not injure the
child’s self-esteem
Helps parents know how to help their
kids learn

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