The document discusses principles of teaching and language learning objectives, emphasizing multiple intelligences as introduced by Howard Gardner. It contrasts old and new views of intelligence, highlighting that intelligence can be developed and is not solely numerically quantifiable. Gardner's theory identifies various intelligences, such as verbal-linguistic and musical, and suggests that all individuals possess these intelligences to varying degrees.

1. PRINCIPLES OF
TEACHING AND
LANGUAGE
LEARNING

2. OBJECTIVES:
• Recall the different learning/ thinking
styles and multiple intelligences of the
learners
• Discuss principles of teaching and
learning as applied in the English and
Filipino subjects
• Cite applications of these principles in
language teaching

3. R
E
P
O
R
T
E
D
B
Y

4. “Every
child is
a
potential
genius”

5. OLD VIEW
• Intelligence is fixed
• Intelligence was
measured by number
• Intelligence was
unitary
NEW VIEW
• Intelligence can be
developed
• Intelligence is not
numerically quantifiable
and is exhibited during a
performance or problem-
solving process
• Intelligence can be
exhibited in many ways-
multiple intelligences
COMPARISON OF VIEWS
ON INTELLIGENCES

6. • Intelligence was
measured in isolation
• Intelligence was used
to sort students and
predict their success
NEW
VIEW
• Intelligence is
measured in context/
real-life situations
• Intelligence is used to
understand human
capacities and the
many varied ways
students can achieve
OLD
VIEW

8. • Howard Gardner was born on July 11, 1943 in
Scranton, Pennsylvania. He completed his post-
secondary education at Harvard, earning his
undergraduate degree in 1965 and his Ph.D. in
1971.
• While he had originally planned to study law, he
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

9. • "My mind was really opened when I went
to Harvard College and had the opportunity
to study under individuals—such as
psychoanalyst Erik Erikson, sociologist David
Riesman, and cognitive psychologist Jerome
Bruner—who were creating knowledge about
human beings. That helped set me on the
course of investigating human nature,
particularly how human beings think,"

10. • After spending time
working with two very
different groups, normal
and gifted children and
brain-damaged adults,
Gardner began developing a
theory designed to
synthesize his research and
observations. In 1983, he
published Frames of
Mind which outlined his
theory of multiple
intelligences

11. • Gardner's theory has perhaps had the greatest
impact within the field of education, where it
has received considerable attention and use.
His conceptualization of intelligence as more
than a single, solitary quality has opened the
doors for further research and different ways
of thinking about human intelligence.

12. MULTIPLE
INTELLIGENCES
• The theory of multiple intelligences (MI) was
first described by Howard Gardner in Frames
of Mind (1983)
• Gardner defines intelligence as “ an ability or
set of abilities that allows a person to solve a
problem or fashion a product that is valued in
one or more cultures
• Gardner believes that different intelligences
may be independent abilities- a person can
be low in one domain area but high in
another
• All of us possess the intelligences but in
varying degrees of strength and skill

14. Verbal-
Linguistic
(Word
smart)
• Learning through the
spoken and written
word. This intelligence
was always valued in
the traditional
classroom and in
traditional assessments
of intelligence and
achievement
• Sensitivity to the
sounds, meanings,
structures, and styles of
language

15. Verbal-
Linguistic
(Word
smart)
• Inclination for listening,
speaking, reading, writing
• Ability to speak
effectively ( teacher,
religious leader, politician)
of write effectively ( poet,
journalist, book author)

16. Mathematical-Logical
(Number/Logic Smart)
• Learning through reasoning and
problem solving. Also highly
valued in the traditional classroom,
where students were asked to adapt
to logical sequenced delivery of
instruction
• Sensitivity to patterns, numbers
& numerical data, causes &
effects, objective & quantitative
reasoning

17. Mathematical-Logical
(Number/Logic Smart)
• Inclination for finding
patterns, making calculations,
forming and testing
hypotheses, using the scientific
method, deductive & inductive
reasoning
• Ability to work effectively
with numbers ( accountant,
engineer, economist) and
reason effectively ( scientist,
computer programmer)

18. Spatial
(Picture Smart)
• Learning visually and
organizing ideas spatially.
Seeing concepts in action in
order to understand them.
The ability to “see” things in
one’s mind in planning to
create a product or solve a
problem
• Sensitivity to colors, shapes,
visual puzzles, symmetry, lines,
images

19. • Inclination for representing
ideas visually, creating mental
images, noticing visual details,
drawing & sketching
• Ability to create visually
( artist, photographer,
decorator) and visualize
accurately ( tour guide, ranger,
scout)
Spatial
(Picture Smart)

20. Bodily-Kinesthetic
(Body Smart)
• Learning through interaction
with one’s environment. This
intelligence is not the domain
of “overly active” learners. It
promotes understanding
through concrete experience
• Sensitivity to touch,
movement, physical self,
athleticism

21. Bodily-Kinesthetic
(Body Smart)
• Inclination for activities
requiring strength, speed,
flexibility, hand- eye
coordination, and balance
• Ability to use hands to fix or
create (mechanic, carpenter,
sculptor) and use the body
expressively ( dancer, athlete,
actor)

22. Musical
(Music
Smart)
• Learning through
patterns, rhythms
and music. This
includes not only
auditory learning
but the identification
of patterns through
all senses
• Sensitivity to tone,
beat, tempo, melody,
pitch, sound

23. Musical
(Music
Smart)
• Inclination for
listening,
singing, playing
an instrument
• Ability to
create music
( songwriter,
composer,
musician) and
analyze music
( music critic)

24. Interpersonal
(People Smart)
• Learning through interaction
with others. Not the domain
of children who are simply
“talkative” or “overly social.”
This intelligence promotes
collaboration and working
cooperatively with others
• Sensitivity to body language,
moods, voice, feelings

25. Interpersonal
(People Smart)
• Inclination for noticing &
responding to other
people’s feelings &
personalities
• Ability to work with
people (administrators,
managers, consultants,
teachers) and help identify
and overcome problems
(therapists, psychologists)

26. Intrapersonal (Self Smart)
• Learning through feelings, values, and
attitudes. This is decidedly affective
component of learning through which
students place value on what they
learn and take ownership for their
learning
• Sensitivity to one’s own strength,
weaknesses, goals and desires

27. Intrapersonal (Self Smart)
• Inclination for setting goals,
assessing personal abilities &
liabilities, monitoring one’s own
thinking
• Ability to meditate, reflect, exhibit
self-discipline, maintain composure,
and get the most out of oneself

28. Naturalist (Nature Smart)
• Learning through classification, categories,
and hierarchies. The naturalist intelligence
picks up on subtle differences in meaning.
It is not simply the study of nature; it can
be used in all areas of study
• Sensitivity to natural objects,
plants, animals, naturally occurring
patterns, ecological issues

29. Naturalist (Nature Smart)
• Inclination for identifying and
classifying living & natural objects
• Ability to analyze ecological and natural
situations & data ( ecologists, rangers),
learn from living things ( zoologist,
botanist, veterinarian), and work in natural
settings ( hunter, scout)

30. Existential (Spirit Smart)
• Learning by see their role in the big picture
more easily than others and this is very
important to them. They question the
meaning of life and seek the answers; most of
the time this is done through some form of
religion
• Sensitivity to and capacity to tackle deep
questions about human existence, such as the
meaning of life, why do we die, and how did
we get here

31. “Anything that is
worth teaching
can be presented
in many different
ways. These
multiple ways can
make use of our
multiple
intelligences.” -
Howard Gardner

32. THANK YOU
