The document discusses Howard Gardner's theory of multiple intelligences. It begins by defining intelligence and outlining some of the major theories of intelligence that preceded Gardner's work. It then explains how Gardner's theory emerged from criticisms of standardized testing. The theory proposes that there are eight distinct intelligences: linguistic, logical-mathematical, spatial, bodily-kinesthetic, musical, interpersonal, intrapersonal, and naturalist. Examples are given of each intelligence along with potential career paths that make use of each intelligence. The document concludes by discussing criticisms of the theory and its implications for education.

2. INTELLIGENCES
 The word "Intelligence" derives from the Latin nouns intelligentia or intellēctus,
which in turn stem from the verb intelligere, to comprehend or perceive.
 Intelligence has been defined in many ways: the ability to acquire and apply
knowledge and skills, the capacity for logic, understanding, critical thinking,
problem-solving.
 More generally, it can be described as the ability to perceive or infer
information, and to retain it as knowledge to be applied towards adaptive
behaviors within an environment or context.
 Human intelligence is the intellectual power of humans, which is marked by
complex cognitive feats and high levels of motivation and self-awareness
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3. THEORY ABOUT INTELLIGENCES
THEORY THEORIST SUMMARY YEAR
Theory of general intelligences Charles
Spearmen
Factors
analysis the
general
intelligence
1904
Theory of primary mental abilities LL.Thornsto
ne
7 factor
theory
1930
Triarchic theory of intelligences Robert
Sternbery
3
Independed
factor
1985
Theory of intelligences Howard
Gardner
8
independed
factor
1983
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4. HOW THE MI THEORY EMERGED
 If we went for selection everyone are
tested in the same base but the
intelligence of the them are different
 If one is not select in the particular
selection it seems to be s/he doesn’t
have intelligence
 s/he have some other where the selection
committee failed to select they only
search for the intelligence what they need
 See the picture there are different
animals everyone have some intelligence
 But the selector only want the person
who good in climb so he tested that
intelligence. The person who selected
here is good climber
 It doesn’t means other have no
intelligence they have different
intelligence.
 In the point not in one. It is the ability in
the different way raise to MI THEORY
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5. MULIPLE INTELLIGENCES
 Gardner is not expanding the definition of the word "intelligence", but rather
denies the existence of intelligence as traditionally understood, and instead
uses the word "intelligence" where other people have traditionally used words
like "ability" and "aptitude". And it is one of the incomplete theory where the
research going on. It is found in nature as is it
 The theory of multiple intelligences differentiates human intelligence into
specific 'modalities', rather than seeing intelligence as dominated by a single
general ability.
 Howard Gardner proposed this model in his 1983 book Frames of Mind: The
Theory of Multiple Intelligences.
 According to the theory, an intelligence 'modality' must fulfill eight criteria:
potential for brain isolation by brain damage, place in evolutionary history,
presence of core operations, susceptibility to encoding (symbolic expression), a
distinct developmental progression, the existence of savants, prodigies and
other exceptional people, support from experimental psychology, support from
psychometric findings
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6. INTELLIGENCES MODALITIES
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7. SPATIAL INTELLIGENCES
 Spatial Intelligence is an area in the theory of multiple intelligences that deals
with spatial judgment and the ability to visualize with the mind's eye.
 human computational capacity that provides the ability or mental skill to solve
spatial problems of navigation, visualization of objects from different angles and
space, faces or scenes recognition, or to notice fine details.
 Gardner further explains that Spatial Intelligence could be more effective to
solve problems in areas related to realistic, thing-oriented, and investigative
occupations.
 This capability is a brain skill that is also found in people with visual impairment.
As researched by Gardner, a blind person can recognize shapes in a non-visual
way.
 The spatial reasoning of the blind person allows them to translate tactile
sensations into mental calculations of length and visualizations of form
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8. LINGUISTIC INTELLIGENCES
 Linguistic Intelligence is a part of Howard Gardner's multiple intelligence theory
that deals with individuals' ability to understand both spoken and written
language, as well as their ability to speak and write themselves.
 linguistic intelligence is the extent to which an individual can use language,
both written and verbal, to achieve goals
 In addition to this, high linguistic intelligence has been linked to improved
problem solving, as well as to increased abstract reasoning.
 This is usually referred to as verbal intelligence or verbal fluency, and is
commonly a reflection of an individual's overall linguistic intelligence.
 linguistic intelligence, it is important to understand the mechanisms that control
speech and language. These mechanisms can be broken down into four major
groups: speech generation , speech comprehension, writing generation, and
writing comprehension .
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9. INTRAPERSONAL INTELLIGENCES
 It explores how skillful people are at understanding themselves. Individuals who excel
in this intelligence typically are introspective and can use this knowledge to solve
personal problems.
 Psychologists, writers, philosophers, and poets are among those that Gardner views as
having high intrapersonal intelligence.
 Intrapersonal skills are those skills and communications that occur within a person's
own mind, and are not to be confused with interpersonal skills, which refer to
interactions with other people or personalities.
 Intrapersonal skills initiate an appropriate reaction and attitude because of positive
internal dialogue, occurring within the mind.
 Meditation, prayer, visualization and affirmations are amongst the intrapersonal
techniques that people use to sort out and evaluate situations and proposals. Awareness
of your self.
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10. INTERPERSONAL INTELLIGENCES
 Interpersonal Intelligence may be defined as the ability to recognize distinctions between
other people to know their faces and voices; to react appropriately to their needs, to
understand their motives, feelings and moods and to appreciate such perspectives with
sensitivity and empathy.
 They are skilled at managing relationships and negotiating conflict. There are some
professions that are a natural fit for people with interpersonal intelligence: politicians,
teachers, therapists, diplomats, negotiators, and salesmen.
 People with Interpersonal intelligence thrive with social interaction. They are gifted at
establishing rapport with strangers and make friends easily. They are adept at reading,
empathizing and understanding others. People with Interpersonal intelligence work well with
others and often have many friends. They are masters at collaboration.
 Interaction, dialogue and lively discussions are ways in which people with Interpersonal
intelligence learn. They are enthusiastic and lively. Others often seek them out for advice,
help and comfort. They are good at making others feel welcome and often reach out to
outsiders
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11. LOGICAL INTELLIGENCES
 people belonging to this intelligence type have exceptional logical skills and a great affinity
towards mathematics and reasoning. According to them, the solution to every problem lies in
simple logic.
 They believe in applying reason and detecting suitable patterns to arrive at a solution. They
have a penchant for all things organized. They love to classify things in the right order and
detect and recognize patterns. This organization skill is useful in statistics, logistics, graph
theory, geometry, etc.
 For these individuals, logic is the watchword. Everything in the world has a logical reason
behind it. They believe in getting to the root of the problem, analyze patters, detect the
reason behind event occurrence, and arrive at a solution. They will not believe in anything
without strong evidence.
 They possess a scientific mind. They love conducting scientific experiments―follow a
procedure, note down observations, and present an inference. They love the conceptual
subjects of physics, chemistry, and math.
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12. MUSICAL INTELLIGENCES
 Musical intelligence is dedicated to how skillful an individual is performing,
composing, and appreciating music and musical patterns. People who excel in this
intelligence typically are able to use rhythms and patterns to assist in learning. Not
surprisingly, musicians, composers, band directors, disc jockeys and music critics are
among those that Gardner sees as having high musical intelligence.
 Encouraging students to enhance their musical intelligence means using the arts (music,
art, theatre, dance) to develop students' skills and understanding within and across
disciplines.
 There are, however, some researchers who feel that musical intelligence should be
viewed not as an intelligence but viewed instead as a talent. They argue that by musical
intelligence is categorized as a talent because it does not have to change to meet life
demands.
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13. BODILY KINESTHETIC
 Bodily-kinesthetic intelligence is a special ability that many children possess and
display. At times, they might not be studious and academically intelligent.
 However, they can excel in many other areas where others find it very difficult to
display their intelligence and talent.
 Bodily-kinesthetic intelligence highlights a person's ability to use their whole body for
expression and understanding.
 People who possess this intelligence are highly aware of their bodies and use the same
for controlling their bodily motions.
 People with Kinesthetic intelligence enjoy building things and figuring out how things
work. They like to use their hands and are very active.
 They have excellent motor skills and coordination. They are very physical and are
keenly aware of their bodies.
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14. NATURALISTIC INTELLIGENCES
 Naturalist intelligence is one of researcher Howard Gardner's nine multiple
intelligences. This particular intelligence that involves how sensitive an individual is to
nature and the world. People who excel in this intelligence typically are interested in
growing plants, taking care of animals or studying animals or plants.
 They are 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 weathers.
 Naturalist intelligence can be developed in childhood or later in life. All it takes is an
initial attraction to nature to pursue the interest further. Specific activities that may
pique this interest are joining the Boy or Girl Scouts, camping or hiking trips, reading
or watching National Geographic shows, and taking museum, park, or zoo trips. As
stated before, this can be developed later in life, as well.
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15. INTELLIGENCES FOCUS PROFESSIONAL
VISUAL Visual and spatial judgment
VERBAL Words, language, and writing
INTRA PERSONAL Introspection and self-reflection
INTER PERSONAL Understanding and relating to other
people
LOGICAL Analyzing problems and
mathematical operations
MUSICAL Rhythm and music
BODILY KINESTHETIC Physical movement, motor control
NATURALISTIC Finding patterns and relationships to
nature
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16. FEATURES OF MI THEORY
Based on real- world intelligence
Pluralistic view of intelligence
All intelligence are universal
Intelligences are educable
Each involves sub abilities/ manifestations
They work in combination not in isolation
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17. CLASSROOM ACTIVITIES OF MI THEORY
ACTIVITES LEARNERS
Group discussion Verbal, Interpersonal
Journal writing Intrapersonal Intrapersonal, Verbal
Choreography Musical; Verbal, Interpersonal
Constructing
timelines
Logical,Visual
Designing posters Verbal, Visual-
Communicating with
peers or experts
online
Verbal;
Interpersonal, Intrapersonal
Play Musical, Verbal, Interpersonal;
Visual
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18. USAGE OF MI THEORY IN TEACHING
 Differences may be embraced, diversity will be promoted, and students will feel more
accepted and included in a positive and sensitive classroom environment
 As well, in order to be enrolled in the school, students must fit a certain criteria, such as
a specific grade point average and a strong willingness to learn.
 It will be interesting to revisit the school as a teacher candidate and to digest their
philosophy and school experience with a critical eye and more knowledgeable
perspective.
 As well, as many learning styles were being addressed, students seemed to feel more
comfortable and at ease as they were given opportunities to express themselves and
present information in a variety of ways
 On teaching using the MI theory class become more comfortable place both the
teachers and the students.
 The bond between become strong and more interesting.
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19. EDUCATION IMPLICATIONS
 School authorities must alter the way in which curricula are viewed, and in particular
flexibility introduced to address different student abilities; i.e. a recognition that
students learn in different ways.
 As children do not learn in the same way, they cannot be assessed in a uniform fashion.
Broader assessment methods are needed which are not confined to memory or written-
test orientations
 An integrated and thematic approach to teaching is needed which builds on the prior
knowledge of the student and capitalizes on individual strengths and abilities
(intelligences).
 The provision of flexible learning will require a teacher commitment towards student
responsibility in learning.
 This, of course, may be beneficial in promoting intrinsic student motivation towards the
learning task.
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20. ONLY THESE ARE INTELLIGENCES ?
 According to Gardner, an intelligence is "a
biopsychological potential to process information that
can be activated in a cultural setting to solve problems
or create products that are of value in a culture.
 It is incomplete theory research also going on it
 The intelligences which is in MI theory is not the only
intelligences in the world
 Research is going on. So more intelligence should be
find out
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21. IDENTIFY THE SPECIFIC INTELLIGENCES IS
NECESSARY
 Many teachers who use learning styles and multiple intelligences in their classrooms
wonder how important it is for students to know about these models.
 Experience has taught us that students who understand the models are better able to
understand their own learning profiles, to develop flexibility and adaptability in their
thinking, and to set realistic goals about minimizing learning weaknesses and
maximizing strengths
 If the teacher know their students learning then only s/he able to teach in that way and
wait for a better results. If teacher don’t know their learning style and teach in their own
way then how they except good results.
 Teaching and learning is one way process both should be in same way is compulsory
otherwise the result will be worst
 So the identify the specific intelligences is necessary.
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22. BEST WAY OF TEACHING
 MI-based teaching decreases teacher-centered approach, and increases students centered
approach. Data also revealed that positive students' attitudes towards learning science
increased.
 Through MI-based learning choices, students became more confident in decision-making.
Students' learning was enhanced and teaching repertoire of the teacher was expanded.
 Participating students and the regular classroom teacher demonstrated that cooperative
learning, choice-based activity catered to students' MI.
 Using MI theory in teaching science, successfully increased student motivation and
achievement.
 Ethical concerns were taken into consideration for maintaining confidentiality of the
institution, the teacher, and the students too. While summarizing, challenges were identified
and implications were drawn that provided recommendations for future practices for
implementing MI theory.
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23. IT IS POSSIBLE TO TEACH ONE TOPIC IN
SEVERAL WAY
 Everyone owns different learning styles and preferences. Some people may find that they
have a preferred style of learning or way of encountering the world and less use or
experience with other styles. Others may find that they use different styles in different
situations.
 As teachers, we need to know students’ learning preference, help them to make good use of
their learning styles, and develop ability in less dominant ones. Thus, teachers need to
present information using different styles.
 This variety in presentation of content and overall instructional approach allows students to
learn better and more quickly; especially if the chosen teaching methods used better match
their preferred learning styles. Also, students can learn in other ways, not just in their
preferred style.
 Teachers use the all possible way of teach so that different learners learn it without diffculity.
 It shows that it is possible to teach more than one method when teacher ready to spend time
and classroom as active phrase of students
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24. CRITICISMS
 20 – 30 intelligences may have been convincing
 Are these intelligences or just abilities
 Doesn’t explain why some people are more intelligence then
others
 These intelligences are not all the essential for successful
adaptation
 Ultimately there is no scientific evidence
 It fail to explain these why only these 8 is consider a intelligences
 It is incomplete theory
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25. REFERENCES
 en.wikipedia.org/wiki/Theory_of_multiple_intelligencesen.
 wikipedia.org/wiki/Theory_of_multiple_intelligences
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