Howard Gardner developed the theory of multiple intelligences which posits that intelligence is not a single entity but rather composed of different capacities. The multiple intelligences test he created helps identify students' preferred learning styles and strengths by assessing their different intelligences such as linguistic, logical-mathematical, musical, bodily-kinesthetic, and more. Developing students through their strengths makes learning more effective and enjoyable as opposed to focusing on their weaknesses.

1. Why do we bother?
AND
Why should we take class time?

2. Dr. Howard Gardner, author,
Frames of Mind and Multiple
Intelligences: The Theory in
Practice
 “Intelligence is the capacity to do something useful in
the society in which we live. Intelligence is the ability
to respond successfully to new situations and the
capacity to learn from one’s past experiences.”

3. Howard Gardner’s
MULTIPLE INTELLIGENCE TEST
 Published in Gardner’s Frames of Mind(1983)
 Created to contribute to field of psychology
 Quickly embraced by education
 Howard Gardner (currently)
 Professor Harvard Graduate School of Education
 Adjunct Boston University School of Medicine
 Senior Director Harvard Project Zero
 Honorary degrees from at least 20 foreign institutions
 Written over 20 highly regarded books on the human
mind, learning and behavior

4. Howard Gardner
 All of that, in spite of his self description, in his
autobiography
 “I was born cross-eyed, myopic, color-blind and unable
to recognize faces. There is hope for us all.”

5. What does it do?
 Provides absolutely pivotal and inescapable indication
as to STUDENT’S
 Preferred learning style
 Behavioral style
 Working style
 Natural strengths
 It indicates not only capabilities, but also the
manner or method in which a person prefers to
learn and develop their strengths
 and also work on their weaknesses.

6. Examples
 A person that is strong
 Musically
 Weak
 Numerically
 Will develop numerically through
 Music
 Not by being bombarded with
 NUMBERS 1234…..7890

7. Examples
 A person that is weak
 Spatially
 Strong
 Numerically
 Will be more likely to develop spatial ability
 If explained and developed by using numbers and logic
 Not by
 Being asked to pack a suitcase

8. Examples
 A person that is weak
 Bodily/kinesthetic
 Strong
 Numerically
 Might best be encouraged to explore numbers through
 Learning the mathematical and scientific relationships
between
 Exercise
 Diet and health

9. Happy relaxed people learn
more readily than unhappy
stressful people!
 The pressure of possible failure and being forced to act
and think unnaturally, have a significant negative
influence on learning effectiveness. . .
MOTIVATION

10. SIMPLE HUH?
 A person’s strength is also a learning channel
 A person’s weakness is not a great learning channel.

11. Develop students through their strengths
and we not only stimulate their
development—we also make them happy
(because everyone enjoys learning in
their strength areas)—and we also grow
their confidence and lift their belief
(because they see they are doing
well, and they get told they are doing
well.)

12. Creating a Class full of
STELLAR STUDENTS
 Developing a student’s strengths will increase their
response to the learning experience, which helps them
to develop their weaknesses
as well as their strengths.

13. A person is “intelligent” or
“unintelligent.”
RIDICULOUS
Students possess a set of intelligences—not just one type
and level of intelligence.
 Intelligence is not a single scalable aspect of a student’s
style and capability
 THE FACT IS THAT WE ARE ALL INTELLIGENT IN
DIFFERENT WAYS!!!

14. Using your MULTIPLE
INTELLIGENCES results,
and your personal learning
experiences. . .
 You will get evidence into the inescapable indication as
to how preferred learning styles, as well as
behavioral and working styles, can be used to
enhance your natural strengths.

15.  The pressure of failure and being forced to act and
think unnaturally. . .
 have a significant negative influence on learning!

16. In life we need people that who
collectively are good at
different things.

17. Intelligence type Capability and perception
Linguistic Words and language
Logical-Mathematical Logic and numbers
Musical Music, sound, rhythm
Bodily-Kinesthetic Body movement control
Spatial-Visual Images and space
Interpersonal Other people’s feelings
Intrapersonal Self-awareness

18. Intelligence Description Typical roles Learning Preferred
type tasks, learning style
activities, or clues
tests
Linguistic Words and Writers, Write a set of Words and
lanuguage lawyers, instructions; language
Written and journalists, speak on a
spoke; speakers, subject; edit a
retention, trainers, written piece of
interpretation copywriters, work; write a
and explanation English and speech,
of ideas and social studies commentate on
information via teachers, poets, an event; apply
language, editors, positive or
understands linguists, negative ‘spin’ to
relationship translators, PR, a story
between consultants, How can I use
communication media the spoken or
and meaning consultants, written word?

19. Intelligence Description Typical roles Learning Preferred
type tasks, learning style
activities, or clues
tests
Logical- Logical Scientists, Perform a Number and
Mathematical thinking, engineers, mental logic
detecting computer arithmetic
patterns, experts, calculation, More on
scientific accountants, create a process reasoning than
reasoning and statisticians, to measure mathematics
deduction; researchers, something
analyze analysts, difficult; analyze
problems, traders, bankers, how a machine
perform bookmakers, works, create a
mathematical insurance process; devise a
calculations, brokers, strategy to
understands negotiators, achieve an aim;
relationships deal-makers, assess the value
between cause trouble-shooters or a business
and effect proposition
towards a How can I bring
tangible in numbers,

20. Intelligence Description Typical roles Learning Preferred
type tasks, learning style
activities, or clues
tests
Musical Musical ability Musicians, Perform a Music, sounds,
Awareness, singer, musical piece; rhythm
appreciation composers, DJ’s, sing a song;
and use of music, review a musical
sound; producers, work, coach
recognition of piano tuners, someone to play
tonal and acoustic a musical
rhythmic engineers, instrument;
patterns, entertainers, specify mood
understands party-planners, music for
relationship environment telephone
between sound and noise systems and
and feeling advisors, voice receptions.
coaches How can I bring
in music or
environmental
sounds, or set
key points in a

21. Intelligence Description Typical roles Learning Preferred
type tasks, learning style
activities, or clues
tests
Bodily- Body Doctors, Juggle; Physical
Kinesthetic movement demonstrators, demonstrate a experience and
control actors, athletes, sports movement,
Manual divers, sports- technique; touch and feel
dexterity, people, soldiers, create a mime to
[physical agility fire-fighters, explain
and balance; eye ergonomists, something; toss
and body crafts-people something;
coordination assess work
station
ergonomics
How can I
involve the
whole body, or
hands-on
experiences?

22. Intelligence Description Typical roles Learning Preferred
type tasks, learning style
activities, or clues
tests
Spatial-Visual Visual and Artists, Design a Pictures, shapes,
spatial designers, costume, images, space-
perception; cartoonists, interpret a 3D
Interpretation story boarders, painting, create
and creation of architects, a room layout,
visual images; photographers, create a
pictorial sculptors, town- corporate logo,
imagination and planners, design a
expression; visionaries, building; pack a
understands inventors, suitcase or the
relationship engineers, trunk of a car.
between images beauty How can I use
and meanings, consultants visual aids,
and between visualization,
space and effect. color, art,
metaphor, or
visual
organizers?

23. Intelligence Description Typical roles Learning Preferred
type tasks, learning style
activities, or clues
tests
interpersonal Perception of Therapists, HR Interpret moods Human contact,
other people’s people, facial communication
feelings mediators, expressions; s, cooperation,
Ability to relate leaders, demonstrate teamwork
to others; counselors, feelings through
interpretation of politicians, body language,
behavior and educators, sales- affect the
communication, people, clergy, feelings of
understand the psychologists, others in a
relationships teachers, planned way;
between people doctors, coach or counsel
and their organizers, another
situations, advertising How can I
including other professionals, engage students
people coaches and in peer or cross-
mentors, age sharing,
cooperative
learning or
large-group

24. Intelligence Description Typical roles Learning Preferred
type tasks, learning style
activities, or clues
tests
intrapersonal Self- Arguably anyone Consider and Self-reflection,
awareness, who is self- decide one’s Self-discovery
Personal aware and own aims and
cognizance, involved in the personal
personal process of changes
objectivity, the changing required to
capacity to personal achieve them
understand thoughts, (not necessarily
oneself, one’s beliefs, reveal this to
relationship to behaviors in others); and
others and the relation to their decide options
world, and one’s situation, other for one’s own
own need for people, their development
and reaction to purpose and How can I
change aims. engage students
in peer or cross-
age sharing,
cooperative
learning or

25.  Many teachers see the theory as simple common sense.
 Some say that it validates what they already know: that
students learn in different ways.
 The challenge that this brings for educators is to know
which students learn in which ways.

26. TO BEGIN TEACHING WITH THE
SEVEN INTELLIGENCES, TRY THE
FOLLOWING:the seven intelligences and the different ways we
 Teach your students about
learn. Help them get better at using these different ways.
 Vary the lessons so students have an opportunity to use all seven intelligences.
 Instead of always using traditional tests, have students demonstrate what
they’ve learned by using different intelligences.
 Help students see how much they have learned by keeping samples of work,
journals, and portfolios.
 Give students a chance to use the different intelligences every day.
 Discuss with them which intelligence they use for each activity.
 Ask students how you can test what they’ve learned.
 To close a unit, have students do projects, exhibits, or performances to
demonstrate what they genuinely understand about what they have learned.
 Check the students interest inventory to see if there is a coorelation with the
intelligence.
 Help students develop their seven intelligences through the opportunity of
exploring a wide variety of learning activities

27. Now couple your reflection on the
Interest Inventory with the MI and the
VAK model---and you will understand
your students as learners
 The VAK was also designed by psychologists and has
been adopted by teachers.
 The MI is one way of looking at thinking styles; VAK is
another.

28. Most people possess a dominant
or preferred learning style. . .
 However, some people have a mixed and evenly
balanced blend of the three
Learning styles descriptions
Visual Seeing and reading
Auditory Listening and speaking
Kinesthetic Touching and doing

29.  Armed with the three evaluative assessments you have
a reference invnetory by which to assess your student’s
preferred learning styles and the most importantly
 Design learning methods and experiences that
match student’s preferences.

30. Using your inventory. . .
visual auditory Kinesthetic/
physical/tactile
Cook a new dish Follow a recipe Call a friend for an Follow your
explanation instinct, tasting as
you cook
Travel directions Look at a map Ask for directions Follow your nose
and maybe a
compass
Teach someone Write instructions Explain verbally Demonstrate and
something let them have a go
You say I see what you I hear what you say I know how you
mean feel
You say Show me Tell me Let me try
You say Watch how I do it Listen to me You have a try
explain it

31. This is a starting point
 Consider how Bloom’s taxonomy fits into the
understanding of the MI, the VAK, and the interest
inventory of each student?
 Consider how does Maslow’s hierarchy of needs fit into
behavior and learning?
 Gardner emphasis that we should not judge and
develop ideas about students with an arbitrary and
narrow definition of ability and intelligence levels.

32. POTENTIAL is the end GOAL
 We need to rediscover and promote the vast range of
capabilities and uniqueness of each student.
 Look for the capabilities each student possesses
 And then set about valuing each student for who they
are, what they can be, and
 HELPING them to grow and fulfill their potential!

33.  Becoming a Multiple Intelligences School,
 by Thomas R. Hoerr
 Eight Ways of Knowing: Teaching for Multiple Intelligences, by
David Lazear
 Frames of Mind: The Theory of Multiple Intelligences,
by Howard Gardner
 Intelligence Reframed: Multiple Intelligences for the 21st
Century, by Howard Gardner
 Multiple Intelligences in the Classroom,
by Thomas Armstrong
 Teaching and Learning Through Multiple Intelligences,
by Linda and Bruce Campbell and Dee Dickinson
 http://www.literacyworks.org/mi/intro/index.html