This document provides an overview of Howard Gardner's theory of multiple intelligences. It discusses how Gardner challenged the traditional view of intelligence as a single general capacity, and instead proposed there are at least eight relatively independent intelligences: linguistic, logical-mathematical, spatial, bodily-kinesthetic, musical, interpersonal, intrapersonal, and naturalist. The document outlines each of these intelligences and their implications for teaching practices, including presenting materials in different ways to appeal to varied intelligences and assessing students through various techniques rather than standardized tests alone.

1. Lesson Planning
Session #2
Multiple Intelligences in the
Classroom
Pam Harrington
&
Chris Brands

2. Overview
• Traditional Intelligences Vs. Multiple
Intelligences
• Howard Gardner
• Definition of Intelligences
• Impact on the classroom

3. How do we measure intelligence?
• Who in the last picture is the most
“intelligent”?
• How would we test that?
– IQ test?
– What does an IQ test measure?
• Traditionally in schools, which type of
knowledge is most valued?

4. Traditional Intelligence
• According to a traditional definition,
intelligence is a uniform cognitive capacity
people are born with. This capacity can be
easily measured by short-answer tests.

5. Howard Gardner
Developmental Psychologist
at Harvard University
*1983 Developed a theory of
Multiple Intelligences (7)
* 1999 Developed an 8th
intelligence (and a
controversial 9th
)

6. Gardner’s Definition of Intelligence
• According to Howard Gardner, intelligence
is:
– The ability to create an effective product or
offer a service that is valued in a culture;
– A set of skills that make it possible for a
person to solve problems in life;
– The potential for finding or creating solutions
for problems, which involves gathering new
knowledge.

7. Thomas Armstrong (an educator): “This book
emerged from my work over the past fourteen
years in applying Howard Gardner’s theory of
multiple intelligences to the issues of classroom
teaching.”

8. Traditional Theory Gardner’s Theory
Intelligence can be measured by short
answer tests. IQ
Short answer tests only measure rote
memorization, not deep understanding
People are born with a fixed amount
of intelligence
Humans have all of the intelligences,
but each person has a unique
combination, or profile.
Intelligence level does not change
over a lifetime.
Intelligences can be improved through
education or other ways.
Intelligence consists of ability in logic
and language
There are many different types of
intelligences
Teachers teach the same material to
everyone
Teachers teach and assess differently
based on individual intellectual
strengths.
Teachers teach a topic or “subject” Teachers develop strategies that allow
for students to demonstrate multiple
ways of understanding

9. Gardner claims that individuals possess at least
eight independent types of intelligence (2004).
Logical-
Mathematical
Bodily-
Kinesthetic
Linguistic
Naturalist
Intrapersonal
Interpersonal
Musical
Spatial
Eight
Intelligences

10. What are the Multiple Intelligences?
• Verbal-Linguistic Intelligence -- well-developed verbal skills and
sensitivity to the sounds, meanings and rhythms of words
• Mathematical-Logical Intelligence -- ability to think conceptually
and abstractly, and capacity to discern logical or numerical patterns
• Musical Intelligence -- ability to produce and appreciate rhythm,
pitch and timber
• Visual-Spatial Intelligence -- capacity to think in images and
pictures, to visualize accurately and abstractly
• Bodily-Kinesthetic Intelligence -- ability to control one's body
movements and to handle objects skillfully
• Interpersonal Intelligence -- capacity to detect and respond
appropriately to the moods, motivations and desires of others.
• Intrapersonal Intelligence -- capacity to be self-aware and in tune
with inner feelings, values, beliefs and thinking processes
• Naturalist Intelligence -- ability to recognize and categorize
plants, animals and other objects in nature

11. Verbal-Linguistic Intelligence
• The ability to use words
effectively (both spoken
and written).
For example:
• Politician, playwright,
editor, journalist.
Your classroom?

12. Mathematical-Logical
Intelligence
• The capacity to use
numbers effectively and
to reason well.
• to categorize, classify,
make inferences, etc.
For example:
• CPA, computer
programmer, scientist
Your classroom?

13. Musical Intelligence
• Sensitivity to the rhythm,
pitch or melody and
timbre or tone color of a
musical piece
• The capacity to perceive,
discriminate, transfer, and
express music
For example:
Musician, performer, critic
Your classroom?

14. Visual-Spatial Intelligence
• Involves sensitivity to
color, line, shape, form,
space, and the
relationships that exist
between them.
For example:
• Architect, pilot, artist,
interior design
Your classroom?

15. Bodily-Kinesthetic Intelligence
• Skill in using one’s
whole body to
express ideas and
feelings
For example:
• Surgeons, athletes,
actors
Your classroom?

16. Interpersonal Intelligence
• Sensitivities to the
moods, intentions,
motivations, and
feelings of others.
For example:
• Salesman, educator,
motivational speaker
Your classroom?

17. Intrapersonal Intelligence
• Self-knowledge and the
ability to act adaptively on
the basis of that
knowledge.
For example:
• Inventor, yoga instructor
Your classroom?

18. Naturalist Intelligence
• Expertise in the recognition
and classification of the
numerous species of an
individual’s environment.
For example:
• Naturalist, park ranger, fishing
guide
Your classroom?

19. Assess Yourself
• Why is it important for you to know which
intelligence is your strongest?
– To make yourself aware of your bias
• Why is it important for you to know the
preferred intelligence of your students?
– To better adapt your materials

20. "The way to determine what intelligences
are in play is to identify the objective of
the task at hand."
-Walter McKenzie

21. Impact on the classroom/curriculum
• Value all students
– Equitable education
• Present materials in
different ways
– Appeal to different
intelligences
• Assess students fairly
– Not standardized tests
– Various testing
techniques

22. Multiple Intelligences Unit
• You will be given a Learning Scenario
• In groups of 4 or 5, you will develop
activities around the learning scenario
which tap into the multiple intelligences
• I will come around to offer you which
multiple intelligences your group will have.

23. Resources
• http://www.thirteen.org/edonline/concept2class
• http://www.questgarden.com/12/56/4/0601202