Description of multiple intelligences in class

1. MULTIPLE INTELLIGENCES
IN THE CLASSROOM
Classroom
management

2. Please move around the room and fill in the blanks with names of
people. Set appointments to talk about Multiple Intelligences.
Jason
Leo
Valerie
Ana

3. Now, find the people you have an appointment with, and ask the
following questions. Record the answers on the back of the clock
template.
• 8:00 AM
– How do you define intelligence?
• 11:00 AM
– What were your favorite learning activities when you
were a student?
• 2:00 PM
– What does the phrase “Multiple Intelligence” mean to
you?
• 5:00 PM
– Do you usually modify classroom activities to make
them meaningful for several learning styles? Could you
provide an example?

4. During this workshop, you will…
• Reflect on the impact of the multiple intelligences
(MI) theory in your teaching practices.
• Discover how much your own learning style
affects your teaching style.
• Share your previous knowledge about the Multiple
Intelligences to design learning activities.

5. Intelligence
 Ability or abilities to acquire and
use knowledge for solving problems
and adapting to the world
(Woolfolk, 2008).
 Most early theories about the nature
of intelligence involved one or more
of the following 3 themes: (1) the
capacity to learn; (2) the total
knowledge a person has acquired;
and (3) the ability to adapt
successfully to new situations and to
the environment in general.

6. Multiple Intelligences
 Multiple Intelligence Theory
expands our definition of
intelligence.
 There are at least 9 separate
intelligences.
 Gardner stresses that there may be
more kinds of intelligence- 9 is
not a magic number.
1. Linguistic (verbal)
2. Musical
3. Existential
4. Spatial-Visual
5. Logical-Mathematical
6. Bodily-Kinesthetic (movement)
7. Interpersonal (understanding
others)
8. Intrapersonal (understanding
self)
9. Naturalist (observing and
understanding natural and
human-made patterns and

7. Multiple Intelligences
 Individuals may excel in 1 of these 9
areas, but have no remarkable
abilities in the other 8.
 Gardner (1998, 2003) contends that
an intelligence is the ability to solve
problems and create product or
outcomes that are valued by a
culture.
 Varying cultures and eras of history
place different values on the 9
intelligences.

8. Issues
 Pros
– All students will be seen as
successful.
– All different talents of
students will be appreciated.
– A variety of instructional
practices are used.
– Lessons are planned with
more thought.
– Meets individual needs better.
 Cons
– More time is needed for
lessons.
– Assessing students' learning
could be cumbersome.
– Uniting a staff would be
difficult.
– More supplies would be
needed.

9. Criticisms
 Gardner’s multiple intelligences
theory has not received wide
acceptance in the scientific
community, eventhough it has
been embraced by many
educators.
 Some critics suggest that several
intelligences are really talents
(bodily-kinesthetic skill, musical
ability) or personality traits
(interpersonal ability).
 Other “intelligences” are not
new at all.

10. Criticisms
 Many researchers have identified verbal and
spatial abilities as elements of intelligence.
 The 8 intelligences are not independent; there
are correlations among the abilities.
 Logical-mathematical and spatial intelligences
are highly correlated (Sattler, 2001). So, these
“separate abilities” may not be separate after
all.
 Recent evidence linking musical and spatial
abilities has prompted Gardner to consider that
there may be connections among the
intelligences (Gardner, 1998).

11. Gardner’s Response to Critics
 Gardner (1998, 2003) has responded to critics
by identifying a number of myths and
misconceptions about multiple intelligences
theory and schooling.
 One is that intelligences are the same as
learning styles (characteristic approaches to
learning and studying.
 Another misconception is that multiple
intelligences theory disproves the idea of g
(general knowledge).
 Gardner does not deny the existence
of a general ability, but does
question how useful g is as an
explanation for human
achievements.

12. Multiple Intelligences
 An advantage of
Gardner’s perspective is
that it expands
teachers’ thinking
about abilities and
avenues for teaching,
but the theory has been
misused.
 Some educators
embrace a simplistic
version.
 They include every
“intelligence” in every
lesson, no matter how
inappropriate.

13. Linguistic Intelligence
Gardner's Definition:
Linguistic Intelligence (Word Smart) is the capacity to use language, your
native language, and perhaps other languages, to express what's on your
mind and to understand other people.
Criteria Used for Linguistic Intelligence
•Can understand words and manipulate the structure of
language
•Has highly developed communication skills including
writing, speaking, and story-telling
•Knows and correctly uses rules of grammar
•Enjoys reading, writing, and speaking
•Has a large vocabulary
This person learns best by:
•Saying, hearing, and seeing words
•Writing
•Talking

14. Activities
Book reporting
Telling jokes
Writing words
Reading
Journal writing
Speaking
•Letter writing
•Storytelling
•Discussing
•Creative writing
•Debating
•Persuading
Learning Style Effect on Teaching
The
Verbal/Linguistic
Learner
This teacher stresses a curriculum based
on language—reading, writing, and
speaking.
The Effects of Teachers’ Learning
Styles on Teaching

15. 15
People who exhibit developed
linguistic intelligence include:
• Poets
• Authors
• Reporters
• Speakers
• Attorneys
• Talk-show
hosts
• Politicians
• Teachers
• Lecturers

17. •Analyzing
•Logic Games
•Numbers
•Outlining
•Patterns
•Problem Solving
•Reasoning
•Synthesis
•Sequencing
•Rational Thinking
•Scientific Thinking
•Statistics
Activities
The Effects of Teachers’ Learning Styles on Teaching
Learning Style Effect on Teaching
The Logical/Mathematical
Learner
This teacher tends to concentrate on
concepts that are both logical and
abstract.
Make a deliberate effort to focus on the fact that it is appropriate for students to be
artistic and to think in intuitive leaps.

18. 18
People who exhibit developed
logical-mathematical intelligence
include:
• Mathematicians
• Engineers
• Physicists
• Researchers
• Astronomers
• Scientists

19. Spatial IntelligenceSpatial intelligence is the brain’s ability to perceive and interpret visual stimuli.
In other words, it’s how our minds process what we see. Although not very
recognized, spatial intelligence is very important in the arts and in everyday life.
activities
Brochures
Collages
Designs
Drawings
Flow Charts
Mapping
Molding Clay
Patterns
The Effects of Teachers’ Learning Styles on Teaching
Painting
Photography
Posters
Pretending
Sculpting
Visualization
Idea Sketching
Labeling
Learning Style Effect on Teaching
The Visual/Spatial
Learner
This teacher will provide
a great learning
environment for visual
learners. The artistic
students will do well in
this classroom.
Build in adequate opportunities for
students who are linguistic learners and for
those who feel artistically inhibited.

20. 20
People who exhibit developed
spatial intelligence include:
• Sailors
• Engineers
• Surgeons
• Sculptors
• Painters
• Cartographers
• Architects

21. Bodily-Kinesthetic Intelligence
It is expertise in using one’s whole body to express ideas and feelings.
Examples: acting, dancing, sports, and using body language
It is the ability to use one’s hands to produce or transform things.
Examples: sculpting clay and hands-on learning
Acting
Charades
Collections
Demonstrations
Experiments
Field Trips
Gymnastics
Activities
Learning Style Effect on Teaching
The
Bodily/Kinesthetic
Learner
This teacher will encourage
experiential learning and
have lots of movement in
class. It may be a challenge
to both the logical learner and
the intrapersonal learner.
The Effects of Teachers’ Learning Styles on Teaching

22. 22
People who exhibit
developed bodily-
kinesthetic intelligence
include:• Actors
• Dancers
• Swimmers
• Acrobats
• Athletes
• Jugglers
• Instrumentalists
• Artisans

23. Musical IntelligenceBeing musically intelligent
means that you are able to
distinguish the sounds around
you and that you have the
ability to make your own
melodies. Even if you are only
singing a song or making
music, you are using your
musical intelligence!
If you are musically intelligent,
you are able to:
• Perceive
• Discriminate
• Transform
• Express
All kinds of musical forms
Learning Style Effect on Teaching
The
Musical/Rhythmic
Learner
This teacher will tend to have a
relaxed classroom but may find
it harder to relate to those
students who are not “in tune
with” music.
The Effects of Teachers’ Learning Styles on Teaching

24. Activities
The following is a list of activities that can be used in a classroom
or anywhere else to enhance one’s own musical intelligence.
• Sing Ballads
• Create Chants
• Create Concept Songs
• Discographies (lists of
musical selections to
enhance what you are
learning or teaching.)
• Environmental Sounds
• Humming
• Illustrate With Sounds
• Rhythms
• Instrumental sounds
• Listening
• Lyrics
• Mood Music
• Music Composition or creation
• Musical concepts
• Musical Performance
• Percussion and Raps
• Reproduce sounds and rhythms
• Singing and Songs
• Vocal Sounds and Tonal
Patterns

25. 25
People who exhibit developed
musical intelligence include:
• Singers
• Composers
• Instrumentalists
• Conductors
• People who enjoy, understand, use, create,
perform, and appreciate music and/or
elements of music

26. Interpersonal Intelligence
Gardner's Definition:
• Interpersonal intelligence, (people smart), is
understanding other people. It’s an ability we all
need, but is at a premium if you are a teacher,
clinician, salesperson, or a politician. Anybody
who deals with other people has to be skilled in
the interpersonal sphere.
Be sensitive to the students who need to be alone in order to
create, to learn, or just to be.
The Effects of Teachers’ Learning Styles on Teaching
Learning Style Effect on Teaching
The Interpersonal
Learner
This teacher generally uses cooperative
learning in the classroom. Students will feel
free to interact and are expected to do so;
perfect for the extrovert.

27. 27
People who exhibit
developed inter-personal
intelligence include:
• Politicians
• Religious leaders
• Counselors
• People in the helping
professions

28. “What is intrapersonal intelligence?”
Intrapersonal intelligence is self-knowledge and the ability
to act adaptively on the basis of that knowledge. This
intelligence includes having an accurate picture of oneself
(one’s strengths and weaknesses); awareness of inner
moods, intentions, motivations, temperaments, and desires;
and the capacity for self-discipline, self-understanding,
and self-esteem. Essentially, it’s how well you know
yourself.
Learning Style Effect on Teaching
The Intrapersonal
Learner
This teacher will be a great support for the
student who has trouble functioning in groups.
The Effects of Teachers’ Learning Styles on Teaching

29. 29
People who exhibit
developed intra-personal
intelligence include:
• Novelists
• Therapists
• Sages
• Psychologists
• Philosophers

30. * Recognizes and can name many different types of trees,
flowers, and plants.
* Has an interest in and good knowledge of how the body
works and keeps abreast of health issues.
* Is conscious of tracks, nests, and wildlife on a walk and can
“read” weather signs.
* Has an understanding of, and interest in, the main global
environmental issues.
Naturalist Intelligence
Naturalistic Learner
If you have strong naturalistic intelligence
you might learn better by
* Studying outside
* Smelling, seeing touching, tasting,
* Observing natural phenomenon

31. 31
People who exhibit developed
naturalistic intelligence include:
• Farmers
• Ranchers
• Hunters
• Gardeners
• Animal handlers
• Botanists
• Geologists

32. 32
Existential Intelligence
• Existential Intelligence is sensitivity and
capacity to tackle deep questions about
human existence.

33. 33
• People who exhibit developed
existential intelligence include:
• Theologians
• Philosophers
• Spiritual advisors

34. Test
Part I
Multiple intelligence Test
Part II
Now carry forward your total each
section and multiply by 10 below.
Part III
Now plot your scores on the bar graph
provided.

35. Questions
- How many multiple intelligences are there?
- How many Learning styles are associated to
the multiple intelligence?
- Who was the mentor the multiple
intellineces?
- What is the advantage of apply mutiple
intelligence?

36. Resources
• http://esl.about.com/od/teachingenglish/a/l_multiple.htm
• http://literacyworks.org/mi/assessment/findyourstrengths.html
• http://iteslj.org/Techniques/Bas-IntegratingMultipleIntelligences.html
• Antunes, Celso A. (2002) Las Inteligencias Múltiples: Cómo estimularlas y Desarrollarlas.
México: Editorial Alfaomega
• Laitta, Cristine. Weakland, Mark. (2002) The Dramatically Different Classroom. United
States: Kagan Publishing.
• Richards, J.C. & Rodgers, T.S. (2001) Approaches and Methods in Language Teaching,
Second Edition. Cambridge: Cambridge University Press.

37. www.ldprpride.net/learningstyles