The document describes Howard Gardner's Theory of Multiple Intelligences which proposes that individuals possess at least eight different types of intelligences that can be strengthened and used to facilitate learning. The theory suggests that students learn best when lessons incorporate activities that align with their specific intelligences such as linguistic, logical-mathematical, spatial, bodily-kinesthetic, musical, interpersonal, intrapersonal, and naturalist. Teachers following this approach aim to develop rich, multi-sensory lessons that allow students to engage with content through their preferred intelligence strengths.

1. Multiple Intelligences
Method
Dr. Howard Earl Gardner

2. Inventor: Dr. Howard
Earl Gardner.
Country of Origin: USA
Harvard University.

3. Theory of Language:
• Language is seen not as an “added-
on” and peripheral skill but as
central to the whole life of the
language learner and user. A multi-
sensory view of language is
required to build a theory of
language, due to the context it
provides for giving the message
meaning and purpose.

4. Theory of Learning:
• Students learn quickly when they use their special ability
in language study and learning.
Syllabus: these stages show the procedures
used when teaching this method:
– Stage 1. Awaken the Intelligence. By many
extrasensory experiences, students discover the
different properties of the objects and events of
their environment.
– Stage 2. Amplify the Intelligence. It can be
strengthened by choosing and comparing the
properties and contexts of experience of these
events and objects have and provide.

5. Theory of Learning (2)
– Stage 3. Teach with/for the Intelligence.
The intelligence is linked to some aspect of
language learning, via worksheets and
small-group work.
– -Stage 4. Transfer of the Intelligence.
Students reflect what they learned in the
previous stages and use them in the out-of-
class world.

6. Dr. Gardner proposes eight different types of
“intelligences”, which are seen as personal
tools each individual possesses to make sense
out of new information and to store it in such a
way that it can be easily retrieved when
needed for use:
Theory of Learning (3)

7. Linguistic Explanation and understanding
through the use of words.
Visual Explanation and comprehension
through the use of pictures, graphs,
maps, etc.
Body/Kinesthetic Ability to use the body to express
ideas, accomplish tasks, create moods,
etc.
Interpersonal Ability to get along with others, work
with others to accomplish tasks.
Mathematical Use of logic and mathematical models
to represent and work with ideas.
Musical Ability to recognize and communicate
using melody, rhythm, and harmony.
Intrapersonal Learning through self-knowledge
leading to understanding of motives,
goals, strengths and weaknesses.
Environmental Ability to recognize elements of the
natural world around us and learn from
them.
Types of Intelligences

8. Role of the Teacher:
Teachers become curriculum developers, lesson
designers and analysts, activity finders or inventors, and,
most critically, orchestrators of a rich array of
multisensory activities within the realistic constraints of
time, space, and resources of the classroom.
Role of the Student:
Students are active learners; they use their
particular intelligences to gain knowledge, or
experiment with each until they find to appropriate
ones for them.
Use of Mother Tongue:
It is not used, but is not forbidden.

9.  Materials:
Linguistic Crosswords, newspapers, Internet,
biographies, autobiographies, books.
Visual Artwork, photographs, posters, charts,
illustrations, cartoons, props for plays,
videos, murals, sculptures.
Body/Kinesthetic Games, experiments, pantomiming,
presentations, dances, aerobics.
Interpersonal Movies, team computer games, wrap
arounds, conversations, conferences.
Mathematical Puzzles, timelines, analogies, patterns,
formulas, abstract symbols, diagrams,
mind maps, computer games.
Musical Background music, raps, jingles, tone
patterns, trios/quartet, choirs, cheers.
Intrapersonal Journals, readings, self evaluation.
Environmental Elements found in nature.

10. Linguistic Speeches, story telling, written reports.
Visual Poster making, use of overhead
projector/ b-board.
Body/Kinesthetic Role playing, co-operative learning.
Interpersonal Co-operative tasks, class discussions,
multiplayer games.
Mathematical Problem solving, riddles.
Musical Choral reading, lyric poems.
Intrapersonal Poetry writing, goal setting,
concentration exercises, meditations,
silent reflection time.
Environmental Outdoor education, nature walk, star
gazing, exploring nature, environmental
studies, field trips, bird watching, ecology
studies, identifying leaves and rocks.
Techniques:

11.  Areas of language that are
emphazised:
All areas are developed, since working
with the Multiple Intelligences requires
the use of all skills.

12. Modes of Interaction
Linguistic T-Ss, Ss-T
Visual T-Ss, Ss-T, Ss-Ss
Body/Kinesthetic Whole class, Ss-Ss, T-Ss
Interpersonal Ss-T, T-Ss
Mathematical Ss-T, T-Ss, Ss-Ss
Musical Whole class, Ss-T, T-Ss
Intrapersonal T-Ss, Ss-T
Environmental Whole class, Ss-Ss, Ss-T

13. • Evaluation:
The forms of Students’ Evaluation vary depending on the
intelligence that is being worked.
♥ Students’ Feelings:
Students’ feelings have a great importance; they
receive a lot of encouragement to develop and use their
particular intelligences. They feel confident, because
they learn the language on their own way.

14. Advantages:
• Students are likely to become more engaged in
learning as they use learning modes that match
their intelligence strengths.
• Students' regular reflection on their learning
broadens their definitions of effective and
acceptable teaching and learning practices.
• Students' increased engagement and success in
learning stimulates teachers to raise their
expectations, initiating a powerful expectation-
response cycle that can lead to greater achievement
levels for all.

15. Disadvantages:
• Multiple intelligences interfere with each other if the
class isn’t planned carefully and the activities are mixed
up.
• Some students might have trouble defining their strong
Intelligences.
• Sometimes, this method lacks support from parents and
teachers, as they consider mathemathical and linguistic
abilities worthier than any other ability.

16. A LESSON GUIDE ON SUGGESTOPEDIA
APPROACH
A. SUBJECT:
B. GRADE LEVEL:
C. TOPIC MATERIAL:
D. OBJECTIVE:
- Cognitive
- Affective
- Psychomotor
E. METHOD: SUGGESTOPEDIA
F. TEACHER – LEARNER INTERACTION
G. POST ACTIVITY – (CONCLUDING PART)

17. A. TOPIC:
B. GRADE LEVEL APPLIED FOR:
C. NAME/TITLE OF STRATEGY:
D. MATERIALS/PROPS NEEDED(IF ANY)
E. PROCEDURES: