The document discusses Howard Gardner's theory of multiple intelligences which proposes that intelligence is made up of several different abilities rather than a single general ability. It outlines various intelligences including verbal-linguistic, logical-mathematical, spatial, bodily-kinesthetic, musical, interpersonal, intrapersonal, naturalist, and suggests existential intelligence. The document also compares old and new views of intelligence and describes different learning styles associated with combinations of sensing, intuition, thinking, and feeling preferences.

2. Students

3. Teachers

5.  Theory of multiple intelligences
› Howard Gardner (1983)
› Model of intelligence that differentiates
intelligence into various specific (primarily
sensory) modalities, rather than seeing it as
dominated by a single general ability.

6. Student A Student B
1. May best learn to multiply through a different approach,
2. May excel in a field outside of mathematics, or
3. May even be looking at and understanding the
multiplication process at a fundamentally deeper level, or
perhaps as an entirely different process.

7. Comparison of Views on Intelligence
Old View New View
• Intelligence was fixed • Intelligence can be
developed
• Intelligence was • Intelligence is not
measured by a number numerically quantifiable
and is exhibited during a
performance or
problem-solving process
• Intelligence was unitary • Intelligence can be
exhibited in many ways –
multiple intelligences

8. Comparison of Views on Intelligence
Old View New View
•Intelligence was • Intelligence is measured
measured in isolation in context / real-life
situations
•Intelligence was used to • Intelligence is used to
sort students and predict understand human
their success capacities and the many
and varied ways students
can achieve.

9. Multiple Intelligences as Dispositions
Disposition / Intelligence:
Verbal-Linguistic
Intelligence
The sounds, meanings,
Sensitivity to: structures, and styles of
language
Speaking, writing, listening,
Inclination for:
reading
Speak effectively (teacher,
religious leader, politician) or
Ability to:
write effectively (poet, journalist,
novelist, copywriter, editor)

10. Multiple Intelligences as Dispositions
Disposition / Intelligence:
Logical-Mathematical
Intelligence
Patterns, numbers and
numerical data, causes and
Sensitivity to:
effects, objective and
quantitative reasoning
Finding patterns, making
calculations, forming and
Inclination for: testing hypotheses, using the
scientific method, deductive
and inductive reasoning
Work effectively with numbers
(accountant, statistician,
Ability to: economist) and reason
effectively (engineer, scientist,
computer programmer)

11. Multiple Intelligences as Dispositions
Disposition / Intelligence: Spatial Intelligence
Colors, shapes, visual puzzles,
Sensitivity to:
symmetry, lines, images
Representing ideas visually,
creating mental images,
Inclination for:
noticing visual details, drawing
and sketching.
Create visually (artists,
photographer, engineer,
Ability to: decorator) and visualize
accurately (tour guide, scout,
ranger)

12. Multiple Intelligences as Dispositions
Disposition / Intelligence:
Bodily-Kinesthetic
Intelligence
Touch, movement, physical self,
Sensitivity to:
athleticism
activities requiring strength,
Inclination for: speed, flexibility, hand-eye
coordination, and balance
Use the hands to fix or create
(mechanic, surgeon, carpenter,
Ability to: sculptor, mason) and use the
body expressively (dancer,
athlete, actor)

13. Multiple Intelligences as Dispositions
Disposition / Intelligence: Musical Intelligence
Tone, beat, tempo, melody,
Sensitivity to:
pitch, sound
Listening, singing, playing an
Inclination for:
instrument
Create music (songwriter,
composer, musician,
Ability to:
conductor) and analyze music
(music critic)

14. Multiple Intelligences as Dispositions
Disposition / Intelligence:
Interpersonal
Intelligence
Body language, moods, voice,
Sensitivity to:
feelings
Noticing and responding to
Inclination for: other people’s feelings and
personalities
Work with people
(administrators, managers,
consultants, teachers) and help
Ability to:
people indentify and overcome
problems (therapists,
psychologists)

15. Multiple Intelligences as Dispositions
Disposition / Intelligence:
Intrapersonal
Intelligence
One’s own strengths,
Sensitivity to:
weaknesses, goals, and desires
Setting goals, assessing personal
Inclination for: abilities and liabilities,
monitoring one’s own thinking
Meditate, reflect, exhibits self-
Ability to: discipline, maintain composure,
and get the most out of oneself.

16. Multiple Intelligences as Dispositions
Disposition / Intelligence: Naturalist Intelligence
Natural objects, plants, animals,
Sensitivity to: naturally occurring patterns,
ecological issues
Identifying and classifying living
Inclination for:
things and natural objects
Analyze ecological and natural
situations and data (ecologists
and rangers), learn from living
Ability to:
things (zoologists, botanist,
veterinarian) and work in
natural settings (hunter, scout)

17. Multiple Intelligences as Dispositions
 Some proponents of multiple intelligence theory proposed
spiritual or religious intelligence.
 Gardner did not want to commit to a spiritual intelligence, but
suggested that an "existential" intelligence
Disposition / Intelligence: Existential
Contemplate phenomena or
questions beyond sensory data,
Ability:
such as the infinite and
infinitesimal
Shamans, priests, mathematicia
ns, physicists, scientists,
Careers:
cosmologists, psychologists and
philosophers.

18. http://www.bgfl.org/bgfl/custom/resources_ftp/client_ftp/ks3/ict/multiple_int/qu
estions/choose_lang.cfm

20. Sensing
(S)
Sensing-Thinking Sensing-Feeling
(ST) (SF)
MASTERY INTERPERSONAL
Thinking STYLE STYLE Feeling
(T) Intuitive-Thinking Intuitive-Feeling (F)
(NT) (NF)
UNDERSTANDING SELF-EXPRESSIVE
STYLE STYLE
Intuition
(N)

21.  Sensing
› Primarily through the senses, what one sees,
hears, touches.
› Sensing people gather facts to learn about
things. Verifies first, then believes.
 Intuitive
› Perceives inner meaning and relationships of
what is occurring.
› Doesn't always believe what s/he sees, instead
looks to what the potential significance might
be.
› Believes first, than verifies.

22.  Thinking
› The thinker looks to the facts, logical truths, and
verifiable information.
› Thinks in terms of cause and effect.
› Based on true or false.
 Feeling
› The feeler places importance on the personal
import of any stimulus rather than on logic.
› Based on like or dislike.

23.  The Sensing-Thinking (ST) or Mastery
Learner
› works in an organized, step-by-step,
methodical manner
 The Sensing-Feeling (SF) or Interpersonal
Learner
› like to process information orally and learn
best if they can personally connect with the
content

24.  The Intuitive-Thinking (NT) or
Understanding Learner
› characterized by logical thinking, perceive
patterns well, and exhibit a strong need to
understand.
 The Intuitive-Feeling (NF) or Self-
Expressive Learner
› the creative learner

25. http://www.learning-styles-online.com/inventory/questions.php?cookieset=y

27. 1. Begin with the end in mind…
› Specific objective - Focused
2. Encourage your students to personalize
the learning goals identified for them.
› Students own the lesson objective
3. Motivation is essential in learning.
› Students – explore, decide, interested,
participate, confident

28. 4. Learning is a social activity.
› Interaction comes learning..
5. Teaching language is more effective and
learning, more meaningful when it is
integrative.
› Listening, speaking, reading and writing
› Strategies – Multiple Intelligence & Learning
Styles
› Interdisciplinary and multidisciplinary teaching

29. › Language structure and form in authentic
contexts
› Life experiences of students
› Research-based instructional strategies
› Integrate values
6. A conducive classroom atmosphere is a
sine qua non of the teaching-learning
process.
› Encourages people to be active

30. › Promotes and facilitates individual discovery
› Personal and subjective nature of learning
› Good and desirable
› Right to make mistakes
› Tolerates ambiguity
› Self-evaluation
› Openness of self
› Trust themselves
› Respect to people

31. › Accepts people
› Confrontation with self and ideas
7. Learning is an active process..
› Constructing meaning
› Engaging with the world
8. Learning is reflective.
› Happens in the mind

32. 9. An approach that allows for ‘more time,
more depth with fewer, more complex
topics’ is more desirable.
› Superficial teaching
10. Emphasize on self-evaluation.
› Evaluate themselves at the end of the lesson

33. 11. Make use of an integrated performance
assessment..
› Learning styles, intelligence, and the real
world
12. Emphasize on real word application that
favors realistic performances over out-
of-context drill items.
› Assessment practices - Performance

34.  http://en.wikipedia.org/wiki/Theory_of_m
ultiple_intelligences#Existential
 http://psychology.about.com/od/educa
tionalpsychology/ss/multiple-intell.htm
 http://www.maryvillecityschools.k12.tn.us
/education/components/scrapbook/def
ault.php?sectiondetailid=11451&sc_id=1
189736803
 http://educatoral.com/learning_styles.ht
ml