Howard Gardner developed the theory of multiple intelligences which states that there are at least seven ways that people understand and perceive the world, including linguistic, logical-mathematical, spatial, bodily-kinesthetic, musical, interpersonal, intrapersonal, and naturalist intelligences. The document discusses each type of intelligence and provides examples of how teachers and students can utilize technologies and activities to support each intelligence in the classroom. It emphasizes the importance of incorporating activities that engage different intelligences to accommodate various learning styles.

1. THEORY OF
MULTIPLE
INTELLIGENCE
S
By: Ariel C & Elisabeth N

2. HOWARD GARDNER
 Is a professor of Cognition and
Education at the Harvard
Graduate School of Education.
 Has received honorary degrees
from twenty-nine colleges and
universities around the world.
 The author of twenty-nine books.
 Created theory of multiple
intelligences which states the
there are at least seven
(intelligences) ways that people
understand and perceive the
world.

3. 1ST INTELLIGENCE:
LINGUISTIC-VERBAL
 Description: Ease in using language; think in
words; sensitivity to rhythm and order
 Teachers usage with technology: Word processing
programs, prompted programs, label-making
programs, word game programs and programs that
require the student to read and answer questions
 Teachers usage without technology: Spelling
tests, writing centers, workbooks, books
 Students usage with technology:
Blogging/journaling, reading
 Students usage without technology: Writing,
telling stories and doing crossword puzzles

4. 2ND INTELLIGENCE:
LOGICAL-MATHEMATICAL
 Description: Ability to engage in inductive and deductive
reasoning; use numbers correctly and categorize, infer,
make generalizations and test hypotheses.
 Teachers usage with technology: Database programs,
spreadsheet programs, problem-solving software,
simulations that allow student to experiment with
problems and observe results and strategy game formats
 Teachers usage without technology: White board
problem solving, jeopardy, math centers, workbooks,
math games, sorting blocks
 Students usage with technology: Flashcard apps,
calculators, excel spreadsheets/ graphs
 Students usage without technology: Homework,
flashcards, graphs and charts, workbooks

5. 3RD INTELLIGENCE:
SPATIAL-VISUAL
 Description: Ability to visualize object and spatial
dimensions, think in images and pictures, like to
draw and design, and enjoy puzzles
 Teachers usage with technology: Draw and paint
programs, graphic production software; reading
programs that use color coding, desktop publishing,
multimedia, concept mapping and atlas
programming
 Teachers usage without technology:
Demonstrations, handouts, visual aids, whiteboards
 Students usage with technology: Power points,
online games, videos
 Students usage without technology: Puzzles,
word searches, Venn diagrams

6. 4TH INTELLIGENCE:
BODY-KINESTHETIC
 Description: Ability to move the body with skill
and control, expertise in using the body to
express ideas and feelings
 Teachers usage with technology: Software
requiring alternate input such as joystick, touch
window or graphics tablet; keyboarding/word
processing programs, software that includes
animated graphics or requires physical
engagement
 Teachers usage without technology: Group
activities, lectures, demonstrations
 Students usage with technology: Tablets,
SMARTboards, calculator
 Students usage without technology: Fitness
exercises, balancing activities, hand gestures

7. MUSICAL
 If one has a musical form of intelligence, they generally are able to:
 Recognize patterns and sounds
 Recognize accurate pitch and rhythm
 Learn through melody and rhythm
 In the classroom, music is integrated through:
 Programs combining music and stories
 Associating letters with music
 Those with musical intelligence are not only able to “discern
musical characteristics,” but are also able to “PRODUCE musical
patterns.” (Smith)

8. INTERPERSONAL
 A person with interpersonal intelligence is able to:
 Understand other people
 Communicate well with others
 Interpret the behavior of others
 In the classroom, interpersonal intelligence is useful with
programs that:
 Include group participation
 Include decision making
 Address social issues
 Those with this intelligence generally have the ability to
understand “the intentions, motivations and desires of other
people.” (Smith)

9. INTRAPERSONAL
 Those with intrapersonal intelligence have
an awareness of:
 Oneself
 Their personal goals
 Their personal emotions and feelings
 In the classroom, intrapersonal intelligence
is useful with programs that:
 Are self-paced
 Encourage self-awareness
 Allow independent work
 In Howard Gardner’s view, it involves having
“an effective working model of ourselves”,
and being able to “use such information to
regulate our lives”. (Smith)

10. NATURALIST
 People with a naturalist form of intelligence
can generally:
 Identify plants
 Identify environmental features
 Develop a sense of cause and effect in relation to
natural occurrences
 Within the classroom, this is beneficial with:
 Experiments
 Strategy games
 Weather probeware
 Naturalist intelligence is very similar to
spiritual intelligence (Smith)
 It enables human beings to “recognize,
categorize and draw upon certain features
of the environment.” (Smith)

11. CLASSROOM IMPLICATIONS
 Often, the most common intelligences exercised in the
classroom are the verbal-linguistic and logical-mathematical
intelligences.
 Unfortunately, the more creative intelligence forms are often
less used
 If a child learns best through a more creative intelligence form, they may
struggle in some lessons
 “A more balanced curriculum that incorporates the arts, self-awareness,
communication, and physical education may be useful in order to
leverage the intelligences that some students may have.” (Learning
Theories)
 Teachers ought to include creative activities, either with a
computer program or a hands-on activity
 Students should try to put a creative spin on each lesson if
they are struggling, or try to find a similar activity online, if
possible.

12. IN OUR CLASSROOM…
 Welove these learning theories because they give an
understanding of the different means by which each person is
best able to learn.
 In our personal classroom, we hope to use as many theories as
possible to incorporate as many learning styles as possible for
each lesson.
 If possible, we will use:
 Technology for games and songs
 Hands-on games and instructions
 Logical and creative lesson plans

13. CREDITS
 Hughes, Amy. Kids Working out. Digital image. Amyhughesfitness.com. N.p,
n.d. Web. 10 Apr. 2014. <http://amyhughesfitness.com/wp-content/uploads/
2013/06/kids-working-out.jpg>.
 N.p. Chalkboard Math Equation. Digital image. Blog.lablearning.com. Digital
Sherpa,n.d. Web. 10 Apr. 2014. <http://blog.lablearning.com/files/
2013/12/Chalkboard_Math_Equation.jpg>.
 N.p. Kid Painting. Digital image. Blog.cityofcapegirardeau. N.p, n.d. Web. 10
Apr. 2014. <http://blog.cityofcapegirardeau.org/wp-content/uploads/2013/06/
Kid-painting.jpg>
 Np. "Multiple Intelligences Theory (Gardner)." Learning Theories RSS. N.p.,
n.d. Web. 11 Apr. 2014
 N.p. Picture of Howard Gardner. Digital image. Howardgardner.com. N.p, n.d.
Web. 10 Apr. 2014. <http://howardgardner.com/biography/>.
 Shelly, Gary B., Glenda A. Gunter, and Randolph E. Gunter. Teachers
Discovering Computers: Integrating Technology In A Connected World.
7th ed. Boston:CengageLearning, 2012. Print.

14. MORE CREDITS
 Smith, Mark K. Howard Gardner, multiple intelligences and education. http://
infed.org/mobi/howard-gardner-multiple-intelligences-and-
education/.N.p.N.dWeb. 9 Aril 2014.
 Nicole Lindsay Green. Intelligences. N.p. N. d. Digital Image. 8 April 2014.
<:// readnicole.wordpress.com/multiple-intelligences/>
 “Multiple Intelligences Theory (Gardner).” http://www.learning-
theories.com/gardners-multiple-intelligences-theory.html. N.p. N. d. Web. 8
April 2014.
 www.ssc.education.ed.ac.uk Digital image. . N.p. N. d. 9 April 2014.
 N. p. Multiple Intelligences. Digital Image. N.p. N. d. 9 April 2014.
<www.indg.in>
 N. p. Music Brain. Digital Image. N.p. N.d. 9 April 2014. <aims-
comenius.wikispaces.com>
 Nambiar, Sheeba. Interpersonal. Digital Image. N.p. N. d. 9 April
2014.<www.buzzle.com>
 Webber, Ellen. Intrapersonal. Digital Image. N.p. N. d. 9 April
2014.<www.brainleadersandlearners.com>
 Shelly, Gary B., Glenda A. Gunter, and Randolph E. Gunter. Teachers
Discovering Computers: Integrating Technology In A Connected
World. 7th ed. Boston:CengageLearning, 2012. Print.