multiple intelligence and its strategies

1. SYMPOSIUM
CHIRAYU K.C. BAJAJ COLLEGE OF
EDUCATION POST GRADUATE
DEPARTMENT OF EDUCATION, NAGPUR
SESSION 2017-19

2. A SYMPOSIUM ON
STRATEGIES TO ENHANCE
MULTIPLE INTELLIGENCES
OF STUDENTS
SUBMITTED BY:
HARSHITA ANKIT AGRAWAL
M.Ed (1st Semester)

3. Howard Gardner
• Harvard Graduate School of
Education
• Hobbs Professor of
Cognition and Education
• Co-Director of Project Zero
• Boston University School of
Medicine
• Adjunct Prof. Of Neurology
• Author of 16 books

4. We are all smart.
We are smart in different ways.
One way is not better than another…

5. What is Intelligence?
• “The ability to solve problems or to create products that
are valued within one or more cultural settings.”
-Frames of Mind: The Theory of Multiple Intelligences (1983)
• “A bio-psychological potential to process information that
can be activated in a cultural setting to solve problems or
create products that are of value in a culture.”
-Intelligence Reframed (1999)

6. Gardner tells us that he believes that
intelligence is the:
• ability to solve problems that one encounters in
real life.
• ability to generate new problems to solve.
• ability to make something or offer a service that
is valued within one’s culture.

8. • The Theory of Multiple Intelligences was created by Dr.
Howard Gardner in 1983.
• Gardner’s theory places an emphasis on the idea that the
traditional understanding of intelligence by means of IQ
testing is far too limited.
• To broaden this notion of intelligence, Gardner introduced
eight different types of intelligences consisting of :
Logical/Mathematical, Linguistic, Musical, Spatial, Bodily-
Kinesthetic, Naturalist, Interpersonal and intrapersonal.

9. • He suggested that all individuals have personal
intelligence profiles that consist of combinations
of these different intelligence types.
• Each person may have different intelligence.
• Even everyone can possess more than one of it .

13. According to Dr. Gardner the eight types of multiple intelligences are as
follows:
1. Verbal-linguistic Intelligence (well-developed verbal skills and
sensitivity to the sounds, meanings and rhythms of words)
2. Logical-mathematical Intelligence (ability to think conceptually and
abstractly, and capacity to discern logical and numerical patterns)
3. Spatial-visual Intelligence (capacity to think in images and pictures,
to visualize accurately and abstractly)
4. Bodily-kinesthetic Intelligence (ability to control one’s body
movements and to handle objects skilfully)

14. 5. Musical Intelligences (ability to produce and appreciate rhythm,
pitch and timber)
6. Interpersonal Intelligence (capacity to detect and respond
appropriately to the moods, motivations and desires of others)
7. Intrapersonal Intelligence(capacity to be self-aware and in tune with
inner feelings, values, beliefs and thinking processes)
8. Naturalist Intelligence (ability to recognize and categorize plants,
animals and other objects in nature)

16. If you have strong linguistic Intelligence
you might learn better by
 Reading
 Memorizing
 Playing word games (Scrabble,
Anagrams, Password)
 Using the internet
 ability to use words and language.
These learners have highly developed auditory skills and are generally
elegant speakers. They think in words rather than pictures.

18. If you have strong logical-mathematical
intelligence you might learn better by
 Recording information systematically
 Playing strategy games (Chess, Checkers)
 Analysing data
 Asking logical questions
 Using the internet
 ability to use reason, logic and numbers.
These learners think conceptually in logical and numerical patterns
making connections between pieces of information. Always curious
about the world around them, these learner ask lots of questions and
like to do experiments.

20.  ability to perceive the visual.
These learners tend to think in pictures and need to create vivid
mental images to retain information. They enjoy looking at maps,
charts, pictures, videos, and movies.
If you have strong visual intelligence
you might learn better by
 Studying pictures
 Watching videos
 Using visual, tangible aids
 Doing mazes, puzzles
 Making predictions
 Using the internet.

22.  ability to control body movements and handle objects skilfully.
These learners express themselves through movement. They have a
good sense of balance and eye-hand coordination. (e.g. ball play,
balancing beams). Through interacting with the space around them,
they are able to remember and process information.
If you have strong bodily-kinesthetic
intelligence you might learn better by
 Doing role plays.
 Exercising while reviewing
 Visiting museums, institutions, parks
 Asking logical questions
 Using the internet

24.  ability to produce and appreciate music.
These musically inclined learners think in sounds, rhythms and patterns.
They immediately respond to music either appreciating or criticizing
what they hear. Many of them are sensitive to environmental sounds.
If you have strong musical intelligence you
might learn better by
 Listening to recordings
 Talking to yourself
 Making up songs
 Mentally repeating information
 Reading aloud
 Changing tempo

26. ability to relate and understand others.
These learners try to see things from other people's point of view in
order to understand how they think and feel. They are great organizers.
Generally they try to maintain peace in group settings and encourage
co-operation.
If you have strong interpersonal intelligence
you might learn better by
 Studying in groups
 Comparing information with others
 Interviewing experts
 Relating personal experiences
 Doing cooperative projects

28.  ability to self-reflect and be aware of one's inner state of
being.
These learners try to understand their inner feelings, dreams,
relationships with others, and strengths and weaknesses.
If you have strong intrapersonal
intelligence you might learn better by
 Avoiding distractions
 Establishing personal goals
 Working alone
 Relating personal experiences.

30.  Abilities to recognize plants and animals, to make distinctions in
the natural world, to understand systems and define categories
These learners recognize 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. Has an understanding of,
and interest in, the main global environmental issues.
If you have strong naturalistic intelligence
you might learn better by
 Studying outside
 Learning in the presence of plants & pets
 Relating environmental issues to topics
 Smelling, seeing touching, tasting
 Observing natural phenomenon

32. ability to be sensitive to, or have the capacity for, conceptualizing or
tackling deeper or larger questions about human existence.
 Professor Gardner has offered a preliminary definition
as: “Individuals who exhibit the proclivity to pose and ponder
questions about life, death, and ultimate realities.
 These may be those children who can be described as “fully aware”
of the cosmos — of its diversity, complexity, interconnected threads,
its wonder. Hence. It is also called spiritual intelligence or cosmo
smarts.
 These are the children who appear to have a sixth sense, they may be
highly intuitive and insightful, even what some might describe as
psychic.

33. Traditional View of
"Intelligence"
- Intelligence can be measured by
short-answer tests
-People are born with a fixed
amount of intelligence.
- Intelligence level does not change
over a lifetime.
"Multiple Intelligences"
Theory
- Short answer tests are not used because
they do not measure disciplinary
mastery or deep understanding. They
only measure rote memorization skills
and one's ability to do well on short
answer tests.
- Human beings have all of the
intelligences, but each person has a
unique combination, or profile
- We can all improve each of the
intelligences, though some people will
improve more readily in one intelligence
area than in others

34. Traditional View of
"Intelligence"
"Multiple Intelligences"
Theory
- Intelligence consists of ability in
logic and language.
- In traditional practice, teachers
teach the same material to
everyone.
- Teachers teach a topic or
"subject."
- There are many more types of
intelligence which reflect different ways
of interacting with the world.
- M.I. pedagogy implies that teachers
teach and assess differently based on
individual intellectual strengths and
weaknesses.
- Teachers structure learning activities
around an issue or question and connect
subjects. Teachers develop strategies
that allow for students to demonstrate
multiple ways of understanding and
value their uniqueness.