Gardner's Theory of Multiple Intelligences


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Explains Gardner's theory of Multiple Intelligence's and how teachers and students can integrate technology while using this theory.

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Gardner's Theory of Multiple Intelligences

  1. 1. By: TM, MG, JM, JV, and ER
  2. 2. Howard Gardner: Created the theory of multiple intelligences Many years of research He concluded that there are eight different forms of intelligence to observe and comprehend the world around us Claims that most people have one or two dominant Currently is the Senior Director of Project Zero Currently a professor at HarvardGardner by ~M00SE-Lee; Graduate School of Education
  3. 3. Mindy L. Kornhaber: • Researcher who is also involved with Project Zero. • Identified a number of reasons why teachers and policymakers in North America have responded positively to Howard Gardners multiple intelligences, it is because of everyday experience.David Riesman, Erik Erikson, and Jerome Bruner: • Created knowledge on human beings which created a spark for Howard Gardner and led him to his own research methods on human natureJohn Dewey: • Much Gardner’s research and information come from the work of this man
  4. 4.  Researched by Howard Gardner Looked at gifted and typical students and adults w/ brain damage Eight main intelligences used to perceive and understand the world Use all 8 but some are more dominant Classroom. by ~alexloony: Classroom- 65038430
  5. 5. Gardner’s Intelligences By: Tracy Ostwald-Kowald
  6. 6. Verbal: Word processing programs, word games, anddifferent programs that require the students to read and answerquestions.Mathematical: Uses database, spreadsheet, and problem-solving software programs that allow students to experiment w/problems and observe results, as well as strategy gameformats.Visual: Directs students to drawing and painting programs;graphic production software, reading programs that use visualclues like color coding, multimedia, etc.
  7. 7. Kinesthetic: Include keyboard/word processing programs, graphic programs that produce blueprints for 3D models, and software that includes animated graphics and requires physical engagement during lesson. Musical : Combine stories with songs, reading programs that associate sounds and letters with music, and programs that allow students to create their own songs and multimedia. Interpersonal: Use telecommunications programs that address social issues and include group participation or decisionmath 2 by ~cadrre; making, programs that turn learning into a social activity, and games that requireart/math-2-37632848 two or more students to work together.
  8. 8. Verbal: Use language, have students think in words,produce sensitivity to rhythm and order, writing, reading,telling stories, and doing crossword puzzlesMathematical: Have students engage in inductive anddeductive reasoning; use numbers effectively and categorize,infer, and test hypothesesVisual: Have students visualize objects and spatialdimensions, think in images and pictures, draw, design, andcreate puzzlesKinesthetic: Engage students ability to move the body withskill and control, expertise in using the body to express ideasand feelingsMusical: Engage students ability to recognize patterns andsounds; sensitivity to pitch and rhythm; think in tones andlearn through rhythm and melody
  9. 9. Interpersonal: Focus on students ability to understand andcommunicate effectively with others, understand them, and interprettheir behavior. Have them work in groups on work.Intrapersonal: Help students to gain an awareness of oneself,goals, and emotions. Ability to use the knowledge of one’s ownfeelings for personal understanding. Teacher can have studentswrite out goals and how they will attain them.Naturalist: Create awareness in students of the natural worldaround them, identify people, plants, and other environmentalfeatures. Can develop a sense of cause/effect in relation at naturaloccurrences, and to test hypotheses. Have an in class terrarium orplant.
  10. 10. Linguistic-verbal: script using technologies such as mp3’sLogical-mathematical: Strengths in areas such as adding, subtracting, and making patterns in their heads. No trouble solving problems in statistical matters Math and most science classes easySpatial-visual: Creating graphics such as models, graphs, and charts.Body-Kinesthetic: Work on projects in classes such as anatomy and science by applying it to their own body
  11. 11. Musical: Use technology to create sound, in hopes of pursuing an education through music. Will use technology to create music, which will inevitably give them experience working with various software programs. Interpersonal: Will be able to adapt to different forms easily and change what they are used to, so they can use a new technology easily. Intrapersonal:Computer by ~lulu2000; Use technology and the internal knowledge they have to build their intelligence of technology to the best/computer-41052867 of their ability. Naturalist: Able to use technology to make spreadsheets using observations they have made from the environment.
  12. 12. Linguistic-verbal: • Develop proper speeches, • Very detailed in their explanations • Improve writingLogical-mathematical: • Easy time creating charts, spreadsheets, graphs, etc. • Enjoy activities such as engineering computers.Spatial-visual: • Excel in creating images in their head to enhance problem solving. • Thrive in the art classroomBody-kinesthetic: • P.E, sports, and science will be these students strong points • Great interest in the body and how it works • Easy time recognizing their body conditions, and know when to take a break
  13. 13. Musical: No difficulty interpreting words and remembering them Absolutely auditory learners and will thrive in the music classroomInterpersonal: Easy time relating to classmates Speech-making will be an ease as they are able to connect with their audience.Intrapersonal: ◦ Very aware of themselves. Because of this they are able to further their education.Naturalist: This kind of learner is very aware of the nature.
  14. 14. Gardner’s theory ofmultiple intelligences can helpteachers reach out to eachstudent so that the student is ableto do his or her best. Although wemay not be able to use all eightintelligences in every singlelesson we plan, we can attemptto include as many as possible.Once students complete amultiple intelligence test then wecan choose which activities willreach out to the majority of ourclassroom. Multiple Inelligences by ~MrBlueSky225;
  15. 15. Some examples include: Linguistic-Verbal: writing a traditional book report Logical-Mathematical: creating a chart that keeps track of the suspense of the book Spatial-Visual: creating a comic of a chapter of the book Body-Kinesthetic: making a diorama of a scene Musical: creating a song, or making a cd and explaining why these songs were chosen to explain the book Interpersonal: working in a small group to present a scene or a round table discussion about the book Intrapersonal: keeping a journal about his/her personal reactions to the book
  16. 16.  Ostwald-Kowald, T. (2013, January 18). Understanding your students learning style: The theory of multiple intelligences. Retrieved from 18/Understanding-Your-Student-s-Learning-Style-The-Theory-of- Multiple-Intelligences.aspx Shelly, G. B., Gunter, G. A., & Gunter, R. E. (2012).Teachers discovering computers: Integrating technology in a connected world. (7th ed., pp. 263-265). Boston, MA: Course Technology: CENGAGE Learning. DOI: Lamb, A., & Johnson, L. (2000). Technology and multiple intelligences. Retrieved from