Haward Gardener's theory of Multiple Intelligences!

1. Methods ofTeaching English
Multiple Intelligences
Uzma Yousaf
MA ( ELTL) - SS/2020-1418

2. Howard Gardner of Harvard University first came up with the
theory of multiple intelligences in 1983. Gardner argues that
there are eight types of intelligence, far more than the standard
I.Q. test can account for. People can have varying levels of each
intelligence, and they can change over time.
He goes on to say that these multiple intelligences “challenge an
educational system that assumes that everyone can learn the
same materials in the same way and that a uniform, universal
measure suffices to test student learning.”
Gardner argues that schools and teachers should teach in a way
that supports all types of intelligences, not just the traditional
ones such as linguistic and logical intelligences.

3. The Eight Intelligences are followed as:
1. Linguistic Intelligence (“word smart”)
2. Logical-Mathematical Intelligence (“number/reasoning smart”)
3. Visual-Spatial Intelligence (“picture smart”)
4. Bodily-Kinesthetic Intelligence (“body smart”)
5. Musical Intelligence (“music smart”)
6. Interpersonal Intelligence (“people smart”)
7. Intrapersonal Intelligence (“self smart”)
8. Naturalist Intelligence (“nature smart”)

4. Linguistic intelligence, refered to verbal-linguistic intelligence.
It is about knowledge of language use, production, and
possibilities.
Linguistic Intelligence (“word smart”)
Teaching for Linguistic Intelligence:
Use the following activities and techniques for students
and groups with high linguistic intelligence:
 Use creative writing activities such as poetry or script
writing
 Set up class debates
 Allow for formal speaking opportunities
 Use humor, such as joke writing or telling
 Make sure there are plenty of reading opportunities

5. Logical-mathematical intelligence is commonly thought of as “scientific
thinking,” or the ability to reason, work with abstract symbols, recognize
patterns, and see connections between separate pieces of information. It
makes it possible to go through the scientific process of calculating,
quantifying, hypothesizing, and concluding.
Logical-Mathematical Intelligence (“number/reasoning smart”)
Teaching for Logical-Mathematical Intelligence:
Use the following activities and techniques for students and groups with
high logical-mathematical intelligence:
 Provide opportunities for problem solving
 Involve calculations
 Create activities that involve deciphering a code
 Use pattern or logic games
 Organize new information in an outline format

6. Visual-spatial intelligence is all about the visual arts, graphics, and
architecture.This type of intelligence allows people to visualize objects from
different perspectives and in different ways, use objects within space, form
mental images, and think in three-dimensions.
Visual-Spatial Intelligence (“picture smart”)
Teaching for Visual-Spatial Intelligence:
Use the following activities and techniques for students and groups with high
visual-spatial intelligence:
 Use mind mapping techniques
 Use guided visualizations or verbal imagery
 Provide opportunities for artistic expression using a variety of mediums
(paint, clay, etc.)
 Allow for make-believe or fantasy
 Create collages for visual representations

7. Bodily-kinesthetic intelligence is the ability to use the body to express
emotion, play games, or create new products. It is commonly referred to as
“learning by doing.”This type of intelligence enables people to manipulate
objects and the body.
Bodily-Kinesthetic Intelligence (“body smart”)
Teaching for Bodily-Kinesthetic Intelligence:
Use the following activities and techniques for students and groups with high
bodily-kinesthetic intelligence:
 Use body sculpture
 Use of role playing, miming, or charade games
 Allow for physical exercise, dance, or martial arts
 Create opportunities for dramatic arts such as skits
 Use human graphs

8. Musical intelligence is all about music. Individuals with high musical
intelligence have a greater knowledge of and sensitivity to tone, rhythm,
pitch, and melody. But this type of intelligence isn’t just about music — it’s
also about sensitivity to the human voice, audio patterns, and sounds in the
environment.
Musical Intelligence (“music smart”)
Teaching for Musical Intelligence:
Use the following activities and techniques for students and groups with high
musical intelligence:
 Use instruments and instrument sounds
 Use environmental sounds to illustrate a concept
 Allow for musical composition and performance
 Allow students to create songs about a topic

9. Interpersonal intelligence is all about working with others and
communicating effectively with others both verbally and nonverbally. It
involves the ability to notice distinctions in others’ moods, temperaments,
intentions, and motivations.
Interpersonal Intelligence (“people smart”)
Teaching for Interpersonal Intelligence:
Use the following activities and techniques for students and groups with high
interpersonal intelligence:
 Teach collaborative skills
 Provide plenty of group work opportunities
 Use person-person communication
 Use empathy

10. Intrapersonal intelligence involves knowledge of the self in ways such as
feelings, range of emotional responses, and intuition about spirituality. This
type of intelligence allows people to be conscious of the unconscious and to
discern higher patterns of connection between things in our world.
Intrapersonal Intelligence (“self smart”)
Teaching for Intrapersonal Intelligence:
Use the following activities and techniques for students and groups with high
intrapersonal intelligence:
 Practice meditation
 Allow for plenty of self reflection
 Use mindfulness
 Practice reaching altered states of consciousness

11. Naturalist intelligence is about discerning, comprehending, and appreciating
plants, animals, atmosphere, and the earth. It involves knowing how to care
for animals, live off the land, classify species, and understand systems in
nature.
Naturalist Intelligence (“nature smart”)
Teaching for Naturalist Intelligence:
Use the following activities and techniques for students and groups with high
naturalist intelligence:
 Practice conservation
 Have a classroom plant or animals to care of
 Observe nature, go on nature walks
 Use species classification
 Provide hands-on labs of natural materials

12. How can you use these to your advantage?
Is one more prevalent than the other?
Do you agree with what you found out?
Why or why not?Where do you go from here?
Which intelligences do you have???

13. Thanks for your kind attention.