Can Multiple Intelligence be an Effective Tool in the

Classroom? 

The MI theory can help the teacher cater to the students’

individual learning needs.

The Human Brain

• The brain works differently for different people.

• That brain is split into two hemispheres– Left and Right have different responsibilities

• There is a process that the brain follows to make a memories.

• The Creb cycle is an important subsection of the memory process.

• Emotional events- memories last

• Learning needs a good environment

• Nutrition is important to learning

• Teaching strategies

Multiple Intelligence Theory (MI Theory)The standard definition of intelligence

“Intelligence is the capacity that allowed for success in school; the linguistic and logic-mathematical skills needed in a traditional classroom”

Howard Gardner challenges and creates a new definition of what intelligence actually is:

“Intelligence is…the capacity to solve problems or to fashion products that are valued in one or more cultural settings”

The Eight Areas of Intelligence

The Core Components and Occupations Associated With Each of the Intelligences

Intelligence Core Components Occupations

Logical-mathematical Sensitivity to, and capacity to discern, logical or numerical patterns; ability to handle long chains of reasoning

Scientist, Mathematician

Linguistic Sensitivity to the sounds, rhythms, and meanings of words; sensitivity to the different functions of language.

Poet, Journalist

Musical Abilities to produce and appreciate rhythm, pitch, and timbre; appreciation of the forms of musical expressiveness.

Composer, Violinist

Spatial Capacities to perceive the visual-spatial world accurately and to perform transformations on one's initial perceptions.

Navigator, Sculptor

Bodily-Kinesthetic Abilities to control one's body movements and to handle objects skillfully

Dancer,Athlete

Interpersonal Capacities to discern and respond appropriately to the moods, temperaments, motivations, and desires of other people

Therapist,Salesman

Intrapersonal Access to one's own feelings and the ability to discriminate among them and draw upon them to guide behavior; knowledge

of one's own strength, weaknesses, desires, and intelligences.

Person with detailed accurate self-knowledge/understanding

Naturalist The ability to discriminate among living things and to see patterns; also, sensitivity to features of the natural world

Animal Trainer,Florist,Farmer

MI AS A CLASSROOM TOOL

The Multiple Intelligences Theory should augment traditional methods of teaching, not replace them.

MI AS A CLASSROOM TOOL

• Incorporate MI related activities into lesson plans

• Use centers to focus on MI activities

• Focus on career education and MI

Common games and activities to promote different intelligences.

Intrapersonal Interpersonal Naturalist Logical Spatial Linguistic Bodily Musical

Body tracing Group games Climbing trees

Sorting Drawing Books Dancing Nursery rhymes

Role playing Role playing Sand and water

Counting Bowling Jokes Sports Musical instruments

“missing person”

Cooperative learning

Hiking Concentration Painting Poetry Ball games Musical chairs

Different occupations

Family style snacks

Planting seeds Cooking Sculpture Nursery rhymes

Climbing trees

Finger plays

Body part games

Card games Taking care of pets

Hide and seek Arranging furniture in a doll house

Cooking Yoga Listening to music

Yoga Creating cartoons

Nature scavenger hunt

“Simon Says” Puzzles Bean bag toss dancing

Making an “I Can” list

Thematic play Cooking Some computer games

Easel painting Dodge ball Making simple rhythm instruments

(Rettig, 2005 p. 257)

Brain Hemispheres: Fiction and Fact. (1994-2006). Encyclopedia of Educational Technology. Retrieved October 5, 2006, from http://coe.sdsu.edu/eet/articles/brainhemisphere/index.htm

Collins, J. (1998, October 19). Seven kinds of smart [Electronic version]. Time, 152 (16), 94-97.

Dwyer, B. (2001). Successful training strategies for the twenty-first century: Using recentresearch on learning to provide effective training strategies. [Electronic version]. The

International Journal of Educational Management, 15, (6/7), 312.Gardner, H. (1995, December). "Multiple Intelligences" as a catalyst. [Electronic version]. The

English Journal, 84(8), 16-18. Gardner, H. (1997, September). Multiple intelligences as a partner in school improvement

[Electronic version]. Educational Leadership, 55 (1), 20-21.Gardner, H., & Hatch, T. (1989, November). Multiple intelligences go to school: educational implications of the Theory of Multiple Intelligences. [Electronic version]. Educational Researcher, 18(8), 4-10. Gardner, H. & Raedurn, P. (1999, December 20). Intelligence Reframed. [Electronic version].

Business Week, 3660, 36. Full text coverage: Mar 18, 1996 (Issue 3467) – current, September 21, 2006

Moran, S., Kornhaber, M., & Gardner, H. (2006, September). Orchestrating multiple intelligences. Educational Leadership, 64 (1), 22-27.Retting, M. (2005, February). Using the multiple intelligences to enhance instruction for young children and young children with disabilities [Electronic version]. Early Childhood Education Journal, 32, 255-259.Traub, J. (1998, October 26). MULTIPLE INTELLIGENCE DISORDER.(Howard Gardner's revolutionary theories of multiple intelligences). [Electronic version]. The New Republic, 20.Walbolt K. (1997, September 21). How the Brain Learns, [Electronic version]. Fort Lauderdale News/Sun-Sentinel, p. H6. September 21, 2006.

References