Multiple IntelligencesMultiple Intelligences

Everybody has at least oneEverybody has at least one

Howard Howard Gardner…the man behind the theoryGardner…the man behind the theory

In 1983 Howard Gardner In 1983 Howard Gardner introduces his Theory of Multiple introduces his Theory of Multiple Intelligences in his book Intelligences in his book Frames Frames of Mindof MindHis research is based on his work His research is based on his work as a professor at the Harvard as a professor at the Harvard Graduate School of Education, Graduate School of Education, his work as a psychologist his work as a psychologist researching brain injuries, and researching brain injuries, and long interest and involvement in long interest and involvement in the artsthe arts

8 ways to be smart8 ways to be smart

In his theory, Gardner In his theory, Gardner asserts there are asserts there are eight different types of eight different types of intelligenceintelligence

Verbal/Linguistic IntelligenceVerbal/Linguistic Intelligence

Involves reading, writing, speaking, and Involves reading, writing, speaking, and conversing in one's own or foreign languages. conversing in one's own or foreign languages.

It may be exercised through reading interesting It may be exercised through reading interesting books, playing word board or card games, books, playing word board or card games, listening to recordings, using various kinds of listening to recordings, using various kinds of computer technology, and participating in computer technology, and participating in conversation and discussions. conversation and discussions.

Logical/Mathematical IntelligenceLogical/Mathematical Intelligence

Involves number and computing skills, Involves number and computing skills, recognizing patterns and relationships, recognizing patterns and relationships, timeliness and order, and the ability to solve timeliness and order, and the ability to solve different kinds of problems through logic. different kinds of problems through logic.

It may be exercised through classifying and It may be exercised through classifying and sequencing activities, playing number and logic sequencing activities, playing number and logic games, and solving various kinds of puzzles. games, and solving various kinds of puzzles.

Visual/Spatial IntelligenceVisual/Spatial Intelligence

Involves visual perception of the environment, Involves visual perception of the environment, the ability to create and manipulate mental the ability to create and manipulate mental images, and the orientation of the body in space. images, and the orientation of the body in space.

It may be developed through experiences in the It may be developed through experiences in the graphic and plastic arts, sharpening observation graphic and plastic arts, sharpening observation skills, solving mazes and other spatial tasks, and skills, solving mazes and other spatial tasks, and exercises in imagery and active imagination. exercises in imagery and active imagination.

Bodily/Kinesthetic IntelligenceBodily/Kinesthetic Intelligence

Involves physical coordination and dexterity, Involves physical coordination and dexterity, using fine and gross motor skills, and expressing using fine and gross motor skills, and expressing oneself or learning through physical activities. oneself or learning through physical activities.

It may be exercised by playing with blocks and It may be exercised by playing with blocks and other construction materials, dancing, playing other construction materials, dancing, playing various active sports and games, participating in various active sports and games, participating in plays or make-believe, and using various kinds plays or make-believe, and using various kinds of manipulatives to solve problems or to learn. of manipulatives to solve problems or to learn.

Musical IntelligenceMusical Intelligence

Involves understanding and expressing Involves understanding and expressing oneself through music and rhythmic oneself through music and rhythmic movements or dance, or composing, movements or dance, or composing, playing, or conducting music. playing, or conducting music.

It may be exercised by listening to a It may be exercised by listening to a variety of recordings, engaging in rhythmic variety of recordings, engaging in rhythmic games and activities, and singing, games and activities, and singing, dancing, or playing various instruments. dancing, or playing various instruments.

Interpersonal IntelligenceInterpersonal Intelligence

Involves understanding how to Involves understanding how to communicate with and understand other communicate with and understand other people and how to work collaboratively. people and how to work collaboratively.

It may be exercised through cooperative It may be exercised through cooperative games, group projects and discussions, games, group projects and discussions, multicultural books and materials, and multicultural books and materials, and dramatic activities or role-playing. dramatic activities or role-playing.

Intrapersonal IntelligenceIntrapersonal Intelligence

Involves understanding one's inner world of Involves understanding one's inner world of emotions and thoughts, and growing in the emotions and thoughts, and growing in the ability to control them and work with them ability to control them and work with them consciously. consciously.

It may be exercised through participating in It may be exercised through participating in independent projects, reading illuminating independent projects, reading illuminating books, journal-writing, imaginative activities and books, journal-writing, imaginative activities and games, and finding quiet places for reflection. games, and finding quiet places for reflection.

Naturalist IntelligenceNaturalist Intelligence

Involves understanding the natural world Involves understanding the natural world of plants and animals, noticing their of plants and animals, noticing their characteristics, and categorizing them; it characteristics, and categorizing them; it generally involves keen observation and generally involves keen observation and the ability to classify other things as well. the ability to classify other things as well.

It may be exercised by exploring nature, It may be exercised by exploring nature, making collections of objects, studying making collections of objects, studying them, and grouping them.  them, and grouping them. 

Proven benefits of the multiple intelligence-Proven benefits of the multiple intelligence-

based instructional modelbased instructional model The students displayed The students displayed increased independence, increased independence, responsibility and self-responsibility and self-direction over the course direction over the course of the yearof the year

Students previously Students previously identified as having identified as having behavioral problems behavioral problems made significant made significant improvement in their improvement in their behaviorbehavior

Cooperative skills Cooperative skills improved in all studentsimproved in all students

Ability to work Ability to work multimodally in student multimodally in student presentations increased presentations increased throughout the school throughout the school year with students using year with students using a minimum of three to five a minimum of three to five intelligence areas in their intelligence areas in their classroom reportsclassroom reports

Proven benefits of the multiple intelligence-Proven benefits of the multiple intelligence-based instructional modelbased instructional model

The more kinesthetic The more kinesthetic students particularly students particularly benefited from the active benefited from the active process of moving from process of moving from center to center every center to center every fifteen to twenty minutesfifteen to twenty minutesLeadership skills Leadership skills emerged in most studentsemerged in most studentsThe role of the teacher The role of the teacher changed as the year changed as the year progressed, becoming progressed, becoming less directive and more less directive and more facilitativefacilitative

Parents reported Parents reported frequently that behavior frequently that behavior improved at home, more improved at home, more positive attitudes about positive attitudes about school were exhibited, school were exhibited, and attendance was and attendance was increasedincreasedDaily work with music and Daily work with music and movement in content movement in content areas helped students areas helped students retain informationretain information

Potential impediments to acceptance Potential impediments to acceptance and use of M.I.and use of M.I.

Parents not seeing the value of a M.I. approach, Parents not seeing the value of a M.I. approach, not understanding how using M.I. can help their not understanding how using M.I. can help their children be successfulchildren be successful

Educators, particularly administrators, being so Educators, particularly administrators, being so focused on short-term gains and standardized focused on short-term gains and standardized test results that they only focus on the scholastic test results that they only focus on the scholastic intelligencesintelligences

Teachers being reluctant to expend the time and Teachers being reluctant to expend the time and energy necessary to bring M.I. to life in their energy necessary to bring M.I. to life in their classroomsclassrooms

Sources UsedSources Used

http://www.studentretentioncenter.ucla.edu/sfiles/newest.http://www.studentretentioncenter.ucla.edu/sfiles/newest.htmhtmhttp://www.newhorizons.org/future/Creating_the_Future/http://www.newhorizons.org/future/Creating_the_Future/crfut_gardner.htmlcrfut_gardner.htmlhttp://www.newhorizons.org/strategies/mi/hoerr2.htmhttp://www.newhorizons.org/strategies/mi/hoerr2.htmhttp://www.newhorizons.org/strategies/mi/campbell2.htmhttp://www.newhorizons.org/strategies/mi/campbell2.htmhttp://www.education-world.com/a_issues/issues098.shthttp://www.education-world.com/a_issues/issues098.shtmlmlEducating Everybody's Children: Matching Instructional Methods to Educating Everybody's Children: Matching Instructional Methods to Students' Instructional Needs. ASCD. 2001. unitedstreaming. 15 Students' Instructional Needs. ASCD. 2001. unitedstreaming. 15 November 2005 <http://www.unitedstreaming.com/> November 2005 <http://www.unitedstreaming.com/>