MULTIPLE

INTELLIGENCE
SITI NORBAZILAH BT
AHMAD SUHUD
MPP161208
HOWARD GARDNERS
BIOGRAPY

Born in 11 July 1943 in Pennsylvania. Now age 74.

Is an American developmental psychologist
Is a professor of Cognition and Education at the Harvard
Graduate School of Education since 1986.
After spending time working with two very different
groups, normal and gifted children and brain-damaged
adults, Gardner began developing a theory designed to
synthesize his research and observations. In 1983, he
published Frames of Mind which outlined his theory of
multiple intelligences.
MULTIPLE INTELLIGENCE
Suggests that the traditional definition of
intelligence as a uniform cognitive capacity
people born with, is far too limited.
According to Gardner, intelligence is:
- The ability to create an effective product or
offer a service that is valued in a culture.
- A set of skills that make it possible for a
person to solve problems in life.
- The potential for finding or creating
solutions for problems, which involves
gathering new knowledge
 GARDNER CLAIMS ABOUT INTELLIGENCE

All human beings possess all We can improve education

Each person has a different
intelligences in varying by addressing the multiple
intellectual composition
amounts intelligences of our students

These intelligences are

located in different areas
Multiple intelligences can be
of the brain and can These intelligences may
nurtured and strengthened, or
either work define the human species
ignored and weakened
independently or
together
 We are all
smart!

We are smart in
different
ways!
8 INTELLIGENCE PROPOSED BY GARDNER
 Its not how
smart you are.
Its how you are
smart
 Multiple Intelligences in Teaching and
Learning

Multiple intelligences (MI) Students from all walks of life

among intelligence theories meet in a place where the
specifically caters to the diversity instructor must be able to
characterizing individuals facilitate vast differences.
(McFarlane, 2011)
 Multiple Intelligences in Teaching and
Learning
Intelligence Teaching Activities Teaching Materials Teaching
Instructions
Verbal lectures, discussions, books, tape read about it, write
Linguistic word games, storytelling, recorders, about it, talk about
journal writing computers, stamp it, listen to it
sets, books on tape
Logical brain teasers, problem calculators, maths quantify it, think
Mathematical solving, science manipulatives, critically about it,
experiments, mental science equipment, put it in a logical
calculation, number maths games framework,
games, critical thinking experiment with it
Musical rhythmic learning, tape recorder, music sing it, rap it, listen
rapping, using songs that collection, musical to it
teach instruments
Bodily hands-on learning, building tools, clay, build it, act it out,
Kinesthetic drama, dance, sports, sports equipment, touch it, get a "gut
tactile activities, manipulatives, feeling" of it, dance
relaxation exercises tactile learning it
resources
Intelligences Teaching Activities Teaching Materials Teaching Instructions
Visual Spatial visual presentations, art graphs, maps, video, see it, draw it,
activities, imagination games, LEGO sets, art visualise it, colour it,
mind-mapping, metaphors, materials, optical mind-map it
visualisation illusions, cameras,
picture library
Interpersonal cooperative learning, peer board games, part teach it, collaborate
tutoring, community supplies, props for on it, interact with
involvement, social role plays respect to it
gatherings, simulations
Intrapersonal individualised instruction, self-checking connect it to your
independent study, options in materials, journals, personal life, make
course of study, self-esteem materials for projects choices with regard
building to it, reflect on it
Naturalistic plants, animals, connect it to living
nature study, ecological naturalists' tools (e.g. things and natural
awareness, care of animals binoculars), phenomena
gardening tools
MISUSE OF MULTIPLE INTELLIGENCE MULTIPLE
INTELLIGENCE THEORY
Trying to teach all concepts or subjects using all
intelligences
No point in assuming that every subject can be effectively
approached in at least nine ways, and it is a waste and effort
to do this.

Assuming that it is enough just to apply a certain

intelligence, no matter how you use it
For bodily kinesthetic intelligence for example, random
muscle movements have nothing to do with the cultivation
of the mind
Using an intelligence as a background for other activities

Such as playing music while students solve math problems. The

music have no function to help student solve math.

Mixing intelligence with other desired qualities.

For example, interpersonal intelligence is often mislead as a license

for cooperative learning. And intrapersonal intelligence is often
mislead with rationale for self-esteem programs

Direct evaluation or even grading of intelligences

without regard of context
There are little point in grading individuals in terms of how linguistic
or how bodily kinesthetic they are.
Reflections on Multiple Intelligences: Myths and Messages, by H. Gardner, 1998. In
A.Woolfolk (ED)., Readings in Educational Psychology (2nd ed). (p. 64-66). Boston, Allyn &
Bacon.
 STRENGTH AND WEAKNESS ON MULTIPLE
INTELLIGENCE
STRENGTH WEAKNESS
Diversity of student strength More time will be needed to
will be appreciated plan the lesson
A variety of instructional are Teacher need to be creative
promoted to use
The potential of every student
will be developed
Meets student individual
intelligence needs better
 Multiple Intelligence Theory in Teaching and
Learning Mathematics
Verbal Linguistic

learning math through fiction writing e.g. Graphing

stories, word problems

Logical Mathematical

Sudoku, magic squares, mind maps, creating /solving

logical puzzle

Musical

Using embedded rhythm in Mathematics activities

Bodily Kinesthetic

Movement, hands-on activities e.g using mime, teaching Maths

through sports, string art, tangram.

Visual Spatial

reading diagrams and maps, solving mazes and jigsaw puzzles, charts,
graphs, diagrams, graphic organizers

Interpersonal & Intrapersonal

connect concepts to real life, ask them to compare and contrast

various ways of solving Mathematics questions

Naturalistic

point out mathematical influences in nature, such as Fibonacci

sequence or the golden ratio, symmetry
 CONCLUSION

Unique mix of all eight Many ways to be

Intelligences combine
intelligences. intelligent within each
in complex ways.
category.

Each of the Schools focused : In order to reflect a

intelligences can be intelligences associated wider range of
developed to an with academic intelligences school
adequate level of intelligence - linguistic curriculum should be
competency. and logical/mathematical. balanced.
SO WHAT IS/ARE YOUR
INTELLIGENCE ?