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Multiple Intelligences

Howard Gardner introduced the theory of multiple intelligences in his 1983 book "Frames of Mind". The theory proposes that intelligence is not a single general ability but rather consists of at least nine specific and relatively independent abilities. These include verbal/linguistic, logical/mathematical, bodily/kinesthetic, visual/spatial, musical, interpersonal, intrapersonal, naturalist, and existential intelligences. Understanding a student's specific intelligences can help teachers develop effective teaching strategies that reach each student's potential.

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Cherilyn Saagundo
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104 views15 pages

Multiple Intelligences

Howard Gardner introduced the theory of multiple intelligences in his 1983 book "Frames of Mind". The theory proposes that intelligence is not a single general ability but rather consists of at least nine specific and relatively independent abilities. These include verbal/linguistic, logical/mathematical, bodily/kinesthetic, visual/spatial, musical, interpersonal, intrapersonal, naturalist, and existential intelligences. Understanding a student's specific intelligences can help teachers develop effective teaching strategies that reach each student's potential.

Uploaded by

Cherilyn Saagundo
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as PPTX, PDF, TXT or read online on Scribd
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MULTIPLE INTELLIGENCES

Helping Students Reach Their Potential


WHAT IS INTELLIGENCE?

• “The ability to solve problems or to create products


that are valued within one or more cultural settings.
” Frames of Mind: The Theory of Multiple Intelligences (1983)

• “A biopsychological potential to process information


that can be activated in a cultural setting to solve
problems or create products that are of value in a
culture.
Intelligence Reframed (1999)
HOWARD GARDNER
Introduce the theory of
Multiple intelligences in his
1983 book ”Frames of
Mind”
9
Existential
VERBAL/LINGUISTIC INTELLIGENCE

• Listens and responds to the spoken word.


• Enjoys reading, writing, and discussing.
• Remembers what has been said.
• Remembers what has been read.
• Speaks and writes effectively.
• Can learn other languages.
LOGICAL/MATHEMATICAL
INTELLIGENCE
• Is familiar with the concepts of quantity, time, and cause
and effect.
• Uses abstract symbols to represent concrete objects and
concepts.
• Likes math and using technology to solve complex
problems.
• Expresses interest in careers such as accounting, computer
technology, and law.
BODILY/KINESTHETIC INTELLIGENCE

• Prefers to touch, handle, or manipulate what is to be


learned.
• Develops coordination and a sense of timing.
• Learns best by direct involvement and participation.
• Remembers most clearly what was done, rather than what
was said or observed.
• Enjoys concrete learning experiences such as field trips,
model building, or participating in role play, games,
assembling objects, or physical exercise.
• Demonstrates skill in acting, athletics, dancing, sewing,
carving, or keyboarding.
VISUAL/SPATIAL INTELLIGENCE

• Learns by seeing and observing. Recognizes faces,


objects, shapes, colors, details, and scenes.
• Thinks in pictures and visualizes detail.
• Uses visual images as an aid in recalling information.
• Enjoys doodling, drawing, painting, sculpting, or
otherwise reproducing objects in visible form.
MUSICAL INTELLIGENCE

• Listens and responds with interest to a variety of


sounds including the human voice, environmental
sounds, and music, and organizes such sounds into
meaningful patterns.
• Is eager to be around and learn from music and
musicians.
• Develops the ability to sing and/or play an
instrument.
INTERPERSONAL INTELLIGENCE

• Bonds with parents and interacts with others.


• Forms and maintains social relationships.
• Perceives the feelings, thoughts, motivations,
behaviors, and lifestyles of others.
• Expresses an interest in interpersonally-oriented
careers such as teaching, social work, counseling,
management, or politics.
INTRAPERSONAL INTELLIGENCE

• Is aware of his range of emotions.


• Is motivated to identify and pursue goals.
• Works independently.
• Establishes and lives by an ethical value
system.
• Strives for self-actualization.
NATURALIST INTELLIGENCE
• Recognizes and can name many different types of trees,
flowers, and plants.
• Has an interest in and good knowledge of how the body
works and keeps abreast of health issues.
• Is conscious of tracks, nests, and wildlife on a walk and can
“read” weather signs.
• Has an understanding of, and interest in, the main global
environmental issues.
How you are smart . . .

impacts the way you teach.

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