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Howard Gardner

Howard Gardner

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Howard Gardner

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  1. Howard Gardner Multiple Intelligences Tammy Duvall

  2. Table of Contents • Purpose • Who is Howard Gardner? • Theory of Multiple Intelligences • The 8 Intelligences (Video Clip) • Check for Understanding #1, #2, #3, #4 • Connection to Technology • Resources

  3. Purpose • This presentation will describe the theories and contributions of Howard Gardner, and their applications to classroom technology use.

  4. Who is Howard Gardner? Picture obtained from: John H. and Elisabeth A. Hobbs Professor of Cognition and Education, Harvard Graduate School of Education (1998-present) Senior Director of Harvard University 's Project Zero Theorist behind Multiple Intelligences

  5. What is Howard Gardner’s Theory of Multiple Intelligences? • Intelligence is more than IQ • Human beings possess all of these intelligences • All humans, “exhibit different profiles of intelligences.” Gardner, H. (2004). A multiplicity of intelligences: In tribute to Professor Luigi Vignolo. Scientific American. Obtained from: Image obtained from:

  6. Video Clip Howard Gardner speaks briefly about his Multiple Intelligences theory. (Note: Ability to access YouTube is necessary to view this clip.)

  7. Visual Spatial • “The ability to manipulate and create mental images in order to solve problems.” (Brualdi, 1996) • Sensitivity to color, line, shape, form, space, and the relationships that exist between these elements. (Armstrong, 1994) I like puzzles! Maps are great!

  8. Naturalistic • Aperson "who demonstrates expertise in recognition and classification of the numerous species - the flora and fauna - of her or his environment.” (Gardner, 1998) I’ll take care of the class pet! I’d love to start a rock collection!

  9. Time for a break! Check for Understanding #1 • A person who has a high level of intelligence in visual-spatial reasoning would most likely enjoy working on which of the following projects: • a. Song composing • b. Rock collection • c. 3-D model of the solar system • d. Scavenger hunt

  10. Correct! • Visual-spatial learners enjoy creating visual representations of their knowledge. Click here to continue learning about Multiple Intelligences!

  11. Sorry! Try again! • This project would be best for another type of learner! Click here to try again

  12. Interpersonal • Easily understands the intentions, desires, and motivations of others. • Works effectively with others. I’m most comfortable working in a group! I excel in class discussions!

  13. Intrapersonal • The ability to understand one's own feelings and motivations. I prefer to work alone! I would enjoy writing in a journal!

  14. Did you get that?Check for Understanding #2 • You need to select a leader to organize a class bake sale. Which type of learner should you choose? • a. Intrapersonal • b. Interpersonal • c. Naturalistic • d. Visual-Spatial

  15. Correct! Students with high levels of interpersonal intelligence enjoy working with others! Click here to continue learning about Multiple Intelligences!

  16. Sorry! Try again! • This project would be best for another type of learner! • Click here to try again

  17. Logical-Mathematical • The ability to detect patterns, reason deductively and think logically. • Usually associated with scientific and mathematical thinking. Math and Science are my favorite subjects! I like rational explanations!

  18. Verbal-Linguistic • The ability to effectively use language to express oneself orally or in writing. I am an avid reader! English and Social Studies are my favorite subjects!

  19. Is this making sense?Check for Understanding #3 • Which type of career would be most appropriate for a learner with high levels of logical-mathematical intelligence? • a. Guidance Counselor • b. Poet • c. Park Ranger • d. Computer Programmer

  20. Correct! • Logical-Mathematical learners possess many of the skills necessary to be a successful computer programmer! Click here to continue learning about Multiple Intelligences!

  21. Sorry! Try again! • This career would be more appropriate for another type of learner. • Click here to try again

  22. Bodily-Kinesthetic • Expertise in using your body to express ideas or feelings. • Skilled in using their hands to produce or transform things. I like working with my hands! I think best when I’m doing something physical!

  23. Musical-Rhythmical • Skill in the performance, composition, and appreciation of musical patterns. • The ability to perceive, discriminate, transform and express musical forms. I listen to music a lot! I often make tapping noises or sing while I work.

  24. Final Question!Check for Understanding #4 • A great team project for Bodily-Kinesthetic and Musical-Rhythmical learners would be: • a. Choreographing a dance • b. Writing a play • c. Completing a Science lab • d. Current events debate

  25. Correct! • This project allows both types of learners to use their strengths! • Click here to continue learning • about Multiple Intelligences!

  26. Sorry! Try again! • This project would be better suited for other types of learners. • Click here to try again

  27. How does this theory connect to technology usage?

  28. Resources • Armstrong, T. (1994). Multiple intelligences in the classroom. Alexandria, VA: Association for Supervision and Curriculum Development, Retrieved from • Brualdi, A. (1996). Multiple intelligences: Gardner's theory. ERIC Digest, Retrieved from • Gardner, H. (2004). A multiplicity of intelligences: in tribute to professor luigivignolo. Scientific American, Retrieved from • Gardner, H. (1998). Are there additional intelligences? The case for naturalist, spiritual, and existential intelligences. In J. Kane (Ed.), Education, information, and transformation (pp. 111-131). Upper Saddle River, NJ: Merrill-Prentice Hall. • Gardner, H. (2000). Can technology exploit our many ways of knowing? . The Digital Classroom, Retrieved from • Smith, M. (2008). Howard gardner and multiple intelligences. The Encyclopedia of Informal Education, Retrieved from • Weiss, R. (2000). Howard gardner talks about technology. Training & Development, 54(9), Retrieved from