multiple intelligences n.
Skip this Video
Download Presentation
Multiple Intelligences

Loading in 2 Seconds...

play fullscreen
1 / 16

Multiple Intelligences - PowerPoint PPT Presentation

  • Uploaded on

Multiple Intelligences. Everybody has at least one. Howard Gardner…the man behind the theory. In 1983 Howard Gardner introduces his Theory of Multiple Intelligences in his book Frames of Mind

I am the owner, or an agent authorized to act on behalf of the owner, of the copyrighted work described.
Download Presentation

PowerPoint Slideshow about 'Multiple Intelligences' - magdalen

Download Now An Image/Link below is provided (as is) to download presentation

Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author.While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server.

- - - - - - - - - - - - - - - - - - - - - - - - - - E N D - - - - - - - - - - - - - - - - - - - - - - - - - -
Presentation Transcript
multiple intelligences

Multiple Intelligences

Everybody has at least one

howard gardner the man behind the theory
Howard Gardner…the man behind the theory
  • In 1983 Howard Gardner introduces his Theory of Multiple Intelligences in his book Frames of Mind
  • His research is based on his work as a professor at the Harvard Graduate School of Education, his work as a psychologist researching brain injuries, and long interest and involvement in the arts
8 ways to be smart
8 ways to be smart
  • In his theory, Gardner asserts there are eight different types of intelligence
verbal linguistic intelligence
Verbal/Linguistic Intelligence
  • Involves reading, writing, speaking, and conversing in one's own or foreign languages.
  • It may be exercised through reading interesting books, playing word board or card games, listening to recordings, using various kinds of computer technology, and participating in conversation and discussions.
logical mathematical intelligence
Logical/Mathematical Intelligence
  • Involves number and computing skills, recognizing patterns and relationships, timeliness and order, and the ability to solve different kinds of problems through logic.
  • It may be exercised through classifying and sequencing activities, playing number and logic games, and solving various kinds of puzzles.
visual spatial intelligence
Visual/Spatial Intelligence
  • Involves visual perception of the environment, the ability to create and manipulate mental images, and the orientation of the body in space.
  • It may be developed through experiences in the graphic and plastic arts, sharpening observation skills, solving mazes and other spatial tasks, and exercises in imagery and active imagination.
bodily kinesthetic intelligence
Bodily/Kinesthetic Intelligence
  • Involves physical coordination and dexterity, using fine and gross motor skills, and expressing oneself or learning through physical activities.
  • It may be exercised by playing with blocks and other construction materials, dancing, playing various active sports and games, participating in plays or make-believe, and using various kinds of manipulatives to solve problems or to learn.
musical intelligence
Musical Intelligence
  • Involves understanding and expressing oneself through music and rhythmic movements or dance, or composing, playing, or conducting music.
  • It may be exercised by listening to a variety of recordings, engaging in rhythmic games and activities, and singing, dancing, or playing various instruments.
interpersonal intelligence
Interpersonal Intelligence
  • Involves understanding how to communicate with and understand other people and how to work collaboratively.
  • It may be exercised through cooperative games, group projects and discussions, multicultural books and materials, and dramatic activities or role-playing.
intrapersonal intelligence
Intrapersonal Intelligence
  • Involves understanding one's inner world of emotions and thoughts, and growing in the ability to control them and work with them consciously.
  • It may be exercised through participating in independent projects, reading illuminating books, journal-writing, imaginative activities and games, and finding quiet places for reflection.
naturalist intelligence
Naturalist Intelligence
  • Involves understanding the natural world of plants and animals, noticing their characteristics, and categorizing them; it generally involves keen observation and the ability to classify other things as well.
  • It may be exercised by exploring nature, making collections of objects, studying them, and grouping them. 
proven benefits of the multiple intelligence based instructional model
The students displayed increased independence, responsibility and self-direction over the course of the year

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

Cooperative skills improved in all students

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

Proven benefits of the multiple intelligence-based instructional model
proven benefits of the multiple intelligence based instructional model1
The more kinesthetic students particularly benefited from the active process of moving from center to center every fifteen to twenty minutes

Leadership skills emerged in most students

The role of the teacher changed as the year progressed, becoming less directive and more facilitative

Parents reported frequently that behavior improved at home, more positive attitudes about school were exhibited, and attendance was increased

Daily work with music and movement in content areas helped students retain information

Proven benefits of the multiple intelligence-based instructional model
potential impediments to acceptance and use of m i
Potential impediments to acceptance and use of M.I.
  • Parents not seeing the value of a M.I. approach, not understanding how using M.I. can help their children be successful
  • Educators, particularly administrators, being so focused on short-term gains and standardized test results that they only focus on the scholastic intelligences
  • Teachers being reluctant to expend the time and energy necessary to bring M.I. to life in their classrooms
sources used
Sources Used
  • Educating Everybody's Children: Matching Instructional Methods to Students' Instructional Needs. ASCD. 2001. unitedstreaming. 15 November 2005 <>