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Embracing Gardner's Intelligences for Effective Learning

Explore how Gardner's Multiple Intelligence Theory can enhance learning through musical, bodily-kinesthetic, logical-mathematical, linguistic, spatial, interpersonal, intrapersonal, naturalist, and existentialist intelligences. Learn about the theory's misconceptions and beneficial applications in education.

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Embracing Gardner's Intelligences for Effective Learning

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  1. Gardner’s Multiple Intelligence Theory

  2. Musical Intelligence • Music comes “naturally” • Can be unable to learn or communicate, but able to perform • Ability to perform and comprehend musically seems to work independently from other forms of intelligence • Learn through songs, patterns, rhythms, instruments and musical expression Bands nerds report here.

  3. Bodily-Kinesthetic Intelligence • Sit down! Be still! • Possess a certain control over movement, balance, agility, and grace, even before formal training • Natural sense of how the body should act and react • Learn though activity – games, movement, hands-on tasks, building

  4. “The square root of the hypotenuse of an isosceles triangle is equal to the sum of the square roots of the opposite sides.” Logical-Mathematical Intelligence • Most popular… • Ability to mentally process logical problems (Can you do math in your head…fast?) • Archetypal intelligence, raw intellect of Western culture • Aptitude for numbers, reasoning, problem solving. • Fit well in today’s classrooms. (About half of the population of students.)

  5. Linguistic Intelligence • Ability to construct an comprehend language • All people from all cultures (including young children and deaf culture) possess the ability to utilize language • Learn by speaking, writing, reading, listening • Successful in traditional classrooms because of consistency with traditional instruction

  6. Spatial Intelligence • Comprehend shapes and images in three dimensions (puzzles, sculptures, navigation) • Ability to perceive and interpret that which we may or may not physically see • Learn by visually organizing (charts, graphs, maps, tables, illustrations, costumes)

  7. Interpersonal Intelligence • Ability to interact with others, understand them, interpret their behavior • How we notice distinction among others (mood, temperaments, motivation, intentions) • People-oriented, outgoing, learn in groups, cooperatively. • Talkative, “too concerned about social activities”

  8. Intrapersonal Intelligence • Ability to understand and sense our “self” • Tap into being – who we are, what feelings we have, why we are this way • Leads to strong self-esteem, self-enhancement, and strength of character to solve internal problems • Conveyed in rage or joy, poem or painting • Tend to be more reserved, intuitive about what is learned and how it relates to self He is in touch with his feelings – he wants it NOW!

  9. Naturalist Intelligence • Ability to identify and classify patterns in nature • Ability to relate to surroundings and the role each part of the environment plays • Can distinguish nuances between large numbers of similar objects • Learn in the context of outdoors, animals, field trips. • Love subtle differences in meanings. (Non-traditional) What are the subtle differences in these organisms?

  10. Existentialist • Brand new – not very well defined yet. • Learn in the context of where humankind stands in the “big picture” • Ask, “Why are we here?” “What is our role in the world?” • Fits into the discipline of philosophy. “We are the world….”

  11. Misuses of the MI Theory • Trying to teach all concepts or subjects using all intelligences • Assuming it is enough just to apply a certain intelligence, no matter how you use it. • Using an intelligence as a background for other activities • Mixing intelligences with other desirable qualities • Direct evaluation or even grading of intelligences without regard to context From: Educational Psychology (2000) by Anita E. Woolfolk.

  12. Good uses of MI Theory • The cultivation of desired abilities • Approaching a concept, subject mater, discipline in a variety of ways • The personalization of education From: Educational Psychology (2000) by Anita E. Woolfolk.

  13. It’s not how smart are you? It’s HOW are you SMART?

  14. Now you do it… Teach your students how to make a peanut butter and jelly sandwich using the multiple intelligences.

  15. Design an activity for • Musical • Bodily/Kinesthetic • Logical • Linguistic • Spatial • Interpersonal • Intrapersonal • Naturalistic • Existentialist

  16. What’s the difference between an “intelligence” and a “learning style”?

  17. Learning Styles • Auditory • Visual • Kinesthetic • Tactile • Other

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