Gardner’s Multiple Intelligence Theory

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.

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

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.)

“The square root of the hypotenuse of an isosceles triangle is equal to the sum of the square roots of the opposite sides.”

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

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)

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”

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!

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?

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….”

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 contextFrom: Educational Psychology (2000) by Anita E. Woolfolk.

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.

It’s not how smart are you?

It’s HOW are you SMART?

Now you do it…Teach your students how to make a

peanut butter and jelly sandwich using the multiple intelligences.

Design an activity for Musical Bodily/

Kinesthetic Logical Linguistic Spatial

Interpersonal

Intrapersonal

Naturalistic Existentialist

What’s the difference between

an “intelligence” and a “learning style”?

Learning Styles Auditory Visual Kinesthetic Tactile Other