Benefits of Multiple Intelligences

Using Multiple Intelligences theory in the classroom has many benefits:

As a teacher and learner you realize that there are many ways to be "smart"
All forms of intelligence are equally celebrated.
By haing students create wor! that is displayed to parents and other members of the
community" your school could see more parent and community inolement.
A sense of increased self#worth may be seen as students build on their strengths and
wor! towards becoming an e$pert in certain areas
%tudents may deelop strong problem soling s!ills that they can use real life
situations
Multiple Intelligences: &lassroom Application '(able added by Brandy Bellamy and &amille
Ba!er" )**+,
Table 2. Multiple Intelligences: Classroom Application (Table added by Brandy Bellamy and
Camille Baker, 2005
Teacher Centered Student Centered
-erbal./ingusitic
0resent content erbally
As! questions aloud and
loo! for student feedbac!
Interiews
%tudent 0resents Material
%tudents read content and
prepare a presentation for
his.her classmates
%tudents debate oer an
issue
/ogical.Mathematical
0roide brain teasers or
challenging questions to
begin lessons.
Ma!e logical connections
between the sub1ect matter
and authentic situations to
answer the question
"why2"
%tudents categorize
information in logical
sequences for
organization.
%tudents create graphs or
charts to e$plain written
info.
%tudents participate in
webquests associated with
the content
Bodily.3inesthetic
Use props during lecure
0roide tangible items
pertaining to content for
students to e$amine
4eiew using sports
related e$amples 'throw a
ball to someone to answer
%tudents use computers to
research sub1ect matter.
%tudents create props of
their own e$plaining
sub1ect matter 'shadow
bo$es" mobiles" etc...,
%tudents create reiew
5
a question, games.
-isual.%patial
6hen presenting the information"
use isuals to e$plain
content:7.br8
0ower0oint %lides" &harts"
9raphs" cartoons" ideos"
oerheads" smartboards
:ae students wor!
indiidually or in groups to
create isuals pertaining to
the information:
0osters; timelines; models;
powerpoint slides; maps;
illustrations" charts;
concept mapping
Musical
0lay music in the
classroom during reflection
periods
%how e$amples or create
musical rythms for
students to remember
things
&reate a song or melody
with the content embedded
for memory
Use well !nown songs to
memorize formulas" s!ills"
or test content
Interpersonal
Be aware of body language
and facial e$pressions
<ffer assistance whener
needed
=ncourage classroom
discussion
=ncourage collaboration
among peers
9roup wor! strengthens
interpersonal connections
0eer feedbac! and peer
tutoring
%tudents present to the
class
=ncourage group editing
Intrapersonal
=ncourage 1ournaling as a
positie outlet for
e$pression
Introduce web logging
'blogs,
Ma!e indiidual questions
welcome
&reate a positie
enironment.
>ournaling
Indiidual research on
content
%tudents create personal
portfolios of wor!
?aturalistic
(a!e students outside to
en1oy nature while in
learning process 'lecture,
&ompare authentic sub1ect
matter to natural
occurrences.
%tudents organize thoughts
using natural cycles
%tudents ma!e
relationships among
content and the natural
enironment 'how has
)
4elate sub1ect matter to
stages that occur in nature
'plants" weather" etc,
nature had an impact2,
%tudents perform
community serice
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