Multiple

Intelligence
Theory
Malongayon, Magi Hera
Morcillo, Eden Marie
Tayco, Ann Nichole

01
02

Born on July 11, 1943 in Scranton,

Pennsylvania
Inspired by Jean Piaget to study
developmental Psychology
Almost all of his post-secondary life has
been spent at Harvard University
Developed his theory while working with
both "gifted" children and those with
severe brain injury.
His theory was first articulated when he
published his first book Frames of Mind:
Dr. HOWARD The Theory of Multiple Intelligences in
1983.
GARDNER
History of MIT
04

The theory of multiple intelligences was developed in 1983 by Dr. Howard Gardner,
professor of education at Harvard University. It suggests that the traditional notion
of intelligence, based on I.Q. testing, is far too limited. Instead, Dr. Gardner
proposes nine different intelligences to account for a broader range of human
potential in children and adults. After spending time working with two very different
groups, normal and gifted children, and brain-damaged adults, Gardner began
developing a theory designed to synthesize his research and observations. In 1983,
he published Frames of Mind which outlined his theory of multiple intelligences.

The Theory of Multiple Intelligences was first presented in 1983 by Howard

Gardner, a psychologist, when he published his book Frames of Mind. He declared
that learning occurred through many types of intelligences, and that people had
various levels of each.
05

9 MULTIPLE
INTELLIGENCES
 9 INTELLIGENCES
06

Logical/Mathematical

Linguistic/Verbal Interpersonal

Musical Intrapersonal

Bodily/Kinesthetic Existentialist

Spacial/Visual Naturalist
LINGUISTIC/ VERBAL 07

This is the ability to use spoken and written language effectively to

express yourself. Lawyers, writers, and speakers tend to have high linguistic
intelligence. People who are strong in linguistic-verbal intelligence are able to
use words well, both when writing and speaking. These individuals are typically
very good at writing stories, memorizing information, and reading.

LOGICAL / MATHEMATICAL
This is the ability to analyze problems logically, work
effectively with mathematical operations, and investigate
issues using the scientific method. Finding patterns and
deductive reasoning are other capabilities associated with
this intelligence. People working in the scientific and
mathematical communities tend to be high in this type of
intelligence.
MUSICAL
09

This is the ability to perform, compose, and appreciate musical patterns,

including changes in pitch, tone, and rhythm. Successful musicians, composers,
and people involved in music production have high levels of musical intelligence.

VISUAL/ SPATIAL
This is the ability to recognize, use, and interpret
images and patterns and to reproduce objects in three
dimensions. Successful architects, sculptors and
designers are likely to have high spatial intelligence..
BODILY - KINESTHETIC
11

This is the ability to use the body for expression. People high in this
intelligence use their physical coordination to master problems. Professional
dancers and athletes are good examples of this.

INTERPERSONAL
This is the ability to understand people's
intentions, motivations, and desires. This intelligence
allows individuals to work well with others.
Professions like therapy, teaching, and sales attract
individuals with high interpersonal intelligence.
INTRAPERSONAL
13

This is the ability to understand yourself, and to interpret and

appreciate your own feelings and motivations. Therapists, actors,
caregivers, and writers are all people who can bring high levels of
personal awareness to their work.

NATURALIST
This is the ability to recognize and
appreciate our relationship with the natural
world. Astronomers, biologists, and zoologists
are examples of professions with a high level
of naturalist intelligence.
 15

EXISTENTIALIST
It involves an individual's ability to use collective values and
intuition to understand others and the world around them. People who
excel in this intelligence typically are able to see the big picture.
 EDUCATIONAL
16

IMPLICATION OF
MULTIPLE
INTELLIGENCE
THEORY
 17
Gardner believes that the purpose of schooling should be to develop
intelligences and to help people reach vocational and a vocational goals
that are appropriate to their particular spectrum of intelligences. People
who are helped to do so, he believes, feel more engaged and competent,
and therefore more more inclined to serve society in a constructive way.

Teachers must provide things to think about

and explore i.e.; science materials etc.
Trips to the planetarium and science
museum, etc must be organized.
Working with numbers, experiments, and
solving problems must be given by the
teachers.
 18

Teachers can enhance their student's

verbal/liguistic intelligence by having them keep
journals, play board games, and by encouraging
discussions.
Student's liguistic expression should be
appreciated.
Teacher should make pupils to react
appropriately to different moods.
 18
Teachers should encourage students to
learn new vocabulary and new languages.
Teachers should encourage students to
narrate a simple story.
Curriculum should be presented in a plethora
of ways.
Assessment of students should be
developmentally appropriate.
DIFFERENT LEARNING
STYLES
Best Ways to Learn for Linguistic
Learner:
Use creative writing activities such as poetry or
scriptwriting
Set up class debates
Allow for formal speaking opportunities
Use humor, such as joke writing or telling
Make sure there are plenty of reading opportunities
Best Ways to Learn for Logical-
Mathematical Learner:
Provide opportunities for problem-solving
Involve calculations
Create activities that involve deciphering a code
Use pattern or logic games
Organize new information in an outline format
 Best Ways to Learn for Musical
Learner:
Use instruments and instrument sounds
Use environmental sounds to illustrate a concept
Allow for musical composition and performance
Allow students to create songs about a topic
 Best Ways to Learn for
Visual/Spatial Learner:
Studying notes on overhead slides,
PowerPoint presentations, etc.
Reading diagrams and handouts
Following a distributed study guide
Reading from a textbook
Studying alone
 Best Ways to Learn for
Bodily/Kinesthetic Learner:
Conducting experiments
Acting out a play
Studying while standing or moving
Doodling during lectures
Studying while performing an athletic activity like
bouncing a ball or shooting hoops
 Best Ways to Learn for
Interpersonal Learner:
Teach collaborative skills
Provide plenty of group work opportunities
Use person-person communication
Use empathy
Best Ways to Learn for Intrapersonal
Learner:
Practice meditation
Allow for plenty of self-reflection
Use mindfulness
Practice reaching altered states of consciousness
Best Ways to Learn for Naturalist
Learner:
Practice conservation
Have a classroom plant or animals to care of
Observe nature, go on nature walks
Use species classification
Provide hands-on labs of natural materials
 Best Ways to Learn for Existentialist
Learner:
Make connections between what is being learned and the world
outside the classroom.
Provide students with overviews to support their desire to see
the big picture.
Have students look at a topic from different points of view.
Have students summarize the information learned in a lesson.
Have students create lessons to teach their classmates
information.
 Best Ways to Learn for Existentialist
Learner:
Make connections between what is being learned and the world
outside the classroom.
Provide students with overviews to support their desire to see
the big picture.
Have students look at a topic from different points of view.
Have students summarize the information learned in a lesson.
Have students create lessons to teach their classmates
information.
"Anything that is worth teaching
can be presented in any different
ways. These multiple ways can
make use of our multiple
intelligences. "
Dr. Howard Gardner