MULTIPLE INTELLIGENCES.

BY HOWARD GARDNER
 OBJECTIVES.
By the end of the sessions learners should be
able to:
1. Define the theory of multiple intelligence
by Gardner
2. Explain the concept of multiple intelligence
theory
3. State the principles of multiple intelligence
theory
4. Explain the implications of the theory to an
educator
• Intelligence = our intellectual potential;
something we are born with, something
that can be measured, and a capacity that
is difficult to change.
• The theory of multiple intelligences was
introduced in 1983 by psychologist
Howard Gardner in his book Frames of
Mind. He theorized that people don't have
an intellectual capacity but have many
kinds of intelligence.
Howard Gardner = Harvard psychologist
(Wikipedia )
Theory differentiates human intelligence
into specific 'modalities', rather than seeing
intelligence as dominated by a single
general ability
• word intelligence
• the concept of IQ testing may immediately
come to mind.
• The essence of Gardner’s Multiple Intelligences (MI) is that each

person has eight types of intelligence and they include: linguistic,

musical, logical-mathematical, spatial, body-kinesthetic,

intrapersonal (e.g., insight, metacognition) and interpersonal (e.g.,

social skills).
 Verbal linguistic.(words, language and writing)

• 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.

• They learn best through speaking reading and writing and can learn

others languages easily.

• These “word smart” people are good at remembering written and spoken

information and hence make good journalists, writers.

• They are good at debating or giving persuasive speeches and hence

make good lawyers and public speakers.

 Logical mathematical intelligence.
• People with high logical-mathematical intelligence have a strong capability to

reason, recognise patterns and logically analyse problems.

• These people often tend to think conceptually about numbers, connections

and patterns.

• They have excellent problem solving skills.

• They also enjoy thinking about abstract ideas

• They like conducting scientific experiments and are good at solving complex

computations

• Career choices for such people are: Scientists, mathematicians, computer

programmers, engineers and accountants.

 Bodily-Kinesthetic Intelligence

• Gardner described this intelligence as the potential of using the whole body or parts of the

body in problem-solving or the creation of products.

• Those with high physical-kinaesthetic intelligence are good at moving their body, carrying

out actions and physical control. They therefore have excellent hand eye coordination and

agility.

• Gardner does not appear to differentiate between gross motor skills (i.e., involving the whole

body or the larger muscle groups) and fine motor skills (i.e., involving smaller muscle groups,

especially those controlling the hands and fingers) in describing bodily-kinesthetic

intelligence.

• He identified not only dancers, actors, and athletes as those who excel in bodily-kinesthetic

intelligence, but also craftspeople, surgeons, mechanics, and other technicians.

 Visual spatial intelligence .
• People in this category are able to perceive visual or spatial

information, transform it and are able to recreate visual images from

memory.

• They are good at putting puzzles together, interpreting pictures,

graphs, and charts, enjoy drawing, painting, and the visual arts and

recognize patterns easily

• Blind people skillfully apply this intelligence to create mental maps

of their environments.

• Career choices for such people are architects, pilots, artists and

surgeons.
 Musical Intelligence

• With regard to the underlying abilities involved in musical

intelligence, Gardner claims that the two most central

constituent elements of music are rhythm and pitch (or melody),

followed in importance by timbre and these are the

characteristic qualities of tone.

• Music/ rythmic intelligence allows people to create,

communicate, and understand meanings made out of sound

and these people are good at music performance and

composition.

• They are good composers, musicians and acoustic engineers.

 Interpersonal intelligence.
• According to Gardner (1983), an individual who is high
in interpersonal intelligence understands the intentions,
motivations, needs, and desires of others, and is capable
of working effectively with them.
• These people have good social skills, works well with
others and are good at team work.
• Such people include:
 Teachers, religious leaders,
Clinicians, sales people and
Politicians.
 Intrapersonal intelligence.

• Gardner describes intrapersonal intelligence as the ability to

understand and have an effective working model of oneself.

• Here learners are able to understand their inner feelings,

strengths and weaknesses. They are able to reason with

themselves and can establish their role in relationship to

others.

• Possible career paths are theorists, researchers and

philosophers.
 Naturalistic intelligence.

• It’s the most recent addition to Gardner’s theory of multiple

intelligence.

• This intelligence allows people to solve problems by distinguishing

among, classifying, and using features of the natural world.

• According to Gardner, individuals who are high in this type of

intelligence are more in tune with nature and are often interested in

nurturing, exploring the environment, and learning about other species.

• When your naturalistic intelligence is highly developed, good career

choices include: Biologist, conservationist, gardener and farmer.

 Existential intelligence.
• Existential intelligence (sensitivity and capacity to tackle
deep questions about human existence such as, What is
the meaning of life? Why do we die? How did we get here?
• Existentialists have a strong understanding of things that
are not visual to the eye but are through faith and belief.
• They may study Philosophy, religion, care about the
environment.
 Principles of multiple intelligence theory.

• Individuals should be encouraged to use

their preferred intelligences in learning.

• Instructional activities should appeal to

different forms of intelligence.

• Assessment of learning should measure

multiple forms of intelligence.
Implications of MI theory in education
setting
• Gardner points out that each intelligence
does not work by itself in real life situations.
Intelligences always interact with one another.

• MI theory enables teacher not to assess

students’ performance only by looking at
standardized tests, Tele (2000), but also
other capabilities
• MI pays more attention to those neglected
intelligences in our schools, especially
spatial, bodily-kinesthetic, musical, and
naturalist intelligences, which become
great strengths to those students who
have not been successful in linguistic-
bound schools (Armstrong 2003)
• Teachers/ schools help develop
intelligences that help students reach
vocational and avocational goals that are
appropriate to their particular spectrum of
intelligences. People who are helped to do
so, feel more engaged ,competent, and
therefore more inclined to serve the society
in a constructive way.

• The theory enables the school/teacher to

be Sensitive to individual differences
among learners and there fore maximize
each person’s intellectual potential so as to
optimize learning.
• Concentrating on students’ strong areas
and then focusing on those areas that are
less strong builds students’ self-esteem
and helps them to become aware of their
abilities and talents.

• The school not only helps students

discover joy in learning but also motivates
them to put forth an effort to acquire
knowledge and master skills
 CONCLUSION
• According to Gardner , the implication of
the theory is that learning/teaching
should focus on the particular
intelligences of each person.
 References.
• Armstrong, T. (1993). 7 kinds of smart:
Identifying and developing your multiple
intelligences. New York: Penguin Putnam Inc.
• Armstrong. T. (2000). Multiple intelligences
in the classroom 2nd edition. Alexandria, VA:
Association for Supervision and Curriculum
Development.
• Armstrong. T. (2003). The multiple
intelligences of reading and writing.
Alexandria, VA: Association for Supervision
and Curriculum Development.
• https://www.konan-u.ac.jp