CLASSIFICATION

TECHNIQUE

EIGHT MULTIPLE INTELLIGENCES

The theory of multiple intelligences was developed in

1983 by Dr. Howard Gardner, professor of education at
Harvard University.The idea of multiple intelligences is
important because it allows for educators to identify
differing strengths and weaknesses in students and also
contradicts the idea that intelligences can be measured
through I.Q. Thetheory of multiple intelligencesis a
theory of intelligencethat differentiates it into specific
(primarily sensory) "modalities", rather than seeing
intelligence as dominated by a singlegeneral ability
.Each individual possesses a unique blend of all the
intelligences. Gardner firmly maintains that his theory of
multiple intelligences should "empower learners", not
restrict them to one modality of learning.

The Theory of Multiple Intelligences suggests

that the traditional notion of intelligence, based
on I.Q. testing, is far too limited. Instead, Dr.
Gardner proposes eight different intelligences to
account for a broader range of human potential
in children and adults. These intelligences are:
Linguistic intelligence("word smart")
Logical-mathematical intelligence("number/reasoning
smart")
Spatial intelligence("picture smart")
Bodily-Kinesthetic intelligence("body smart")
Musical intelligence("music smart")
Interpersonal intelligence("people smart")
Intrapersonal intelligence("self smart")
Naturalist intelligence("nature smart")

Linguistic intelligence,the use of language,

is seen in the ability to read, write, or talk to
others. This intelligence is highly valued in
schools. A primary focus in the early years of
elementary school is literacy development, which
demonstrates linguistic intelligence. Storytelling is
a teaching strategy that allows the caregiver or
teacher to weave in concepts, details, or goals
that are appropriate to the children. Storytelling
has been used for centuries and in many cultures
as a medium to share knowledge. Logicalmathematical intelligencerefers to logic and
mathematical ability. The ability to use numbers,
understand patterns, and exhibit reason are the
key
characteristics
of
logical-mathematical
intelligence. Certainly, mathematical learning is
valued, as evidenced in school curriculum.

Children as young as 3 and 4 years old enjoy

sorting materials according to categories, some
that they create and others created by those
around them. A 4-year-old might sort items by
color, then by size, and then according to use.
Older children could also record their findings,
creating charts and displays of their categorization
findings. Spatial intelligenceis the ability to
create a visual image of a potential project or idea
and then act on this visualization. Think of bridge
engineers or interior decorators who must be able
to "see" their ideas before creating them.
Visualization is a powerful teaching strategy in
spatial intelligence. A kindergarten teacher might
ask a young child to close her eyes and see a
gingerbread man running from the fox before she
begins to draw a picture to represent the scene.

Bodily-kinesthetic intelligencerefers to the

ability to use one's own body or parts of the body
as a medium of expression or to solve a problem.
A ballet dancer and an Olympic athlete are
examples of people who have refined their bodilykinesthetic skills or intelligence. The use of
manipulatives in teaching math is an excellent
example of the combination of bodily-kinesthetic
intelligence with other intelligences. Many young
children touch their fingers as they count, using
their own teaching strategy for learning the
sequence of numbers. Musical intelligenceis
the ability to perform musically or to produce
written music. People who are highly skilled in
musical intelligence think in music patterns or see
and hear patterns and are able to manipulate
these patterns. Do you remember singing your

Interpersonal intelligenceis the sensitivity one

has toward others, along with the ability to work
well with other people, understand others, and
assume leadership roles. Sharing is a way for
young children to learn from each other and use
their interpersonal intelligence. All ages benefit
from sharing and interactingchildren can share
with peers as well as with children older or
younger than them. Depending on the age of the
child, caregivers or teachers should adjust their
amount of involvement in the directions and
guidance of the sharing situation. Intrapersonal
intelligenceis the accurate understanding of
one's self (who one is, what one wants, and a
realistic sense of what one can do) and the ability
to act according to this knowledge. Modeling truefelt emotions with young children provides an

Expressing joy, passion, disappointment, or other

emotions sends a message that emotions are part
of learning and are welcome in this setting.
Naturalist intelligenceis used to discriminate
among living things, such as plants or animals, as
well as an understanding of other features of the
natural world, such as weather or geology.
Farmers, botanists, and hunters are examples of
roles where this intelligence is used. Spending
time outside on a regular basis facilitates
naturalistic intelligence. Touching, seeing, and
smelling plants outdoors is far different from
looking at pictures of the same plants. Asking
questions about the differences and similarities
between the plants is appropriate for children as
young as age 3 or 4. Young children are very
observant and can use their categorization or

PREPARED By:
Pacquiao, Aldrin
Sincero, Ruben Anthony
Alcomendras, Irene Pearl Y.
Lapinig, Crishell Dehm
Lopez, Sheryl M.
Menoras, Jenel