Multiple Intelligences

Theory and its application in the classroom

 Intelligence in the past

 Being intelligent had to do with people’s linguistic and logical-mathematical aspects.

 It was in the field of Psychometry that the 1st intelligent test (IQ) was developed.

 IQ test’s aim: to identify and address academic deficiency in order to remedy the
situation.

 IQ TESTS: consisted of “short-answer test of intelligence that required subjects to

perform tasks associated with school: define words, select antonyms, remember passages,
supply general information, manipulate geometric shapes etc.”
IQ exercises
Howard Gardner
• Is a developmental psychologist.
• He believed that the conventional concept of
intelligence was too narrow and restrictive.
• His 1983 book Frames of Mind, outlined his theory
and his eight major types of intelligence.

“Everything can be taught in

more than one way." 
– Howard Gardner, 1997
 Gardner’s
Multiple
Intelligences
Watch the video & pay attention to the
following items:
Features/ characteristics of each type of intelligence.
Examples of activities / exercises that can be done with
each type of intelligence.
Classify / name your type of intelligence according to
the video.
 Emotional
• Concept was created by Salovey and Mayer:

Intelligence
“The ability to monitor one’s own and other feelings and emotions,
to discriminate among them and to use this information to guide
one’s thinking and actions”.
And later expanded by Goleman:

Goleman established the link between

students’ emotional intelligence and their
behavior during lessons.
Multiple Intelligences
its application in the classroom
 Teaching Maths “Fractions” using Multiple Intelligences
TYPE OF INTELLIGENCE APPLICATION

Interpersonal • Group work

• Discussing the importance of sharing

Naturalistic Using Science/ Nature to learn fractions. Eg: Flowers, tres &
animals
Intrapersonal Using sts’ senses. E.g. use/ taste food (pizza) and observe what
fraction is left.
Bodily/ Kinesthetic Using bodily cues, gestures and signals- E.g. raising hands,
changing places, making groups to represent different fractions.
Mathematical-Logical Using games, competitions and quizes to practice.
Musical + Linguistic Making up a song, singing “Fractions songs”

Spatial Drawing, painting, creating posters