 Began studying psychology at

Harvard under the influence of

Erickson (a developmental
psychologist), who became his
tutor.
 Eventually focused on cognitive
developmental psychology.
 Defines himself as a social
scientist.
 His multiple intelligences theory
is more widely accepted in the
realm of education and social
policy than in clinical psychology.

For more information on Howard Gardner visit:

http://www.howardgardner.com/bio/bio.html
 The ability to learn and use
language to accomplish certain
goals.
 This intelligence includes an
individual’s ability to use
language either rhetorically or
poetically to his/her advantage
and as a way to remember
information.
 Writers, speakers, poets, and
lawyers tend to have high
linguistic intelligence.
 The ability to analyze problems
logically, carry out mathematical
operations, and investigate
issues scientifically.
 According to Gardner, this means
the ability to see patterns, use
logic and deductive reasoning to
process and understand
concepts.
 Scientists and mathematicians
have high logical/mathematical
intelligence
 Involves skills in
performing, composing
music, and an appreciation
of musical patterns.
 The ability to recognize
musical pitches, tones, and
rhythms.
 Musicians, choral directors,
and conductors must have
high musical intelligence.
 Very high command of bodily
motions and fine motor skills.
 The ability to manipulate tools
along with the body to solve
problems.
 The ability to watch a
demonstration/performance
and replicate it easily.
 Usually have a high sense of
direction and timing.
 Dancers, surgeons, athletes
usually have a high sense of
this intelligence.
 A sensitivity to the relationship
between line, color, shape, space
and form.
 Have the ability to use the ‘mind’s
eye’ to picture, rotate and
manipulate objects well.
 Have the ability to manipulate and
understand the components of
displays.
 Graphic artists, architects, map
makers are examples of people
who excel in this intelligence.
  This intelligence includes an
individual’s desires to
understand other people.
 Includes the ability to work well
and cooperatively with others.

 Being in-tune with the needs of others and using that

information to respond to those needs by modifying
behavior.
 Salespeople, educators, religious and political leaders
have high interpersonal intelligence.
 Deep understanding of self.

 Understands and appreciates

one’s own feelings, fears and
motivations.

 Have the ability to analyze

strengths and weaknesses

 Writers, philosophers,
theorists all have heightened
intrapersonal intelligence.
 Heightened sensitivity to
changes in environment.

 In tune with nature and

interested in exploring and
learning about nature and
elements associated with
nature.

 Biologists, conservationists,
gardeners usually have high
levels of naturalistic
intelligence.
Intelligence Type Teacher Centered
Present content verbally
Ask questions aloud and look for
student feedback
Verbal/Linguistic Interviews
Provide brain teasers or
challenging questions to begin
lessons.
Make logical connections
between the subject matter and
Logical/ authentic situations to answer the
Mathematical question "why?"
Use props during lecture
Provide tangible items pertaining
to content for students to examine
Review using sports related
examples (throw a ball to someone
to answer a question)
Bodily/
Kinesthetic
Student Centered
Student Presents Material
Students read content and prepare a
presentation for his/her classmates
Students debate over an issue
Students categorize information in logical
sequences for organization.
Students create graphs or charts to
explain written info.
Students participate in web quests
associated with the content
Students use computers to research
subject matter.
Students create props of their own
explaining subject matter (shadow boxes,
mobiles, etc...)
Students create review games.
Intelligence Type Teacher Centered
When presenting the information, use
visuals to explain content:PowerPoint
Slides, Charts, Graphs, cartoons, videos,
Visual/Spatial overheads, smartboards
Play music in the classroom during
reflection periods
Show examples or create musical rhythms
for students to remember things
Musical
Be aware of body language and facial
expressions
Offer assistance whenever needed
Encourage classroom discussion
Interpersonal
Encourage journaling as a positive outlet
for expression
Introduce web logging (blogs)
Make individual questions welcome
Intrapersonal Create a positive environment.
Take students outside to enjoy nature
while in learning process (lecture)
Compare authentic subject matter to
natural occurrences.
Relate subject matter to stages that occur
in nature (plants, weather, etc)
Naturalistic
Student Centered
Have students work individually or in groups to
create visuals pertaining to the information:
Posters; timelines; models; powerpoint slides; maps;
illustrations, charts; concept mapping
Create a song or melody with the content embedded
for memory
Use well known songs to memorize formulas, skills,
or test content
Encourage collaboration among peers
Group work strengthens interpersonal connections
Peer feedback and peer tutoring
Students present to the class
Encourage group editing
Journaling
Individual research on content
Students create personal portfolios of work
Students organize thoughts using natural cycles
Students make relationships among content and the
natural environment (how has nature had an impact?)
Students perform community service
 http://www.thomasarmstrong.com/multiple_intelligences.php
 http://www.tecweb.org/styles/gardner.html
 http://www.teachervision.fen.com/intelligence/teaching-methods/
2204.html?for_printing=1&detoured=1
 http://projects.coe.uga.edu/epltt/index.php?
title=Multiple_Intelligences_and_Learning_Styles
 http://www.infed.org/thinkers/gardner.htm
 http://hmt.myweb.uga.edu/webwrite/visual-spatial.htm
 http://www.context.org/ICLIB/IC27/Campbell.htm
 http://www.howardgardner.com/index.html