Gardner’s

Multiple

Intelligence

s

By: TM, MG, JM, JV, and ER

Howard Gardner: Created the theory of multiple

intelligences Many years of research He concluded that there are eight

different forms of intelligence to observe and comprehend the world around us

Claims that most people have one or two dominant

Currently is the Senior Director of Project Zero

Currently a professor at Harvard Graduate School of Education

Key people associated:

Gardner by ~M00SE-Lee; http://browse.deviantart.com/art/Gardner-151510021

Mindy L. Kornhaber: • Researcher who is also involved with Project Zero.• Identified a number of reasons why teachers and policymakers in

North America have responded positively to Howard Gardner's multiple intelligences, it is because of everyday experience.

David Riesman, Erik Erikson, and Jerome Bruner:

• Created knowledge on human beings which created a spark for Howard Gardner and led him to his own research methods on human nature

John Dewey:

• Much Gardner’s research and information come from the work of this man

More associated people…

Researched by Howard Gardner Looked at gifted and typical students and adults w/

brain damage Eight main intelligences used to perceive and

understand the world Use all 8 but some are more dominant

Key points of the theory:

Classroom.by ~alexloony: http://browse.deviantart.com/art/Classroom-65038430

The Multiple Intelligences are…

Gardner’s Intelligences By: Tracy Ostwald-Kowald http://www.connectionsacademy.com/blog/posts/2013-01-18/Understanding-Your-Student-s-Learning-Style-The-Theory-of-Multiple-Intelligences.aspx

Verbal: Word processing programs, word games, and

different programs that require the students to read and answer questions.

Mathematical: Uses database, spreadsheet, and problem-

solving software programs that allow students to experiment w/ problems and observe results, as well as strategy game formats.

Visual: Directs students to drawing and painting programs;

graphic production software, reading programs that use visual clues like color coding, multimedia, etc.

Classroom implications:What does the teacher do with technology?

Kinesthetic: Include keyboard/word processing programs, graphic programs that produce blueprints for 3D models, and software that includes animated graphics and requires physical engagement during lesson.

Musical : Combine stories with songs, reading programs that associate sounds and letters with music, and programs that allow students to create their own songs and multimedia.

Interpersonal: Use telecommunications programs that address social issues and include group participation or decision making, programs that turn learning into a social activity, and games that require two or more students to work together.

With Technology?

math 2 by ~cadrre; http://browse.deviantart.com/art/math-2-37632848

Verbal: Use language, have students think in words, produce sensitivity to rhythm and order, writing, reading, telling stories, and doing crossword puzzles

Mathematical: Have students engage in inductive and deductive reasoning; use numbers effectively and categorize, infer, and test hypotheses

Visual: Have students visualize objects and spatial dimensions, think in images and pictures, draw, design, and create puzzles

Kinesthetic: Engage students ability to move the body with skill and control, expertise in using the body to express ideas and feelings

Musical: Engage students ability to recognize patterns and sounds; sensitivity to pitch and rhythm; think in tones and learn through rhythm and melody

Without Technology?

Interpersonal: Focus on students ability to understand and

communicate effectively with others, understand them, and interpret their behavior. Have them work in groups on work.

Intrapersonal: Help students to gain an awareness of oneself,

goals, and emotions. Ability to use the knowledge of one’s own feelings for personal understanding. Teacher can have students write out goals and how they will attain them.

Naturalist: Create awareness in students of the natural world

around them, identify people, plants, and other environmental features. Can develop a sense of cause/effect in relation at natural occurrences, and to test hypotheses. Have an in class terrarium or plant.

Without technology?

Linguistic-verbal: script using technologies such as mp3’s

Logical-mathematical: Strengths in areas such as adding, subtracting, and making

patterns in their heads. No trouble solving problems in statistical matters Math and most science classes easy

Spatial-visual: Creating graphics such as models, graphs, and charts.

Body-Kinesthetic: Work on projects in classes such as anatomy and science by

applying it to their own body

Classroom implications: What does the student do with technology?

Musical: Use technology to create sound, in hopes

of pursuing an education through music. Will use technology to create music,

which will inevitably give them experience working with various software programs.

Interpersonal: Will be able to adapt to different forms

easily and change what they are used to, so they can use a new technology easily.

Intrapersonal: Use technology and the internal

knowledge they have to build their intelligence of technology to the best of their ability.

Naturalist: Able to use technology to make

spreadsheets using observations they have made from the environment.

Students With technology?

Computer by ~lulu2000; http://browse.deviantart.com/art/computer-41052867

Linguistic-verbal: • Develop proper speeches,• Very detailed in their explanations• Improve writing

Logical-mathematical:• Easy time creating charts, spreadsheets, graphs, etc. • Enjoy activities such as engineering computers.

Spatial-visual:• Excel in creating images in their head to enhance problem solving. • Thrive in the art classroom

Body-kinesthetic:• P.E, sports, and science will be these students strong points• Great interest in the body and how it works • Easy time recognizing their body conditions, and know when to take a break

Students Without technology?

Musical: No difficulty interpreting words and remembering them Absolutely auditory learners and will thrive in the music classroom

Interpersonal: Easy time relating to classmates Speech-making will be an ease as they are able to connect with

their audience.

Intrapersonal: ◦ Very aware of themselves. Because of this they are able to

further their education.

Naturalist: This kind of learner is very aware of the nature.

Students Without technology?

Gardner’s theory of multiple intelligences can help teachers reach out to each student so that the student is able to do his or her best. Although we may not be able to use all eight intelligences in every single lesson we plan, we can attempt to include as many as possible. Once students complete a multiple intelligence test then we can choose which activities will reach out to the majority of our classroom.

How can this theory effect your own teaching?

Multiple Inelligences by ~MrBlueSky225; http://browse.deviantart.com/art/Multiple-Inelligences-68833416

Some examples include: Linguistic-Verbal: writing a traditional book report Logical-Mathematical: creating a chart that keeps

track of the suspense of the book Spatial-Visual: creating a comic of a chapter of the

book Body-Kinesthetic: making a diorama of a scene Musical: creating a song, or making a cd and explaining

why these songs were chosen to explain the book Interpersonal: working in a small group to present a

scene or a round table discussion about the book Intrapersonal: keeping a journal about his/her personal

reactions to the book

How can this theory effect your own teaching?

Ostwald-Kowald, T. (2013, January 18). Understanding your student's learning style: The theory of multiple intelligences. Retrieved from http://www.connectionsacademy.com/blog/posts/2013-01-18/Understanding-Your-Student-s-Learning-Style-The-Theory-of-Multiple-Intelligences.aspx

Shelly, G. B., Gunter, G. A., & Gunter, R. E. (2012).Teachers discovering computers: Integrating technology in a connected world. (7th ed., pp. 263-265). Boston, MA: Course Technology: CENGAGE Learning. DOI: www.cengagebrain.com

Lamb, A., & Johnson, L. (2000). Technology and multiple intelligences. Retrieved from http://eduscapes.com/tap/topic68h.htm

Sources Cited: