Howard Gardner's Theory of Multiple Intelligences
description
Transcript of Howard Gardner's Theory of Multiple Intelligences
Howard Gardner’s Howard Gardner’s Theory of Multiple Theory of Multiple
IntelligencesIntelligences
By Marie Louise LawsonBy Marie Louise Lawson
Library Media SpecialistLibrary Media Specialist
Satellite Independent SchoolsSatellite Independent Schools
What is this theory?What is this theory?
Breaks down seven different Breaks down seven different “intelligences” to categorize talents “intelligences” to categorize talents and skillsand skills
Gardner: “Seven kinds of intelligence Gardner: “Seven kinds of intelligence would allow seven ways to teach, would allow seven ways to teach, rather than one.”rather than one.”
All seven are necessary, but only two All seven are necessary, but only two are generally recognized in school are generally recognized in school settings.settings.
The Seven IntelligencesThe Seven Intelligences
LinguisticLinguistic Logical-MathematicalLogical-Mathematical MusicalMusical Bodily-KinestheticBodily-Kinesthetic SpatialSpatial InterpersonalInterpersonal IntrapersonalIntrapersonal
Linguistic IntelligenceLinguistic Intelligence
Typically valued in schoolsTypically valued in schools Sensitivity to languageSensitivity to language
– Response to both written and spokenResponse to both written and spoken Ability to learn languageAbility to learn language Ability to use language as expressionAbility to use language as expression
Examples: writers, poets, lawyers, Examples: writers, poets, lawyers, speakersspeakers
Logical-Mathematical Logical-Mathematical IntelligenceIntelligence
Also typically valued in schoolsAlso typically valued in schools Analyze problems logicallyAnalyze problems logically Adept at mathematical operationsAdept at mathematical operations Solve problems scientificallySolve problems scientifically ““Detect patterns, reason deductively Detect patterns, reason deductively
and think logically”and think logically”
Musical IntelligenceMusical Intelligence
Associated with the artsAssociated with the arts Performance and composition skillsPerformance and composition skills Appreciation of musical patternsAppreciation of musical patterns Recognize and compose pitch, tone Recognize and compose pitch, tone
and rhythmand rhythm ““Runs in an almost structural parallel Runs in an almost structural parallel
to linguistic intelligence”to linguistic intelligence”
Bodily-Kinesthetic Bodily-Kinesthetic IntelligenceIntelligence
Also generally associated with the Also generally associated with the artsarts
Use of one’s body to solve problemsUse of one’s body to solve problems– Whole body or parts of the bodyWhole body or parts of the body
Use of mental abilities to coordinate Use of mental abilities to coordinate movementmovement
Mental and physical activity are Mental and physical activity are relatedrelated
Spatial IntelligenceSpatial Intelligence
Generally connected with the artsGenerally connected with the arts Recognize and use patterns of spaceRecognize and use patterns of space Space in wide or confined areasSpace in wide or confined areas More than visualMore than visual
– Includes abstract analytical abilitiesIncludes abstract analytical abilities– Goes beyond simply seeing imagesGoes beyond simply seeing images
Interpersonal IntelligenceInterpersonal Intelligence
What Gardner calls a “personal What Gardner calls a “personal intelligence”intelligence”
Understanding of other peopleUnderstanding of other people– Intentions, motivations, and desiresIntentions, motivations, and desires
Work effectively with othersWork effectively with others Particularly critical in educationParticularly critical in education Examples: educators, salespeople, Examples: educators, salespeople,
political leaders, counsellorspolitical leaders, counsellors
Intrapersonal IntelligenceIntrapersonal Intelligence
Another “personal intelligence”Another “personal intelligence” Understanding of oneselfUnderstanding of oneself
– Appreciate our feelings, fears & Appreciate our feelings, fears & motivationsmotivations
Effective working model of ourselvesEffective working model of ourselves Helps to regulate our livesHelps to regulate our lives
What does this mean for What does this mean for teachers?teachers?
More to consider when evaluating studentsMore to consider when evaluating students– How students learnHow students learn– What will benefit students What will benefit students
More to consider when planning effective More to consider when planning effective curriculum-based lessonscurriculum-based lessons– How curriculum matches up with student learningHow curriculum matches up with student learning
Helps teachers think about the learning Helps teachers think about the learning processprocess
Gives teachers a greater understanding of Gives teachers a greater understanding of student learningstudent learning
AcknowledgementsAcknowledgements Research:Research:
– Smith, Mark K. (2008) “Howard Gardner and Smith, Mark K. (2008) “Howard Gardner and Multiple Intelligences.” Multiple Intelligences.” The Encyclopedia of The Encyclopedia of Informal Education. Informal Education. http://http://www.infed.org/thinkers/gardner.htmwww.infed.org/thinkers/gardner.htm. .
– Grow, Gerald. “Spatial Intelligence” Grow, Gerald. “Spatial Intelligence” Writing Writing and Multiple Intelligences.and Multiple Intelligences. http://www.longleaf.net/ggrow/7In/Spatial.htmlhttp://www.longleaf.net/ggrow/7In/Spatial.html
Special Thanks to:Special Thanks to:– Teachers and participants in today’s in-serviceTeachers and participants in today’s in-service– Mr. Ronald McDonald, PrincipalMr. Ronald McDonald, Principal