Done by:

Alya Mehrezi

Introduction Types of Multiple Intelligences with

examples Lesson Plan ( Activities) Conclusion

1. History and Definition:

The theory of multiple intelligences was proposed by Howard Gardner in 1983.

He defines intelligence as: “an ability to solve problems or fashion products that are valued in one or more cultures.”

It is how we learn, process, and understand information.

Theory of Multiple Intelligences consists of 8 types of intelligence.

2. What Teachers should know about learners:

Students are one-of-a kind individuals with unique strengths, weaknesses, aptitudes, interests, and capabilities.

Well educated students acquire a background in academics, arts, and in critical and creative thinking.

By knowing who they are and what they can do, students love of learning, excitement about life, and self-confidence becomes a bedrock for lifelong growth and success.

• Logical /Mathematical• Visual/Spatial• Bodily /Kinesthetic • Music/Rhythmic• Interpersonal• Intrapersonal • Verbal/Linguistic• Naturalist

The ability to use numbers effectively, to see abstract patterns, and to reason well.

Examples: Puzzles and games,

logical, sequential presentations, classifications and categorization.

The ability to orient oneself in the environment, to create mental images, and a sensitivity to shape, size, color.

Examples: Charts and grids,

videos, drawing

The ability to use one’s body to express oneself and to solve problems.

Examples: Hands- on activities,

field trips, pantomime.

An ability to recognize tonal patterns and a sensitivity to rhythm, pitch, melody.

Examples: Singing, playing

music, jazz chants.

The ability to understand another person’s moods, fee-lings, motivations, and intentions.

Examples: Pair work, project

work, group problem-solving.

The ability to understand oneself and to practice self- discipline.

Examples: Self-evaluation,

journal keeping, options for homework.

The ability to use language effectively and creatively.

Examples: Note-taking, story

telling, debates.

The ability to discriminate among living things and to see patterns in the natural world.

Examples: Classify, use features

of the environment.

Step 1:Give students a riddles and ask them to solve it in pairs.

(Intelligences: interpersonal, verbal/ linguistic).

Step 2:Guided imagery: Tell students to close their eyes and to relax;

then describe a painting to them. Ask them to imagine it. Play music while you are giving the students the description. (Intelligences: spatial/ visual intelligences, musical).

Step 3: Distribute to each person one description that has a certain

words missing. (Intelligences: interpersonal, verbal/ linguistic).

Step 4: Ask the groups to create a tableau of the painting by acting out

the description. (Intelligences: body/ kinesthetic).

Step 5: Show the students the painting. Ask them to fine five things

about it that differ from their tableau or from how they imagined the painting to look. (Intelligences: logical/ mathematical).

Step 6:Reflection: Ask students if they have learnt any thing about how

to look at a painting. Ask them if they have learnt any thing new about the target language. (Intelligences: intrapersonal).

Not every intelligence has to be present in every lesson plan.

Gardner added the naturalistic intelligence in 1999.

Linguistic and Logical-mathematic intelligences are most prized in school.

It’s not how smart we are, it’s how we are

smart.