Multiple Intelligences Theory

By Howard Gardner

What was believed to beintelligence?

Gardner’s definition of Intelligence

• Gardner defines intelligence as the biopsychological potential to process information that can be activated in a cultural setting to solve problems or create products that are of value in a culture.

The Intelligences

Naturalist Intelligence

Musical Intelligence

Intrapersonal Intelligence

Interpersonal Intelligence

Spatial/Visual Intelligence

Logical-Mathematical Intelligence

Verbal/Linguistic Intelligence

Bodily-Kinesthetic Intelligence

Verbal/Linguistic Intelligence

Logical-Mathematical Intelligence

Spatial/Visual Intelligence

Bodily-Kinaesthetic Intelligence

Musical Intelligence

Interpersonal Intelligence

Intrapersonal Intelligence

Naturalistic Intelligence

Theory of language and language learning

Language is: not seen as a peripheral skill but as central to the whole life of the learner and user. integrated with music, bodily activity, interpersonal relationship, etc. not limited to a “linguistics” perspective, but rather, it encompasses all aspects of communication.

● MI proponents believe there is more to language than what is usually subsumed under the rubric "linguistics".

● Other intelligences enrich the tapestry of communication we call "language".

● The senses provide the accompaniment and context for the linguistic message that give it meaning and purpose.

● A multisensory view of language is necessary to construct an adequate theory of language as well as an effective design for language teaching.

Syllabus ?

Stages

• 1) Awaken the Intelligence By many extrasensory experiencies

• 2) Amplify the Intelligence Improvement of the intelligence volunteering objects and events

• 3)Teach with/for the Intelligence

The intelligence is linked to some aspect of language learning

• 4)Transfer of the Intelligence

Teacher’s Role

• Teachers are encouraged to administer an MI inventory

on themselves.

• They have a role that is not only to improve the second language.

Student’s Role

• Learners are expected to take an MI inventory and to develop their own

• Students need to see themselves engaged in a process of personality development beyond of being successful language learners.

ActivitiesLinguistic Crosswords, newspapers, Internet, biographies,

autobiographies, books.

Visual Artwork, photographs, posters, charts, illustrations, cartoons, props for plays, videos, murals, sculptures.

Body/Kinesthetic

Games, experiments, pantomiming, presentations, dances, aerobics.

Interpersonal Movies, team computer games, wrap arounds, conversations, conferences.

Mathematical Puzzles, timelines, analogies, patterns, formulas, abstract symbols, diagrams, mind maps, computer games.

Musical Background music, raps, jingles, tone patterns, trios/quartet, choirs, cheers.

Intrapersonal Journals, readings, self evaluation.

Environmental Elements found in nature.