The document discusses Howard Gardner's theory of multiple intelligences. It defines intelligence and summarizes Gardner's view that traditional IQ testing too narrowly defines intelligence. Gardner proposed eight types of intelligences: logical/mathematical, linguistic, musical, spatial, bodily-kinesthetic, naturalist, interpersonal, and intrapersonal. The document then provides details on each type of intelligence and potential ways individuals with strengths in those areas may prefer to learn.
Creative Teaching Activities for the Multiple Intelligences ETAI 2010
Susan Osher
Dr. Howard Gardener proposed eight different intelligences to account for a broader range of human potential. Today, his theory plays a significant role in trying to meet the student’s individual strengths and needs. This hands-on workshop will show how you can bring creative multiple intelligence activities into your classroom.
Mutiple intelligence presentation by asmaRaja Khaqan
The document discusses Howard Gardner's theory of multiple intelligences. It begins by explaining that traditional views of intelligence are limited but Gardner proposes that there are eight different types of intelligence that account for a broader range of human potential. These include linguistic, logical-mathematical, spatial, musical, bodily-kinesthetic, interpersonal, intrapersonal, and naturalist intelligences. The study aims to understand how the theory of multiple intelligences can help foreign language teachers address the different linguistic and cognitive backgrounds of students in the classroom. It also discusses implications and applications of MI for improving foreign language teaching and learning.
The document discusses several theories of intelligence:
- Robert Sternberg proposed the Triarchic Theory of Intelligence, which includes three types of intelligence: analytical, creative, and practical.
- Howard Gardner proposed the Theory of Multiple Intelligences, which identifies eight types of intelligence: linguistic, logical-mathematical, musical, bodily-kinesthetic, spatial-visual, interpersonal, intrapersonal, and naturalist.
- The theories view intelligence as broad constructs involving multiple capacities rather than a single general ability measured by tests.
Howard Gardner developed the theory of multiple intelligences in 1983 which suggests that there are eight different types of intelligence rather than just a single general intelligence measured by IQ tests. The eight intelligences are linguistic, logical-mathematical, spatial, bodily-kinesthetic, musical, interpersonal, intrapersonal, and naturalist. Incorporating activities that engage the different intelligences in the classroom allows students to express themselves in their strongest ways.
Howard Gardner proposed the theory of multiple intelligences, which suggests that traditional views of intelligence as a single general ability are too limited. Gardner identified eight main intelligences: spatial, naturalist, intrapersonal, interpersonal, linguistic, musical, logical-mathematical, and bodily-kinesthetic. Later, he proposed existentialist intelligence as a ninth type. The theory argues that people possess different combinations of these intelligences and can strengthen them with practice.
Multiple intelligence theory of Howard Gardner.Muhsina Moideen
Howard Gardner proposed the theory of multiple intelligences which suggests that there are several distinct forms of intelligence that individuals possess to varying degrees. The theory outlines eight main intelligences: linguistic, logical-mathematical, spatial, bodily-kinesthetic, musical, interpersonal, intrapersonal, and naturalist. Gardner argued that the traditional notion of intelligence as a single entity does not fully capture the complexity of human cognition.
Howard Gardner developed the theory of multiple intelligences which states that there are at least seven ways that people understand and perceive the world, including linguistic, logical-mathematical, spatial, bodily-kinesthetic, musical, interpersonal, intrapersonal, and naturalist intelligences. The document discusses each type of intelligence and provides examples of how teachers and students can utilize technologies and activities to support each intelligence in the classroom. It emphasizes the importance of incorporating activities that engage different intelligences to accommodate various learning styles.
The theory of multiple intelligences was developed by Dr. Howard Gardner in 1983. He proposed that there are eight different types of intelligences - linguistic, logical-mathematical, visual/spatial, bodily/kinesthetic, musical, interpersonal, intrapersonal, and naturalist. Gardner believes that each person possesses varying degrees of each intelligence and that accounting for multiple intelligences can help people of all abilities to develop their talents and pursue meaningful careers.
Howard gardner’s theory of multiple intelligencesLoftus
Howard Gardner proposed there are eight types of intelligence: linguistic, logical-mathematical, spatial, bodily-kinesthetic, musical, interpersonal, intrapersonal, and naturalistic. He believed instruction should engage all intelligences through varied activities like role-playing, arts, and computer games. Teachers should assess students in different ways and use diverse tools in the classroom to accommodate the multiple intelligences of each child. When teaching, considering each student's strengths will help them learn in the optimal way.
Brain-based learning is a comprehensive educational approach based on current neuroscience research about how the brain naturally learns. It provides a biologically driven framework for teaching and learning techniques that connect lessons to students' real-life experiences. Brain-based learning engages strategies derived from principles of how the brain works in the context of education, and is not a single solution but an approach incorporating engagement, strategies, and principles.
Multiple Intelligences and Learning styles (Current Issues and Trends in Educ...Jhanet Elfa Seastres
This document discusses Howard Gardner's theory of multiple intelligences. It outlines the nine intelligences - linguistic, logical-mathematical, spatial, bodily-kinesthetic, musical, interpersonal, intrapersonal, naturalist, and existential. Key points are provided that people possess different profiles of these nine intelligences, education can be improved by assessing students' varied intelligences, and each intelligence is localized in different areas of the brain. Learning styles that align with each intelligence are also listed.
Howard Gardner's Theory of Multiple IntelligencesMarie L
Howard Gardner's theory of multiple intelligences proposes that there are seven distinct types of intelligence rather than a single general intelligence. The seven intelligences are linguistic, logical-mathematical, musical, bodily-kinesthetic, spatial, interpersonal, and intrapersonal. Traditionally, schools have focused primarily on linguistic and logical-mathematical intelligences, but Gardner argues all seven should be recognized and developed. Understanding students' varied intelligences can help teachers develop more effective lessons and better evaluate student learning.
The document discusses Howard Gardner's theory of multiple intelligences. It outlines eight types of intelligence - linguistic, logical-mathematical, visual-spatial, kinesthetic, rhythmic/musical, interpersonal, intrapersonal, and naturalist. The theory posits that individuals possess different combinations of these intelligences and they can be developed over one's lifetime. Teachers can identify students' intelligences through observation and assessment. Applying multiple intelligences in education helps students develop skills and understands their varied strengths.
The document discusses Howard Gardner's Theory of Multiple Intelligences, which proposes that intelligence is not a single entity but rather composed of at least eight different intelligences. It outlines each of Gardner's eight intelligences - linguistic, logical-mathematical, spatial, bodily-kinesthetic, musical, interpersonal, intrapersonal, and naturalist. For each intelligence, it provides examples of the types of learners that possess that intelligence and sample learning activities and teaching strategies that could benefit those learners. The document advocates assessing students through a variety of methods that engage different intelligences rather than solely through standardized testing.
The document outlines an agenda for a workshop on multiple intelligences that has the following objectives: 1) to review Howard Gardner's theory of multiple intelligences, and 2) to explore ways to integrate the theory into curriculum and lessons. The agenda includes introductory activities like meeting participants and discussing successful people, as well as stations exploring the eight multiple intelligences identified by Gardner: linguistic, logical-mathematical, visual-spatial, musical, bodily-kinesthetic, interpersonal, intrapersonal, and naturalist. The workshop concludes that teaching students through a variety of methods aligned with their multiple intelligences creates a more inclusive learning environment.
Multiple intelligences theory by howard gardnerluzgarciamaria
Howard Gardner proposed the theory of multiple intelligences, which identifies seven distinct types of intelligence: linguistic, logical-mathematical, musical, bodily-kinesthetic, spatial, interpersonal, and intrapersonal. The theory argues that traditional education primarily values linguistic and logical-mathematical intelligence, but all seven types are important for learning. Recognizing students' varied intellectual strengths allows for more effective teaching methods that engage different intelligences.
Howard Gardner developed the theory of multiple intelligences which posits that intelligence is not a single entity but rather composed of at least eight different intelligences. These intelligences include linguistic, logical-mathematical, spatial, bodily-kinesthetic, musical, interpersonal, intrapersonal, and naturalistic intelligences. The theory suggests that traditional IQ testing emphasizes only some types of intelligence and that individuals possess unique combinations of these intelligences. In a classroom setting, teachers can support students' varied intelligences by incorporating lessons and activities tailored to different intelligences like including songs or movement to appeal to musical and kinesthetic learners.
The document discusses Howard Gardner's theory of multiple intelligences and how technology can support the different intelligences. It describes the seven intelligences - linguistic, logical-mathematical, visual-spatial, bodily-kinesthetic, musical, interpersonal, and intrapersonal. Integrating multiple intelligences and technology in the classroom has positive effects such as motivating students and allowing them to learn in ways that align with their strengths. Reference materials are also provided.
This document discusses Howard Gardner's theory of multiple intelligences and approaches to learning. It identifies seven domains of intelligence: visual-spatial, musical, interpersonal, intrapersonal, logical-mathematical, bodily-kinesthetic, and naturalistic. It also describes three approaches to learning: rote learning which relies on repetition, informal learning from everyday experiences, and non-formal learning through organized activities outside the classroom. The conclusion states that recognizing different types of intelligence allows more students to succeed by playing to their strengths.
The document discusses Howard Gardner's theory of multiple intelligences, which argues that there are eight types of intelligence rather than a single general intelligence measured by IQ tests. It outlines the eight intelligences - linguistic, logical-mathematical, visual-spatial, bodily-kinesthetic, musical, interpersonal, intrapersonal, and naturalist - and provides teaching strategies and activities to support each type of intelligence. The document suggests teachers should teach in a way that supports all eight types of intelligences.
The document discusses Howard Gardner's Theory of Multiple Intelligences, which proposes that intelligence is not a single entity but rather composed of at least eight different intelligences. It defines each of Gardner's eight intelligences - linguistic, logical-mathematical, bodily-kinesthetic, spatial, musical, interpersonal, intrapersonal, and naturalist. It also provides examples of how each type of intelligence may learn better and suggestions for teaching strategies and materials for each intelligence.
This document discusses Howard Gardner's theory of multiple intelligences. It defines intelligence, outlines the eight types of intelligence in Gardner's theory (logical/mathematical, visual/spatial, bodily/kinesthetic, musical, interpersonal, intrapersonal, verbal/linguistic, naturalist), provides examples of each type, and describes how teachers can incorporate activities targeting different intelligences into their lesson plans. A sample lesson plan targeting several intelligences with a series of steps is also outlined. The conclusion emphasizes that students have unique strengths and that understanding students' varied intelligences fosters lifelong learning.
Multiple intelligences theory proposes that there are at least eight types of intelligence rather than just a single general intelligence. The eight types are linguistic, logical-mathematical, bodily-kinesthetic, visual-spatial, musical, interpersonal, intrapersonal, and naturalistic. Teachers can incorporate activities to engage students with different intelligences such as having musically intelligent students create songs to learn concepts or visually intelligent students create diagrams. While some question its scientific validity, multiple intelligences theory provides a framework for teachers to reach more students through varied activities that play to their strengths.
The document discusses Howard Gardner's Theory of Multiple Intelligences, which proposes that intelligence exists in eight different forms rather than just a single general cognitive ability. It outlines the eight intelligences - logical, linguistic, musical, spatial, bodily-kinesthetic, naturalist, interpersonal, and intrapersonal. The theory argues that schools focus too narrowly on linguistic and logical skills and many approaches should be used to engage different intelligences. Teachers can design lessons, projects, and assessments to appeal to multiple intelligences and better address individual student's strengths.
The document discusses Howard Gardner's theory of multiple intelligences. It outlines eight types of intelligences: linguistic, logical-mathematical, spatial, bodily-kinesthetic, musical, interpersonal, intrapersonal, and naturalist. Gardner argued that intelligence is not a single entity and can be developed in different ways. The document also discusses how to nurture different intelligences in children and the importance of arts education.
Howard Gardner first developed his theory of multiple intelligences while studying psychology at Harvard under developmental psychologist Erickson. Gardner defined intelligence as a biopsychological potential to process certain kinds of information. He identified eight distinct intelligences: linguistic, logical-mathematical, spatial, bodily-kinesthetic, musical, interpersonal, intrapersonal, and naturalistic. Gardner's theory of multiple intelligences is more widely accepted in education than in clinical psychology and emphasizes different approaches to teaching students with different strengths.
The document discusses multiple topics related to intelligence including multiple intelligence theory, ability grouping, and the nature vs nurture debate on intelligence. It provides details on Howard Gardner's multiple intelligence theory which identifies eight types of intelligence. It also describes different methods of ability grouping students including between-class and within-class grouping. Finally, it examines arguments that intelligence is determined by nature/innate factors and nurture/environmental factors, concluding that the debate remains ongoing in psychology.
This document discusses learning styles and Howard Gardner's theory of multiple intelligences. Gardner proposed that there are eight main types of intelligences: linguistic, logical-mathematical, musical, bodily-kinesthetic, spatial, interpersonal, intrapersonal, naturalist. Schools traditionally focus most on linguistic and logical skills but Gardner's theory offers new ways to teach students with diverse strengths. Each intelligence is defined along with examples of how it can be engaged through teaching methods and activities.
This document discusses Howard Gardner's theory of multiple intelligences. It begins by introducing Gardner and his proposal of eight intelligences instead of just one general intelligence. It then defines each of the eight intelligences - linguistic, logical-mathematical, spatial, bodily-kinesthetic, musical, interpersonal, intrapersonal, and naturalist. Examples are given for each intelligence of related jobs, classroom activities, and ways of learning. The document suggests that teachers present lessons in a variety of ways using the different intelligences and that students learn in different ways depending on their strongest intelligences.
The document discusses new ideas in teaching literacy using digital technologies. It summarizes Dr. Sugata Mitra's experiments showing that children can effectively teach themselves using computers. The document also outlines several of Gee's principles of active learning, including incorporating multiple media types. Finally, it argues that digital learning engages students through information foraging, gathering, and sharing in ways that make learning joyful and relevant.
The document summarizes Howard Gardner's Theory of Multiple Intelligences which proposes that intelligence exists in eight different forms rather than just one general cognitive ability. It outlines the eight intelligences as linguistic, logical-mathematical, spatial, bodily-kinesthetic, musical, interpersonal, intrapersonal, and naturalist. The document also discusses implications for teachers and students in the classroom with and without technology and how the theory could impact personal teaching techniques.
The document discusses the importance of teaching the whole child by addressing their cognitive, physical, social, and emotional development. It outlines various domains and theories of human development, including Gardner's theory of multiple intelligences which identifies eight types of intelligence. The document argues that early learning standards should recognize individual differences in children and accommodate variations in development. It also discusses debates around what knowledge is most important to teach in schools today.
strategies to enhance multiple intelligences of studentsHarshita Jhalani
The document discusses Howard Gardner's Theory of Multiple Intelligences. It provides background on Gardner and defines intelligence. Gardner proposed there are eight types of intelligences: linguistic, logical-mathematical, spatial, bodily-kinesthetic, musical, interpersonal, intrapersonal, and naturalist. The document then describes each type of intelligence and provides examples of how students with strengths in each area may best learn. It concludes by contrasting Gardner's theory with the traditional view that intelligence is fixed and measured solely by IQ testing.
The document discusses several theories of learning including behaviorism, Gardner's theory of multiple intelligences, McCarthy's four types of learners, and constructivism. It notes criticisms of behaviorism for its simplistic view of learning and lack of accounting for human engagement. Constructivism sees learning as an active process where people construct their own understanding through experiences and relating new knowledge to prior knowledge. A constructivist museum would provide opportunities for learners to interact with exhibits and construct their own understanding.
Howard Gardner Multiple Intelligence AssignmentLakeisha Jones
This document provides an overview of Howard Gardner's theory of multiple intelligences. It discusses the eight types of intelligence: linguistic, logical-mathematical, musical, bodily-kinesthetic, spatial, interpersonal, intrapersonal, and naturalist. It explains that individuals have different strengths in these areas and prefer different learning styles. The document then provides examples and explanations of each type of intelligence. It emphasizes that understanding multiple intelligences can help teachers develop lesson plans and activities catered to students' varied strengths.
Howard Gardner proposed the theory of multiple intelligences which suggests that there are eight or nine distinct types of intelligence rather than a single general intelligence. The types include linguistic, logical-mathematical, spatial, bodily-kinesthetic, musical, interpersonal, intrapersonal, naturalist, and possibly existential intelligences. Gardner argues that MI theory provides a more accurate view of human cognition than the standard view of a single intelligence measured by IQ tests. While MI theory has influenced education, Gardner is cautious about how it is applied and does not see it as a single prescribed approach but rather as a framework to account for individual differences.
- Howard Gardner challenges the traditional view of intelligence as only consisting of linguistic and logical-mathematical abilities.
- Gardner proposes that there are eight types of intelligence: linguistic, logical-mathematical, spatial, bodily-kinesthetic, musical, interpersonal, intrapersonal, and naturalistic.
- Teachers have embraced multiple intelligences theory because it provides different ways of teaching and assessing students based on their strengths in different intelligences.
Howard Gardner S Theory Of Multiple IntelligencesErin Torres
Howard Gardner proposed the theory of multiple intelligences which asserts that there are nine different types of intelligences that describe human cognitive abilities and learning preferences. These include linguistic, logical-mathematical, spatial, bodily-kinesthetic, musical, interpersonal, intrapersonal, naturalist, and existential intelligences. Gardner's theory suggests that instruction should address all types of intelligences to help students develop their strengths and confidence in other areas.
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2. Session Learning outcomes
Background of Harvard Gardner
Multiple Intelligence
Why MI
Teaching Examples
M.I Eight ways of teaching
Conclusion
3. By the end of this session, C.Ps could be able to;
Discuss Multiple Intelligence theory of Harvard Gardner,
Differentiate between the eight categories of multiple
Intelligence,
Check their own intelligence,
Incorporate Multiple IntelligenceTheory by adopting teaching
strategies pertinent to the theory.
4. “The theory of multiple intelligences was developed in
1983 by Dr. Howard Gardner, professor of education
at Harvard University. It suggests that the traditional
notion of intelligence, based on I.Q. testing, is far too
limited. Instead, Dr. Gardner proposes eight different
intelligences to account for a broader range of human
potential in children and adults.”
Thomas Armstrong - www.ThomasArmstrong.com
5. 1.Verbal-linguistic intelligence
(well-developed verbal skills and sensitivity to the
sounds, meanings and rhythms of words)
2. Logical-mathematical intelligence
(ability to think conceptually and abstractly, and capacity
to discern logical and numerical patterns)
3. Spatial-visual intelligence
(capacity to think in images and pictures, to visualize
accurately and abstractly)
4. Bodily-kinesthetic intelligence
(ability to control one’s body movements and to handle
objects skillfully)
6. 5.Musical intelligences
(ability to produce and appreciate rhythm, pitch and
timber)
6. Interpersonal intelligence
(capacity to detect and respond appropriately to the
moods, motivations and desires of others)
7. Intrapersonal
(capacity to be self-aware and in tune with inner
feelings, values, beliefs and thinking processes)
8. Naturalist intelligence
(ability to recognize and categorize plants, animals and
other objects in nature) (Source:Thirteen ed online, 2004)
7. Helping teachers, students, and parents
realize that there are multiple ways to learn and that
they themselves possess multiple types of intellectual strengths and life
skills
Helps the students with special needs.
increases students’ confidence and enthusiasm for learning.
also improve their academic achievement
change teachers’ perceptions of their students’ learning
abilities.
Creates a classroom environment of students with different
abilities
Makes students interdependent
Edward Garcia Fierros1,Villanova University
8. • Read about it
• Study mathematical formulas that
express it
• Examine a graphic chart that illustrates
the principle
• Observe the law in the natural world
• Observe the law in the human world of
commerce
• Examine the law in terms of your own
body, e.g. when you supply.
• Performing well in sports
• Write a song that demonstrates the law
• linguistic
• logical/mathematic
al
• spatial
• naturalist
• interpersonal
• Intrapersonal
• Bodily Kinesthetic
• musical
9. Intelligence Teaching
Activities
Teaching
Materials
Instructional
Strategies
SampleTeacher
Presentation
Skill
Linguistic Lectures,
discussions,
word games,
storytelling,
journal writing
Books, tape
recorders,
stamps sets,
books on tape
Read about it,
write about it,
listen to it
Teaching
through story
telling
Logical-
Mathematical
Brain teasers,
problem solving,
science
experiments,
mental
calculations,
number games,
critical thinking
Calculators,
math
manipulative,
science
equipment, math
games
Quantify it, think
critically about it,
put it in a logical
framework,
experiment with
it
Socratic
questioning
Multiple Intelligences in theClassroom, pg 41-42
10. Intelligence Teaching
Activities
Teaching
Materials
Instructional
Strategies
SampleTeacher
Presentation
Skill
Spatial Visual
presentations,
art activities,
Imagination
games,
visualization,
metaphor
Graphs, maps,
videos, art
materials,
cameras,
pictures, library
See it, draw it,
visualize it, color
it, mind-map it
Drawing, Mind-
mapping
concepts
Bodily-
kinesthetic
Hands on
learning, drama,
dance, sports
that teach,
tactile activities,
relaxation
exercises
Building tools,
clay , sports
equipment,
manipulative,
tactile learning
resources
Build it, act it
out, touch it, get
a “gut feeling” of
it, dance it
Using gestures,
dramatic
expressions
Multiple Intelligences in theClassroom, pg 41-42
12. Intelligence Teaching
Activities
Teaching
Materials
Instructional
Strategies
SampleTeacher
Pres
Intrapersonal Individualized
instruction,
independent
study, options in
course of study,
self esteem
building
Self checking
materials,
journals,
materials for
projects
Connect it to
your personal
life, make
choices with
regard to it,
reflect on it
Bringing feeling
into presentation
Naturalist Nature study,
ecological
awareness, care
of animals
Plant, animals,
naturalists’ tools,
gardening tools
Connect to living
things and
natural
phenomena
Linking subject
matter to natural
phenomena
Multiple Intelligences in theClassroom, pg 41-42
13. In order to in corporate MI teacher must be aware about
MI.
Teachers need to help the students in identifying their MI.
Teachers should devise teaching strategies and materials
relevant to students’ MI
A teacher and a student can have MI in different areas
simultaneously
A culture of cooperative learning environment needs to be
encouraged in classroom where students can be benefited
from each others’ MI
In order to happen all aforementioned points teachers
need to develop an effective lesson plan.