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Howard Gardner's Theory of Multiple Intelligences

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Zyanya Garcia
Zyanya Garcia

Howard Gardner developed the theory of multiple intelligences in 1983 which proposes that there are seven distinct ways that people learn and understand the world: linguistic, logical-mathematical, spatial, bodily-kinesthetic, musical, interpersonal, and intrapersonal. The theory suggests that teachers should design lessons to accommodate different types of intelligences to help all students learn effectively. Applying multiple intelligences in classrooms allows students to discover their strengths and weaknesses and receive a more personalized education tailored to their unique ways of learning.

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EME2040-0W62 Fall 2012 December 5, 2012 Team 1: Zyanya, Jasmine
Howard Gardner  This theory of multiple intelligences was developed by Howard Gardner in 1983.  Gardner has a PhD from Harvard and claims that he was drawn to psychology because of mentoring he received from Erik Erikson, a famous psychoanalyst who developed the Theory of the 8 stages of development.
Theory of Multiple Intelligences  The theory states that there are about 7 ways, intelligences, that people see and understand the world.  His theory is similar to the concept that people have different ways of learning, i.e. visual, auditor, kinesthetic.  His theory is different in that it goes beyond the basic ways of learning into other “intelligences” that seem more personality based.
Linguistic/ Logical-Mathematical Some individuals are able to learn just about anything using their logical skills. They are able to calculate and work out relationships and connections between items. They enjoy mental challenges seeking out solutions to logical, abstract and mathematical problems and have good deductive reasoning skills. On a lesser scale, thy may simply excel at games involving skill and strategy such as chess or computer battle games. Logical-Mathematical Intelligence may be defined as the ability to appreciate and calculate the effect of actions upon objects or ideas and the relationships among them. To apply inductive and deductive reasoning skills, to provide solutions and to overcome complex mathematical and logical challenges as well as solving critical and creative problems.
Visual-Spatial/ Body-Kinesthetic  Visual-Spatial intelligence makes it possible for people to perceive visual or spatial information, to transform this information, and to recreate visual images from memory. Well-developed spatial capacities are needed for the work of architects, sculptors, and engineers. The students who turn first to the graphs, charts, and pictures in their textbooks, who like to "web" their ideas before writing a paper, and who fill the blank space around their notes with intricate patterns are also using their spatial intelligence. While usually tied to the visual modality, spatial intelligence can also be exercised to a high level by individuals who are visually impaired.  People with well developed spatial- visual intelligence enjoy drawing, designing, looking at pictures and images, slides, videos, and films. They are especially proficient at imagining, visualization, sensing changes, doing puzzles, and reading charts and maps. They absorb information best through visualizing, using the "mind's eye", and by manipulating and working with pictures and images. This intelligence can serve a variety of scientific ends; as a useful tool, as an aid to thinking, as a way of capturing information, and a way to formulate and solve problems, and graphically represent patterns.
Musical-Rhythmic/ Interpersonal * Musical-Rhythmic. The ability to master music as well as rhythms, tones and beats. * Show sensitivity to rhythm, melody, and sound May study with music in the background, play an instrument, notice non-verbal sounds in the environment, learn more easily if sung or tapped out. * Musical intelligence is the capacity to think in music and rhythm. People possessing musical intelligence are considered to have a strong appreciation for music, can easily remember songs and melodies, have an understanding of timbre and composition, can identify differences between musical pitches and generally enjoy being immersed in music. The ability to play instruments comes naturally to this type of person.
Intrapersonal  People with intrapersonal intelligence are adept at looking inward and figuring out their own feelings, motivations and goals. They are introspective and seek understanding. They are intuitive and typically introverted. They learn best independently. o If you have a solitary style, you are more private, introspective and independent. You can concentrate well, focusing your thoughts and feelings on your current topic. You are aware of your own thinking, and you may analyze the different ways you think and feel. o You spend time on self-analysis, and often reflect on past events and the way you approached them. You take time to ponder and assess your own accomplishments or challenges. You may keep a journal, diary or personal log to record your personal thoughts and events.
How this is applicable in classrooms • The theory allows teachers to examine several different ways to teach his/her students. • It essentially gives the teacher opportunities to scaffold their lesson plans in ways that will accommodate multiple ways of learning. • The teacher takes the theory and applies it to their teaching so that all the students learn to the best of their abilities. • The students discover their strengths and weaknesses and how these things affect their ability to have a fulfilling education. • The students discover that education really can relate to who they are as people.
Our Thoughts  We think that this theory is really quite interesting and could really change education.  Students all tend to learn differently but it would be amazing if we could teach so that every student completely understood what we were teaching.  This theory could also help make education fun again. Imagine a high school class with centers like in elementary school! These centers however could be more mature and designed to help students based in their own kind of intelligence.  It’s time to make education more personalized and less generalized.
Credits  First photo and information from:  Smith, Mark K. (2002, 2008) 'Howard Gardner and multiple intelligences', the encyclopedia of informal education, http://www.infed.org/thinkers/gardner.htm All other photos are Microsoft Office 2010© Clipart
Howard Gardner's Theory of Multiple Intelligences

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Howard Gardner's Theory of Multiple Intelligences

  • 1. EME2040-0W62 Fall 2012 December 5, 2012 Team 1: Zyanya, Jasmine
  • 2. Howard Gardner  This theory of multiple intelligences was developed by Howard Gardner in 1983.  Gardner has a PhD from Harvard and claims that he was drawn to psychology because of mentoring he received from Erik Erikson, a famous psychoanalyst who developed the Theory of the 8 stages of development.
  • 3. Theory of Multiple Intelligences  The theory states that there are about 7 ways, intelligences, that people see and understand the world.  His theory is similar to the concept that people have different ways of learning, i.e. visual, auditor, kinesthetic.  His theory is different in that it goes beyond the basic ways of learning into other “intelligences” that seem more personality based.
  • 4. Linguistic/ Logical-Mathematical Some individuals are able to learn just about anything using their logical skills. They are able to calculate and work out relationships and connections between items. They enjoy mental challenges seeking out solutions to logical, abstract and mathematical problems and have good deductive reasoning skills. On a lesser scale, thy may simply excel at games involving skill and strategy such as chess or computer battle games. Logical-Mathematical Intelligence may be defined as the ability to appreciate and calculate the effect of actions upon objects or ideas and the relationships among them. To apply inductive and deductive reasoning skills, to provide solutions and to overcome complex mathematical and logical challenges as well as solving critical and creative problems.
  • 5. Visual-Spatial/ Body-Kinesthetic  Visual-Spatial intelligence makes it possible for people to perceive visual or spatial information, to transform this information, and to recreate visual images from memory. Well-developed spatial capacities are needed for the work of architects, sculptors, and engineers. The students who turn first to the graphs, charts, and pictures in their textbooks, who like to "web" their ideas before writing a paper, and who fill the blank space around their notes with intricate patterns are also using their spatial intelligence. While usually tied to the visual modality, spatial intelligence can also be exercised to a high level by individuals who are visually impaired.  People with well developed spatial- visual intelligence enjoy drawing, designing, looking at pictures and images, slides, videos, and films. They are especially proficient at imagining, visualization, sensing changes, doing puzzles, and reading charts and maps. They absorb information best through visualizing, using the "mind's eye", and by manipulating and working with pictures and images. This intelligence can serve a variety of scientific ends; as a useful tool, as an aid to thinking, as a way of capturing information, and a way to formulate and solve problems, and graphically represent patterns.
  • 6. Musical-Rhythmic/ Interpersonal * Musical-Rhythmic. The ability to master music as well as rhythms, tones and beats. * Show sensitivity to rhythm, melody, and sound May study with music in the background, play an instrument, notice non-verbal sounds in the environment, learn more easily if sung or tapped out. * Musical intelligence is the capacity to think in music and rhythm. People possessing musical intelligence are considered to have a strong appreciation for music, can easily remember songs and melodies, have an understanding of timbre and composition, can identify differences between musical pitches and generally enjoy being immersed in music. The ability to play instruments comes naturally to this type of person.
  • 7. Intrapersonal  People with intrapersonal intelligence are adept at looking inward and figuring out their own feelings, motivations and goals. They are introspective and seek understanding. They are intuitive and typically introverted. They learn best independently. o If you have a solitary style, you are more private, introspective and independent. You can concentrate well, focusing your thoughts and feelings on your current topic. You are aware of your own thinking, and you may analyze the different ways you think and feel. o You spend time on self-analysis, and often reflect on past events and the way you approached them. You take time to ponder and assess your own accomplishments or challenges. You may keep a journal, diary or personal log to record your personal thoughts and events.
  • 8. How this is applicable in classrooms • The theory allows teachers to examine several different ways to teach his/her students. • It essentially gives the teacher opportunities to scaffold their lesson plans in ways that will accommodate multiple ways of learning. • The teacher takes the theory and applies it to their teaching so that all the students learn to the best of their abilities. • The students discover their strengths and weaknesses and how these things affect their ability to have a fulfilling education. • The students discover that education really can relate to who they are as people.
  • 9. Our Thoughts  We think that this theory is really quite interesting and could really change education.  Students all tend to learn differently but it would be amazing if we could teach so that every student completely understood what we were teaching.  This theory could also help make education fun again. Imagine a high school class with centers like in elementary school! These centers however could be more mature and designed to help students based in their own kind of intelligence.  It’s time to make education more personalized and less generalized.
  • 10. Credits  First photo and information from:  Smith, Mark K. (2002, 2008) 'Howard Gardner and multiple intelligences', the encyclopedia of informal education, http://www.infed.org/thinkers/gardner.htm All other photos are Microsoft Office 2010© Clipart