Gardner’s Multiple

Intelligence

Reported by:
Marlon Dela Cruz
Multiple Intelligence
 The theory of
multiple intelligence
was proposed by
Howard Gardner in
1983, to more
accurately define the
concept of
intelligence
Multiple Intelligence Based
Instructional Strategies
Verbal – Linguistic Intelligence
 sound, meanings, structures and styles of
language

 Sensitive to: writing, speaking, listening, reading

 Ability to: speak effectively (teacher, religious

leader, politician) or write effectively (poet,
journalist, novelist, copywriter and editor)
Technology that enhances verbal
linguistic intelligence in the
classroom
 Increasingly user-friendly computer programs
are making it possible to combine information in
different forms, including words, images, and
sounds
 The computer encourages students to revise and
rewrite compositions and thus develop greater
fluency and a more effective style. Some of the
most popular word processing programs include
Microsoft Word, Word Perfect, and Ami Pro for
Windows.
Technology that enhances verbal
linguistic intelligence in the
classroom
 Learning keyboarding in early elementary
school today is as important as learning to write
with a pencil, and learning to use a word
processor is as important for students as learning
to type

 Electronic technology is having an enormous

impact on the development of speaking skills, as
children find it possible to communicate with
new friends around the country and world.
Technology that enhances verbal
linguistic intelligence in the
classroom
 Just as the computer has enhanced writing skills,
so audiotape-recording, video-taping, and video-
conferencing are having positive effects on oral
fluency. When students observe and hear
themselves speaking, they learn to express
themselves effectively.
 Technology offers new communication and
learning opportunities to students with multiple
handicaps and "different abilities
Technology that enhances verbal
linguistic intelligence in the
classroom
 for deaf students; Microflip's "Full Talk," LTJ
Design's "Wee Talk."
 for physically-handicapped students: "Smart
Keyboards" fit the body shape of their users and
are developed by Arjan Khalsa for Unicorn.
 for blind students: Eduquest's "talking mouse"
 for hearing-impaired students EduQuest's
"Speech Viewer" and "Phone Communicator.
 for visually-impaired students: EduQuest's
"Screen Reader" and "Voice Type"
Logical – Mathematical
Intelligence
 Patterns, numbers and numerical data, causes
and effects, objective and quantitative reasoning

 Sensitive to: finding patterns, making

calculations, forming and testing hypothesis,
using scientific method, deductive and inductive
reasoning

 Ability to: Work effectively with numbers

(accountant, statistician, economist) and reason
effectively (engineer, scientist, computer
programmer)
Technology that enhances logical /
mathematical in the classroom
 For primary students, IBM's "Math and
More" programs introduce students to
patterns and relationships, geometry,
probability, and statistics through highly
motivating video, manipulative, and printed
materials.

 IBM's "Modern Solutions" and "Wrinkers"

(combination of thinking and writing) offer
challenging projects that utilize logic,
analysis, synthesis, and evaluation in
creating and problem-solving.
Technology that enhances logical /
mathematical in the classroom
 Wings for Learning/Sunburst's "King's Rule"
and "Safari Search" for older children develop
sequencing abilities and logical-mathematical
thinking through visual-spatial, manipulative
tasks that are in the form of thought-provoking
and challenging games.

 Sierra's "Lost Mind of Dr. Brain" exercises all of

the intelligences in challenging puzzles and
problem-solving activities
Spatial Intelligence
 Colours, shapes, visual puzzles, symmetry,
lines, images

 Sensitive to: representing ideas visually,

creating mental images, noticing visual
details, drawing and sketching

 Ability to: Create visually (artist,

photographer, engineer, decorator) and
visualize accurately (tour guide, scout,
ranger)
Technology that enhances visual
intelligence in the classroom
 Computers allow visually oriented students
to learn through their strengths as they
interact with the technology.

 increasing number of graphics programs,

such as "IPMNT" or "SuperPaint," offer a
wide range of experiences that can enhance
artistic creativity and fluency by facilitating
the technical processes involved in graphic
design.
Technology that enhances visual
intelligence in the classroom
 By using HyperCard or LinkWay software, students
can create multimedia reports. Or, they may create a
report totally in visual form, combining film clips,
slides, photographs, and other illustrations. These
multimedia productions make learning a fascinating
process
 Students with special needs can also be helped
in new ways through visual media. For example,
those with speech difficulties can actually see
their speaking patterns through IBM's
SpeechViewer; from this visual feedback
Technology that enhances visual
intelligence in the classroom
 he availability of camcorders makes it possible
for students to produce their own videos as an
alternative to written reports. Teachers may also
produce videos as lesson presentations

 Visual peripherals that reinforce topics and skills

to be learned are an important part of accelerated
learning classrooms, and needless to say the task
of changing them frequently can be made easier
through technological "teaching walls."
Bodily – Kinesthetic
Intelligence
 Touch, movement, physical, self,
athleticism
 Sensitive to: Activities requiring strength,
speed, flexibility, hand eye coordination
and balance
 Ability to: Use the hands to fix or create
(mechanic, surgeon, carpenter, sculptor,
mason) and use the body expressively
(dancer, athlete, actor)
Technology that enhances bodily /
kinesthetic intelligence in the
classroom
 Computers rely mostly on eye-hand
coordination for their operation--keyboarding
and the use of the mouse or touch-screen.
 Multi-media technology also involves much
actual physical activity as information is
gathered from databanks, books, and photos, as
new information is generated by camcorders,
and finally as all of it is pieced together
electronically through hypermedia programs
such as HyperCard or LinkWay.
Musical Intelligence

 Tone, beat, tempo, melody, pitch, sound

 Sensitive to: listening, singing, playing an

instrument

 Ability to: (song, writer, composer,

musician conductor) and analyze music
(music critic)
Technology that enhances musical
intelligence in the classroom

 Menulay's "Musicland" program - A student can

draw a shape on the staff on the computer screen,
and see it translated into musical notation. The
student then colors in the notes, with different colors
for different instruments, and the computer plays
back the composition in synthesized sounds.
 "Band-in-a-Box" by PG Software lets students
improvise backups to familiar jazz, pop, rock, and
folk music. It also features editing capability so that
students can create their own musical styles.
Interpersonal Intelligence

 Body language, moods, voice, feeling

 Sensitive to: Noticing and responding to

other people’s feelings and personalities

 Ability to: work with people (administrators,

managers, consultant, teacher) and help
people identify and overcome problems
(therapist, psychologist)
Technology that enhances
interpersonal intelligence in the
classroom
 any teachers are finding successful applications
of computer technology to develop higher-order
thinking skills.

 Classrooms that use computer technology in this

way become centers for inquiry~ Students learn
not only to use databases, but to create their
own. Technology can be used to explore and
expand intelligence, as students build "mental
models" with which they can visualize
connections between ideas on any topic.
Technology that enhances
interpersonal intelligence in the
classroom
 hypermedia may thus expand the ability to think
holistically-to be able to jump back and forth
from detail to overview and to see the 'big
picture."'

 Hypermedia presents multimedia material in a

way that is similar to how the human brain
works-making connections between ideas and
images-just as hypertext does with words.
Intrapersonal Intelligence

 One’s own strength, weaknesses, goals and

desires

 Sensitive to: setting goals, assessing personal

abilities and liabilities, monitoring one’s own
thinking

 Ability to: meditate, reflect, exhibit self

discipline, maintain composure, and get the
most out of oneself
Technology that enhances
intrapersonal intelligence in the
classroom
 Interpersonal skills can be enhanced through small technology
groups in the classroom, as well as through computer
networking with students in other classrooms, schools, or
countries.
 There are many ways that technology can be used in the
classroom to enhance interpersonal skills. For example,
students can be videotaped as they give a presentation or
performance. They can then observe their facial expressions
and body movements to see whether these enhance or detract
from what they wish to communicate.
 Groups of students can discuss their observations of each
other, understanding that they should begin and end with a
positive observation and that criticism is only to be offered
in a constructive manner.
Naturalist Intelligence
 Natural objects, plants, animals, naturally occurring
patterns, ecological issues

 Sensitive to: Identifying and classifying living

things and natural object

 Ability to: analyze ecological and natural situations

and data (ecologist and rangers), learn from living
things (zoologist, botanist, veterinarian) and work in
natural setting (hunter, scout)
Naturalist Intelligence
 Telecommunications technologies help students to
understand the world beyond their own environments, and
help them to see how their actions can actually affect their
world. As you will see in the examples that follow, these
tools make it possible for students to understand real
experiences in greater detail and depth.

 Twenty-one sixth grade students used a variety of scientific

instruments to measure soil and water temperature, wind
speed, and soil composition. They also used mobile
computers connected to a wireless local area network and
walkie-talkies to collaborate with each other and
communicate the data they collected.