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Multiple Intelligences

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Presentation on theme: "Multiple Intelligences"— Presentation transcript:

1 Multiple Intelligences
A Training Session Prepared by Soa’ad Balqasim & Ameerah Al-Hattab

2 History of Intelligence


4 Multiple Intelligences: Gardner's Theory
Who is Gardner ? Names immortalized ● Beethoven ● Inteshtines ● Tolstoy ● Addison ● Nuiten ● Tshershel

5 Gardner (1993) proposed a new view of intelligence that differs greatly from the traditional view which usually recognizes only two intelligences verbal and computational He viewed it as; the ability to solve problems and understand the world in at least seven different ways He expanded the concept of intelligence to include such areas as music, spatial relations, and interpersonal knowledge in addition to mathematical and linguistic ability.


7 key points of Gardner's theory: 1- All human beings possess all intelligences in varying degrees. 2- Each individual has a different intelligence profile. 3- Education can be improved by assessment of students' intelligence profiles and designing activities accordingly. 4- Each intelligence occupies a different area of the brain. 5- The intelligences operate in consort not separately from one another.

8 Verbal/Linguistic

9 Linguistic Intelligence--involves having a mastery of language
Linguistic Intelligence--involves having a mastery of language. This intelligence includes the ability to effectively manipulate language to express oneself in a good manner. It also allows one to use language as a means to remember information.

10 Teachers can enhance their students' verbal/linguistic intelligence by having them keep journals, play word games, and by encouraging discussion.

11 Logical/Mathematical

12 Logical-Mathematical Intelligence--consists of the ability to detect patterns, reason deductively and think logically. This intelligence is most often associated with scientific, critical and mathematical thinking.

13 Teachers can strengthen this intelligence by encouraging the use of computer programming, critical-thinking activities, science-fiction scenarios, logic puzzles, and through the use of logical/sequential presentation of subject matter.

14 Visual/Spatial

15 Spatial Intelligence--gives one the ability to manipulate and create mental images in order to solve problems & to express thoughts.

16 Teachers can foster this intelligence by utilizing charts, graphs, diagrams, graphic organizers, videotapes, color, art activities, doodling and computer graphics software.

17 Musical

18 Musical Intelligence-- the capability to recognize and compose musical pitches, tones, and rhythms. To melodize lyrics. To compose words according to rhythms.

19 Teachers can encourage students' musical intelligence by “playing songs” for the class and assigning tasks that involve students creating lyrics about the material being taught.

20 Bodily/Kinesthetic

21 Bodily-Kinesthetic Intelligence--is the ability to use one's mental abilities to coordinate one's own bodily movements.

22 Teachers may encourage growth in this area of intelligence through the use of touching, movement, "hands-on" activities, facial expressions and physical exercises.

23 Interpersonal

24 The interpersonal Intelligence--includes interpersonal feelings and intentions of others. Also, feeling of interest when working with groups.

25 Teachers can encourage the growth of Interpersonal Intelligence by designing lessons that include group work and by planning cooperative learning activities.

26 Intrapersonal

27 intrapersonal intelligence--the ability to understand one's own feelings and motivations. Finding one’s self in working alone and in meditation.

28 Teachers can assign reflective activities, such as journaling to awaken students' Intrapersonal Intelligence. It’s important to note that this intelligence involves the use of all others. An individual should tap into their other intelligences to completely express their Intrapersonal Intelligence.

29 Naturalistic

30 Naturalistic intelligence is seen in someone who recognizes and classifies plants, animals, and minerals including a mastery of taxonomies. They are aware of species such as the flora and fauna around them. They notice natural and artificial taxonomies such as animals, cars and clothes.

31 Teachers can best foster this intelligence by using relationships among systems of species, and classification activities. Encourage the study of relationships such as patterns and order, compare-and-contrast sets of groups or look at connections to real life and science issues.

32 Although the intelligences are separated from each other, Gardner claims that the seven intelligences do not operate independently.

33 •Teachers should think of all intelligences as equally important
•Everyone is born possessing the different intelligences. •Nevertheless, all students will come into the classroom with different sets of developed intelligences. This means that each child will have his own unique set of intellectual strengths and weaknesses. •Gardner argues that culture also plays a large role in the development of the intelligences.


35 M.I. Theory In The Classroom

36 Applications on Verbal/Linguistic Intelligence

37 ● Write a set of instructions.
● Speak on a subject. ● Edit a written piece or work. ● Discuss something. ● Commentate on an event. ● Apply positive or negative ‘view' to a story

38 Applications on Logical/Mathematical Intelligence

39 ●Perform a mental arithmetic calculation.
● Create a process to measure something difficult. ● Analyze how a machine works. ● Devise a strategy to achieve an aim. ● Assess the value of a business or a proposition.

40 Applications on Visual/Spatial Intelligence

41 ● Design a costume, a dress or a building.
● Interpret a picture. ● Create a room layout. ● Create a corporate logo. ● Draw and color a picture.

42 Applications on Musical Intelligence

43 ● Perform a musical piece.
● Sing a song. ● Compose a melody for a piece. ● Compose a lyric using the new words.

44 Applications on Bodily/Kinesthetic Intelligence

45 ● Demonstrate a sport technique.
● Dramatize the text. ● Explain something using bodily movement. ● Create a mime or play a role to explain something.

46 Applications on Interpersonal Intelligence

47 ● Interpret moods from facial expressions.
● Discuss something with groups. ● Affect the feelings of others in a planned way. ● Coach or counsel another person.

48 Applications on Intrapersonal Intelligence

49 ● Consider and decide one's own aims and personal changes required to achieve them.
● Consider one's own problems and decide options for tackling them. ● Consider and decide one's own position whether now or in the future and write your expressions. ● Write your personal opinion of something.

50 Applications on Natural Intelligence

51 ● Visit the school garden.
● make a trip to a natural place. ● Watch a film about natural events. ● Explore or check something natural.

52 An Activity

53 This simple diagram illustrates Howard Gardner's model of the seven Multiple Intelligences.
capability & perception intelligence type words and language Linguistic 1 logic and numbers Logical-Mathematical 2 music, sound, rhythm Musical 3 body movement control Bodily-Kinesthetic 4 images and space Spatial-Visual 5 other people's feelings Interpersonal 6 self-awareness Intrapersonal 7

54 Benefits of Multiple Intelligences ■ As a teacher and learner you realize that there are many ways to be "smart." ■ All forms of intelligence are equally important. ■ Students can focus on their strengths on work which enable them becoming experts in certain areas. ■ Students may develop strong problem solving skills that they can use in real life situations.  

55 ■ Teacher Centered ■ Student Centered
Approaches For Implementing M.I. In The Classroom ■ Teacher Centered ■ Student Centered

56 Learning Centers "Learning Stations“
Reading/Writing Center (for encouraging students' Verbal/Linguistic; Visual/Spatial; Intrapersonal and Interpersonal Intelligences) Examples Illustration/Visual Expression Center (for encouraging students' Visual/Spatial; Intrapersonal Intelligences)

57 Science/Experiment Center
(for encouraging students' Logical/Mathematical, Naturalist, Visual/Spatial Intelligences) Examples Music Center (for encouraging students' Musical, Bodily-Kinesthetic, Interpersonal Intelligences)

58 Math Center (for encouraging students' Logical/Mathematical, Bodily-Kinesthetic, Interpersonal, Intrapersonal Intelligences) Examples Build-It, Paint It Center (for encouraging students' Visual/Spatial, Bodily-Kinesthetic, Interpersonal, Logical/Mathematical Intelligences) Performance Center (for encouraging students' Visual/Spatial, Bodily-Kinesthetic, Interpersonal)

59 How to prepare a lesson plan using MI model ?

60 To plan a lesson you should ask the following questions:
How can I include numbers, classification, critical-thinking and calculations? Math-Logic 1 How can I include visuals, colors, art, graph and pictures? Spatial 2 How can I include private learning time and student choice? Intrapersonal 3 How can I include group work, peer sharing and discussions? Interpersonal 4 How can I include movement, exercise, drama and crafts? Bodily - Kinesthetic 5 How can I include music, sounds, rhythms and dance? Musical 6 How can I include reading, writing and speaking? Verbal - Linguistic 7

61 Workshops

62 good bye

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