1. Multiple intelligences
The theory that there are different ways that humans are intelligent and understand the world/information best.

2. Howard gardner and multiple intelligences
Gardner believed that  IQ is not one- dimensional, and that it can't be described by a single number. 
Instead, he believed that there are eight different types of intelligence and that these intelligences guide the way we learn and process information.

3. Visual/Spatial INTELLIGENCE PEOPLE WITH THIS STRENTH:
Think and process information in pictures and images.
Have Excellent visual reasoning skills and excellent fine motor skills.
Use their eyes and hands to make artistic or creatively designed projects.
Can build with Legos, read maps, and put together jigsaw puzzles.

4. Spatial Intelligence Attributes Artists, architects, builders
Color and line
Visual orderliness
Chess players and map makers
Explorers, astronauts, and web searchers
Learning
Images reinforce concepts
Images to communicate complex notions
Build models
Map processes
Multi-media resources
Venn Diagrams

5. Visual/Spatial Intelligence
Spatial Intelligence is the visual intelligence of artists, architects, and builders. It shows up in our love of color and line, visual orderliness, choosing wallpaper, creating web pages, laying out gardens and building stone walls. Many of us are visual learners, needing images to reinforce concepts and preferring images to communicate complex notions.
Spatial people benefit from building models and mapping processes. Chess players and map makers are spatial learners, as are explorers and astronauts. Spatial intelligence may help us keep track of our position as we navigate the World Wide Web. Spatial intelligence is not just about seeing pictures, but also creating pictures, using space, solving puzzles, and using the imagination (Prescott, 2001, p. 3).

6. LET’S ALL TRY IT.
REMEMBER THAT VISUAL/SPATIAL INTELLIGENCE IS ABOUT LINE, COLOR, PUZZLES, MAPS, PICTURES, ETC.
YOU WILL BE ABLE TO CHOOSE YOUR PROJECT FOR THIS INTELLIGENCE FROM THE FOLLOWING LIST. YOUR PROJECT IS DUE ON _______________:
WRITE A POEM ABOUT COLOR—I HAVE A GRAPHIC ORGANIZER TO GUIDE YOU THROUGH THIS ONE.YOUR POEM MUST INCLUDE AN ARTISTIC REPRESENTATION OF THAT COLOR.
DRAW A FLOOR PLAN OF YOUR FUTURE DREAM HOUSE. MAKE IT DETAILED AND TO SCALE. (GRAPH PAPER WOULD BE PREFERABLE.) LOOK ONLINE FOR EXAMPLES. INCLUDE A HALF PAGE DESCRIPTION OF THE ATTRIBUTES OF YOUR HOUSE. BE SPECIFIC.
DESIGN A LARGE GARDEN or LANDSCAPED YARD THAT YOU COULD DEVELOP AT YOUR CURRENT OR FUTURE HOME. MAKE SURE TO INCLUDE COLOR, SPECIFIC PLANTS, ETC. WRITE A ONE-HALF PAGE DESCRIPTION OF WHY YOU CHOSE THOSE PARTICULAR PLANTS FOR THE GARDEN. HOW ARE THEY GOOD FOR THIS AREA? FOR YOUR GARDEN?

7. Naturalistic INTELLIGENCE PEOPLE:
Have a natural interest in the environment.
Enjoy being in nature and want to protect it from pollution.
Easily recognize and categorize plants, animals, and rocks.

8. Naturalistic ENJOY
Sorting and classifying natural objects, such as leaves and rocks.
Researching animal habitats.
Observing natural surroundings.
Organizing or participating in park/playground clean-ups, recycling drives, and beautification projects.

9. Naturalist Intelligence
Attributes
Newly recognized
Identify patterns and classify the world
Naturalists, birdwatchers
Hunters, farmers, biologists
Anthropologists
collectors
Kids who love dinosaurs
Librarians who are birdwatchers!
Learning
Classify web sites or reference sources
Evaluate information sources

10. Naturalist Intelligence
Naturalist Intelligence is a newer addition to Gardner's original list. It recognizes those who thrive on identifying patterns (Barkman, 1999) and classifying things in nature. Naturalists identify and classify birds, plants, stars. Kids who love dinosaurs know all the long names and descriptions. This is the intelligence that helped our ancestors survive (Osciak & Milheim, 2001, p. 358) -- to decide what to eat and what to run away from -- and led Charles Darwin to envision The Origin of Species (Meyer, 1999).
In modern society, we co-opt this intelligence to organize our world. Anthropologists classify cultural artifacts such as spear points and musical instruments. Consumers and collectors distinguish between sneakers, china patterns, and cars. (Durie, 1998; Harvard Project Zero, n.d.). Catalogers are strong in this intelligence. Think of all the librarians who are also birdwatchers!
Students may learn by organizing and classifying web sites or reference sources. They may develop schemes for evaluating information or standards for web page design. Some students may also learn better outdoors more than in a computer lab.

11. Let’s learn about someone who had a strong naturalist intelligence.
First, please listen to this song: Cold Missouri Waters
NOW WE ARE GOING TO DO A DOCUMENT-BASED INQUIRY ABOUT THE SAME SUBJECT. PLEASE COMPLETE THE NOTE CATCHER AS WE GO THROUGH THE PROCESS.

12. THOSE WITH Verbal/Linguistic INTELLIGENCE:
 Have a love of words; uses them as a primary way of thinking and solving problems.
Are good writers, speakers, or both.
Use words to persuade, argue, entertain, and/or teach.

13. Verbal/LINGUISTIC — copywriters — translators — editors — trainers
— historians — TV and radio presenters
— journalists — voice-over artists
— lawyers — writer
— linguists — poets
— PR and media consultants
— speakers
— teachers professors

14. Linguistic Intelligence
Linguistic Intelligence is -reading, writing, language, books, journals, signs.
The computer is heavily text-oriented, so continues this trend.
An abundance of text does not guarantee a meaningful relationship to the words.
One challenge is to establish a meaningful relationship to text, to encourage thinking about the words, not just finding them.
The Writing Across the Curriculum movement in higher education teaches us that learning is enhanced when students write about their learning experiences, regardless of the field of study. (Brent, 1995)
Word puzzles, letters to the editor, and interviews with experts may enhance understanding of concepts and issues (Brougher, 1997).

15. NOW LET’S WATCH AN EXAMPLE
Pay close attention to what lessons Monty Wildhorn teaches about writing.
We will be utilizing some of these lessons to produce a creative writing piece.
LESSONS ARE SUMMARIZED IN A SEPARATE HANDOUT.
“WINDOWS” WILL BE PROVIDED AS SETTINGS.

16. Checking in How many of you are finding the short story easy to write?
What about your house design? For whom was that just FUN…and easy.
How many of you think that you would have been with Wag Dodge in that escape fire?
I hope you are beginning to see that we all have different strengths…different intelligences.

17. Bodily/Kinesthetic INTELLIGENCE:
 Are highly aware of the world through touch and movement.
Have a special harmony between their bodies and their minds.
Can control their bodies with grace, expertise, and athleticism.

18. Bodily learning activities
Creating costumes for role-playing, skits, or simulations.
Performing skits or acting out scenes from books or key historical events.
Designing props for plays and skits.
Playing games like Twister and Simon Says.
Participating in scavenger hunts, searching for items related to a theme or unit.
Using electronic motion-simulation games and hands-on construction kits that interface with computers.

19. Bodily/Kinesthetic Intelligence
Attributes
Learn through whole body
Athletes, dancers, actors
Ability to control all or parts of one's body
Massage therapists
forest ranger jeweler mechanic personal trainer
Learning
Full-body activities
Acting out or modeling concepts
Role plays and simulations

20. Bodily/kinesthetic Intelligence
Bodily/kinesthetic intelligence is the ability to control all or parts of one's body. (Harvard Project Zero, n.d., p. 4)
It is especially developed in athletes, dancers and actors (Checkley, 1997), as well as massage therapists (Gardner, 1996).
All of us benefit from full-body activities that help the brain receive and process information. By acting out concepts, or modeling them with our bodies, we take in nonverbal information through all our senses.

21. Kinesthetic activity
At some time of your life, you may have played clapping games. Here a few pretty fancy examples.
A Well-Known Example—the first 52 seconds is all.
THIS IS PRETTY COOL
ANOTHER ONE
PART OF THIS ONE...
LAST ONE...JUST A LITTLE BIT OF IT.
ANOTHER EXAMPLE MIGHT BE THE “CUP SONG” FROM PITCH PERFECT.
THIS HAS BEEN CALLED HAND DANCING AND WAS PERFORMED BY CLEARY AND HARDING ON AMERICA’S GOT TALENT.

22. YOUR ASSIGNMENT
For Kinesthetic Intelligence, you will be creating an original clapping routine or learning one of the ones shown here...You need to work with a group.
YOU MAY USE MUSIC…OR NOT…30 seconds minimum WOULD PREFER AT LEAST A MINUTE
Write down the directions to your clapping game as you create it. Make sure the directions are clear enough for everyone to follow.

23. Interpersonal—one of the emotional intelligences
Have a natural ability to interact with, relate to, and get along with others effectively.
Are good leaders.
Use their insights about others to negotiate, persuade, and obtain information.
Like to interact with others and usually have lots of friends.

24. Interpersonal
Working in cooperative groups to design and complete projects.
Interviewing people with knowledge about content- area
Tutoring younger students or classmates.
salesperson social director social worker teacher

25. Intrapersonal—the other part of emotional intelligence
 Have a deep awareness of their feelings, ideas, and goals.
Usually need time alone to process and create.
Typically work best on their own.

26. Intrapersonal learning activities
Writing essays from the perspective of historical figures.
Writing a literary autobiography.
Writing goals for the future and planning ways to achieve them.
Using software that allows them to work alone.
Keeping journals or logs throughout the year.
Making a scrapbook for their poems, papers, and reflections.

27. Intrapersonal Intelligence
Attributes
Self-knowledge
Reflective
Internal
therapist writer wellness counselor
Learning
Opportunities to reflect
Incorporate new learning
Work alone
May be shy, afraid to speak before groups or ask librarians for help

28. Intrapersonal Intelligence
Intrapersonal Intelligence features self-knowledge--activities that help the reflective, internal, spiritual parts of ourselves.
All people need opportunities to reflect on learning, to incorporate new learning with prior experience, values, and personal perspectives. (Meyers & Jones, 1993).
Intrapersonal people may work best alone, be terribly shy -- afraid of speaking before a group or asking for help.

29. Emotional Intelligence (Intrapersonal)
Attributes
Underlies all other intelligences
Understand and express feelings
Manage emotions appropriately
Sense other people's feelings and see their perspective
Sense emotional tone of groups, events, and communications
Enables effective relationships
Learning
Enormous power of emotions
Emotional content can focus or distract
Space needed for expression of feelings

30. Emotional Intelligence
Emotional intelligence underlies all other intelligences.
It enables us to understand and express our feelings, and to manage them appropriately.
Emotional intelligence helps us sense the emotions of others and see their perspective. It makes us sensitive to the emotional tone of groups, events and communications.
Emotional intelligence enables us to have effective relationships with our co-workers and life partners. It is the attribute we often call "maturity" (Geller). To develop emotional intelligence, we need time to reflect, alone and with others (Boyatzis, McKee & Goleman, 2002, p. 9).

31. Moving on to the directions for emotional intelligence.
Slideshow about emotional intelligence activity.

32. Logical/Mathematical
Enjoy working with numbers.
Easily interpret data and analyze abstract patterns.
Have a well-developed ability to reason; often good at chess and computer programming.
Think in terms of cause and effect.

33. Logical learning activities
Searching for patterns.
Conducting experiments to demonstrate science concepts.
Using math and science software
Using science kits
Designing alphabetic and numeric codes.
Making up analogies.

34. Logical/Mathematical Intelligence
Attributes
Numbers, math, science and systems
Computer programmers
Scientists and astrologers
Critical thinking
Strongly rewarded in our educational system
Learning
Problem-solving
Organizers: matrices, charts, tables
Compare and contrast

35. Logical/Mathematical Intelligence
Logical Intelligence is the realm of numbers, math, science, and systems. Catalogers and computer programmers are strong in logical intelligence, as well as scientists and astrologers.
This is the area of human development so brilliantly described by Jean Piaget (Gardner, 1983, 1993). Along with verbal intelligence, logical intelligence is strongly rewarded in our educational system. Problem-solving activities foster logical intelligence. We can organize concepts through matrices, charts, and tables.

36. AFTER awakenings RESPONSE TO THESE QUESTIONS:
AFTER WATCHING THE MOVIE, PLEASE WRITE A ONE-HALF PAGE
RESPONSE TO THESE QUESTIONS:
WAS IT FAIR FOR  DR. SAYER  TO EXPERIMENT ON  LEONARD?
WOULD LEONARD HAVE BEEN  BETTER OFF NEVER HAVING THE AWAKENING?
THOUGH IT IS FICTION, KEEP IN MIND THE EXPERIMENT PERFORMED ON CHARLIE IN “FLOWERS FOR ALGERNON”
WAS CHARLIE BETTER OFF BEFORE THE SURGERY? IS IT HARDER TO LOSE WHAT WAS GIVEN, OR TO NEVER HAVE HAD THE ABILITY AT ALL?

37. Other progress CLASS DISCUSSION
WHAT KINDS OF SCIENTIFIC PROGRESS ARE WE MAKING IN THE WORLD NOW?
GENETIC ENGINEERING?
CLONING?
3-D PRINTING?
WHAT ELSE?
NOW, WRITE A ONE-HALF PAGE RESPONSE TO:
JUST BECAUSE WE CAN, SHOULD WE? BECAUSE SCIENCE CAN DO THINGS, SHOULD IT PROGRESS? NO MATTER WHAT? DO WE HAVE AN OBLIGATION TO STOP PROGRESS? HOW FAR IS TOO FAR?

38. Scientific research activity
PERFORMANCE TASK—SCIENTIFIC RESEARCH
Follow the directions that accompany the performance task to research the topic of scientific and technological progress.
After researching, you will be writing an argumentative essay on this topic. I will be able to help you with information on the directions, but you will be asked to do the writing and planning of your paper on your own.
Each stage of the writing process will have a time limit assigned to it. You will be required to stick to that time. All work will stay in the classroom. It will be collected at the end of each class period.

39. Musical/Rhythmic
 Think, feel, and process information primarily through sound.
Use things such as mnemonic devices and songs to help them learn.
Have a superior ability to perceive, compose, and/or perform music.
Constantly hear musical notes in their head.

40. Musical learning activities
Writing their own songs and music about content-area topics.
Putting original poems to music, and then performing them for the class.
Setting a poem to music, and then performing it for the class.
Incorporating a poem they have written with a melody they already know.
Listening to music from different historical periods.
Tape recording a poem over "appropriate" background music (i.e., soft music if describing a kitten, loud music if they are mad about pollution).
Using rhythm and clapping to memorize math facts and other content- area information.

41. Musical Intelligence Musicians Hear music in their heads
Attributes
Musicians
Hear music in their heads
Whistle while they work
Melody and rhythm
Sensitivity to noise
Learning
Rhymes, raps
Rhythm
Mnemonic devices
creating music, performing and listening

42. Musical Intelligence
Musical intelligence shows in people who think in music, who hear and make up music in their heads. (Checkley, 1997)
-- people who whistle while they work.
Melody, rhythm, and sensitivity to noise often characterize musical intelligence.
Students learn from creating, performing and listening to music.
Musical Intelligence is not engaged by playing background music. In fact, background music can be a serious distraction for people who are drawn to the music when they should be focusing on something else (Harvard Project Zero, n.d., p. 4).

43. Start a band

44. EXISTENTIAL INTELLIGENCE
Those with this intelligence enjoy reading philosophical writings and find that learning is done more easily by using real world experiences. They seem to feel more comfortable with their own being if they feel connected to people, ideas, and beliefs
They see art work as it was meant to be seen with the meanings clearer than those testing low in existential intelligence. Those with existential intelligence find meditation and relaxation easy and rewarding.
Those with existential intelligence might also have higher level of naturalistic intelligence as they see the beauty in nature and seek out inspiring places.

45. EXISTENTIAL
Those with existential intelligence see their role in the big picture more easily than others and this is very important to them. They question the meaning of life and seek the answers
They have a strong understanding of things that are not visual to the eye but through faith and belief.
Like to Be Outside
Strong interest in society and those around them
Philosophers Counselors
Theologians Social Workers
Life Coaches HR Managers
Cosmologists

46. Existential activity
ROCK OR FEATHER SLIDE SHOW

47. Your results from the inventory
Let’s look at what your results were from the inventory you took at the beginning of this quarter.
Are there any surprises?
ETC.

48. The big activity/performance task

49. Types of intelligence
Verbal-Linguistic -- The ability to use words and language Logical-Mathematical -- The capacity for inductive and deductive thinking and reasoning, as well as the use of numbers and the recognition of abstract patterns Visual-Spatial -- The ability to visualize objects and spatial dimensions, and create internal images and pictures Body-Kinesthetic -- The wisdom of the body and the ability to control physical motion Musical-Rhythmic -- The ability to recognize tonal patterns and sounds, as well as a sensitivity to rhythms and beats Interpersonal -- The capacity for person-to-person communications and relationships Intrapersonal -- The spiritual, inner states of being, self-reflection, and awareness Naturalistic -- A person's natural interest in the environment.

50. CAREERS LOGICAL/MATHMATICAL
VERBAL/LINGUISTIC
attorney comedian communications specialist curator editor in publishing historian journalist lawyer librarian marketing consultant newscaster poet politician songwriter  speech-pathologist talk-show host teacher language translator writer
LOGICAL/MATHMATICAL
accountant auditor computer analyst computer technician computer programmer database designer detective economist engineer lawyer mathematician network analyst pharmacist physician physicist researcher scientist statistician bookkeeper
VISUAL/SPATIAL
3D modeling & simulation architect artist computer programmer engineer film animator graphic artist interior decorator photographer mechanic navigator outdoor guide pilot sculptor strategic planner surveyor truck driver urban planner webmaster
BODILY/KINESTHETIC
actor athlete carpenter computer games designer craftsperson dancer doctor of sports  firefighter forest ranger jeweler mechanic personal trainer Phys Ed teacher physical therapist recreation specialist surgeon yoga instructor

51. CAREERS NATURALIST INTERPERSONAL INTRAPERSONAL
MUSICAL
audiologist choir director disc jockey music conductor music camp counselor music comedy actor music critic  music lawyer music librarian music publisher music promotor music retailer music teacher music therapist musician orchestra director piano tuner recording engineer singer songwriter sound editor speech pathologist voice actor voice instructor
NATURALIST
air quality specialist animal health technician anthropologist astronomer botanist biologist dog trainer environmental lawyer farmer forest ranger gardener geologist landscaper meteorologist nature photographer park naturalist veterinarian assistant water conservationist wetlands ecologist wilderness doctor wilderness guide wildlife illustrator
INTERPERSONAL
actor administrator communications manager conflict resolution specialist cruise director customer service rep dental hygienist group mediator human resources manager marketing specialist nurse Peace Corps politician psychologist religious leader salesperson social director social worker teacher trainer facilitator travel counselor waiter/waitress
INTRAPERSONAL
actor artist career counselor consultant criminologist energy healer futurist or trend predictor intelligence officer personal counselor philosopher program planner entrepreneur psychic psychologist researcher small business  owner spiritual counselor theologian therapist writer wellness counselor