1. Gardner’s Theory of Multiple Intelligences
Mary Andrucyk
Heather Scharf
Ashley Marsiglia
and
Lauren Havelka

2. Howard Gardner Hobbes Professor of Cognition and Education
Harvard Graduate School of Education
Also Professor of Psychology
Influenced by the work of cognitivists Jean Piaget, Jerome Brunner, psychoanalyst Erik Erikson, psycholinguist Roger Brown, epistemologist Nelson Goodman, and neurologist Norman Geschwind
Has background in history, psychology, sociology and philosophy
Member of Project Zero at Harvard: group focused on study of higher cognitive processes, and its application into education
Taken from howardgardner.com

3. Cognitivism: The Underlying Theory
Mental functions as information processing models
Learner as computer
Knowledge as schema
Learning = a change in learner’s schemata

4. The Theory Developed in 1983 at Harvard
Traditional definition of Intelligence doesn’t adequately define the wide range of human cognitive abilities
Different intelligences for different cognitive abilities
Criteria for an intelligence:
Presence of core operations
Symbolic expression
Support from experimental psychology/psychometrics
Existence of idiot-savants, prodigies, other exceptional people
Distinct developmental progression

5. The Intelligences Spatial Linguistic Logical-mathematical
Bodily-kinesthetic
Musical
Interpersonal
Intrapersonal
An 8th Intelligence was added in 1999, Naturalistic
Gardner is also considering adding a 9th Intelligence, Existential

6. Linguistic Learners Learn best through language
Written
Verbal
Enjoy reading and writing.
Howard Stern
thehollywoodgossip.com
Possible careers:
Writer
Talk show host

7. How can I help them learn?
Allow your students to record themselves into tape recorders to play back at a later time.
Play games like “Vocabulary Hangman”.
Include class discussions.

8. Musical Learners Sensitivity to sound and rhythm
Study better with music in the background
Turn lessons into lyrics
Enjoy audio narration
Elvis Pressley

9. How can I help them learn?
Encourage students to create jingles or raps to instructional concepts
Use books on tape
Allow students to listen to music while completing work
Teach lessons related to music
Play music throughout the day in your classroom

10. Logical-Mathematical Learners
Logic, abstractions, reasoning, numbers
Not necessarily mathematical ability
Recognizing abstract patterns and scientific thinking/investigation
Strongly correlates with traditional definition of intelligence, or IQ
Careers: anything requiring reasoning skills, from chess grand master to computer programmer to scientist

11. Visual-Spatial Learners
Thinks using physical space (ex. Architects)
Likes to draw, do jigsaw puzzles
Taught through drawings, verbal and physical imagery
Ways to teach: use graphics, charts, drawings, videos, TV
Steven Spielberg
israelmatzav.blogspot.com

12. How can I help them learn?
Use graphics, charts, drawings, videos, TV

13. Bodily-Kinesthetic Learners
Use body (ex. Dancer, surgeon)
Great sense of body awareness
Likes to move, make things, touch things
Mostly communicate using body language
Charlie Chaplin
yourdailyfacts.com

14. How can I help them learn?
Use physical activity in teaching (ex. Clapping rhythms, role play, acting out)
Use Hands-On Activities
Use real objects and equipment so students can feel and touch materials

15. Intrapersonal Learners
Learn best on their own
Enjoy independent activities
Are in tune with their own emotions
Hellen Keller
Possible Careers:
Therapist
Event Planner

16. How can I help them learn?
Use mood indicators to help students understand how they can learn better in different situations.
Have students set personal goals.

17. Interpersonal Learners
Enjoy interacting with others
Enjoy group activities
Very sociable
Street smart

18. How can I help them learn?
Arrange seating so that students can interact with others
Cooperative learning activities
Interactive technology( Computer programs)

19. Criticisms NOT A THEORY! Not falsifiable
No evidence the intelligences exist
No studies supporting intelligences
Not supported by cognitive neuroscience
Supposedly separate intelligences (e.g. language, music, emotions) operate on the same neural passageways
Little published research

20. In education
Curriculum: Less emphasis on traditional subjects (logical/mathematical and linguistic), incorporates the other intelligences
Instruction: Appeals to all intelligences
Assessment: Diverse, takes into account each intelligence, involves self-assessment

21. What are your strengths?

22. Works Cited http://www.techweb.org/styles/gardner.html