Multiple Intelligences Presentation for EDSC 110, The Teaching Experience: Exploration Future Teachers Program California State University Fullerton Developed by E. Kottler, Secondary Education, for EDSC 110.

Multiple Intelligences Learning Objectives The student will: Identify the person who developed the Theory of Multiple Intelligences. Describe the eight commonly identified intelligences. Explain why it is important for teachers to design lessons and assessments that address different intelligences.

INTELLIGENCE How would you define intelligence? How does someone demonstrate intelligence? Who is Dr. Howard Gardner? Dr. Howard Gardner

INTELLIGENCE –Gardner’s definition The capacity to solve problems and/or fashion products that are valued in a specific culture Dr. Howard Gardner

Theory of Multiple Intelligences Developed by Howard Gardner, Professor, Harvard Graduate School of Education Presented in Frames of Mind: The Theory of Multiple Intelligences, 1983 Presents many kinds of intelligence Identified 7 intelligences originally, expanded to 8 now commonly acknowledged

Dr. Gardner believes schools Value people who are logical/mathematical and linguistically competent. Should also value people who show gifts in other areas.

What are the Multiple Intelligences? Intrapersonal Verbal-Linguistic Bodily-Kinesthetic Naturalistic Logical-mathematical Interpersonal Spatial Musical-Rhythmic

Logical-Mathematical Ability to discern logical or numerical patterns prefers finding patterns, solving problems in the classroom: comparing and contrasting, classifying ideas in the workplace: banking, astronomy, computer programming, accounting, inventing Bill Gates Carl Sagan

Interpersonal Ability to get along with others Oprah Winfrey prefers to work with others in the classroom: paired partners, role plays, cooperative groups, teams in the workplace: teacher, customer service representative, therapists, salespeople Oprah Winfrey Bill Clinton

Spatial Ability to judge space in relation to people and/or objects prefers building and drawing, moving around, organizing in the classroom: drawing, mapping, arranging, moving in the workplace: architect, athlete, landscaper, artist, movie director, construction worker Kobe Bryant Michelle Kwan

Musical-Rhythmic Ability to translate sounds of nature or those created in one’s head into patterns of music prefers dancing, singing, rapping, playing instrument(s) in the classroom: musical performances, putting information into songs, chants, raps in the workplace: musicians, choir leaders, theater directors Quincy Jones Rogers and Hammerstein

Intrapersonal Ability to think about thinking Henry David Thoreau prefers reflection, solitude in the classroom: reflection, intuition, individual work, journal writing in the workplace: authors, sailors, philosophers Henry David Thoreau J.K. Rowlings

Bodily-Kinesthetic Ability to control body motions and manipulate objects prefers movement, manipulate objects in the classroom: changing positions, simulations, building in the workplace: dancers, actors, rock climbers, dog trainers, clowns Arnold Schwartzenegger Will Smith

Verbal Linguistic Ability to form thoughts and use language prefers reading, discussion in the classroom: creative writing, debates in the workplace: attorneys, writers, judges, translators, negotiators, talk show hosts Martin Luther-King Katie Couric

Naturalistic Ability to negotiate in the environment prefers outdoor exploration in the classroom: science experiments, field trips in the workplace: geographers, explorers George Rogers Clark Dian Fossey Edmund Hillary

Dr. Gardner believes teachers Who have difficulty reaching students in one way of instruction should try another way. Should design lessons using a variety of instructional strategies incorporating these intelligences. Should use a variety of assessments so students can show what they know using their multiple intelligences.

Classroom Strategies for Teachers to Support Students Logical-mathematical Present information and have students find sequences, cause and effect relationships Interpersonal Provide students with time to work with a partner on a project Spatial Bring in artifacts and pictures to show; have students create models Musical-Rhythmic Use songs and chants to introduce and retain information

More Classroom Strategies to Support Students Intrapersonal Provide students with time to reflect and write in journals Verbal-Linguistic Hold discussion groups, provide supplemental reading Bodily-Kinesthetic Have students do role-plays and engage in simulations Naturalistic Explore the natural environment; interact with plants and animals

Web Resources and Additional Information Multiple Intelligences: A Theory for Everyone http://www.education-world.com/a_curr/curr054.shtml Multiple Intelligences: Gardner's Theory http://pareonline.net/getvn.asp?v=5&n=10 Describing Intelligences in Students http://www.ascd.org/ed_topics/2000armstrong/chapter3.html

Print Resource Jensen, E. (1995) Super Teacher. San Diego, CA: The Brain Store.