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

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

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

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

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

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

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.

Musical Learners Sensitivity to sound and rhythm Study better with music in the background Turn lessons into lyrics Enjoy audio narration Elvis Pressley http://www.beembee.com/

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

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

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

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

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

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

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

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.

Interpersonal Learners Enjoy interacting with others Enjoy group activities Very sociable Street smart http://www.techweb.org/styles/gardner.html

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

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

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

What are your strengths? http://www.bgfl.org/bgfl/custom/resources_ftp/client_ftp/ks3/ict/multiple_int/index.htm

Works Cited http://www.techweb.org/styles/gardner.html http://www.udel.edu/bateman/acei/multint9.htm http://school.familyeducation.com/child-based-learning/careers/38496.html