1. Multiple Intelligences
A guide to the multi faceted mind

2. Develop through strengths
Howard Gardner
Howard Gardner first published the theory of Multiple Intelligences in 1983 in his book Frames of Mind.
People have a set of intelligences – not just one type and level
Of an overall combination of 8, most people are strong in 3 types
Challenges the view of “intelligent or not”
Develop through strengths
Gain confidence
Stimulate growth
Develop weaknesses

3. Computerising intelligence

4. How does MI help in the classroom?
Different ways of processing information
Learners are unique
Appeals to a wider audience
Models being an `expert´
Presentation of information

5. What are they? Everyone is born with all intelligences.
Each student will have a different set of strengths and weaknesses
Use strengths to problem solve across all areas

6. Verbal – Linguistic (Word Smart)
Profile
Suggested learning experiences
Naturally good with writing or speaking and memorization. They like to make puns and playing with words.
Teacher centered explanations
Essays and written reports
Reading
Book based grammar and language function explanations
Gap-fill exercises
Speeches and debates

7. Bodily – Kinesthetic (Body Smart)
Profile
Suggested learning experiences
Love movement, have good motor skills and are aware of their bodies.
Using letter tiles to construct words
Movement games
Role plays and drama
Tracing words on each others´ backs
Facial expression games
Hands on experiments
Charades

8. Interpersonal (People Smart)
Profile
Suggested learning experiences
Good with people and thrive in social interactions.
Small group work
Team competitions
Role plays using dialogues
Peer teaching
Group story writing
Interviews

9. Intrapersonal (Self Smart)
Profile
Suggested learning experiences
Good at looking inward and are able to recognise their own feelings, goals and anxieties. Typically the most independent learners.
Writing in logs and diaries
Connecting literacy to real life
Imagining they are the characters and discussing what they would do the same/differently
Reflection journals as a post reading exercise
Brainstorming

10. Logical – Mathematical (Logic Smart)
Profile
Suggested learning experiences
Driven by logic and reasoning. Can easily identify patterns and relationships.
Grammar categorizing activities
Making predictions
Error recognition
Correcting work based on teacher explanations
Mind maps and other vocabulary charts
Compare and contrast

11. Naturalistic (Nature Smart)
Profile
Suggested learning experiences
Enjoy being in nature and want to protect it from pollution. Easily recognise and categorise plants, animals, and rocks.
Field trips
Collecting plants to learn appropriate vocabulary
Sorting and classifying natural objects, such as leaves and rocks
Observing natural surroundings
Organizing or participating in playground clean ups or recycling campaigns

12. Visual – Spatial (Picture Smart)
Profile
Suggested learning experiences
Good at remembering images and are aware of surroundings.
Creating mind maps and other forms of organising information
Creating posters, flyers and visual aids
Photo and picture prompts to stimulate ideas
Using graphs to compliment information
Using videos to explain concepts
Highlighting texts in different colors to indicate tense or different parts of speech
Playing games such as Pictionary

13. Musical (Music Smart) Profile Suggested learning experiences
Enjoy listening to a wide range of music and are good at recognizing different musical instruments in a composition. May like reproducing melodies and creating music.
Songs, chants and dances
Tongue twisters
Sound scripting – using bold and capital letters to emphasise intonation and word stress
Using different kinds of music to inspire writing
Enhancing poetry with sounds, rhythm and music.

14. What intelligences can you identify?
Lesson Title
Lesson Plan
The Very Hungry Caterpillar by Eric Carle.
Teacher reads book to whole class.
Students answer comprehension questions on a worksheet.
Teacher corrects worksheet and give students a mark out of 10.

15. Answers... Lesson Title Lesson Plan
The Very Hungry Caterpillar by Eric Carle.
Teacher reads book to whole class.
Verbal - linguistic
Students answer comprehension questions on a worksheet.
Verbal – linguistic
Teacher corrects worksheet and give students a mark out of 10.
Logical – mathemathical

16. How could we improve?
Match the foods´ initial sounds with their letter cards e.g. ‘s’ for salami
Colour and cut out pictures of the foods in the story and have students thread them onto a string to sequence the story.
Act out the life cycle stages using their bodies to form an egg, a caterpillar, coccoon and then butterfly.
Act out the story as a theatre piece and include appropriate music and rhythms.
Go on a minibeast hunt in the school playground or nearby park.
Write an autobiographical story “My day as a caterpillar”
Group choral reading activity emphasising the repitition throughout the story.
Using Eric Carle as collage inspiration, create collage art pieces using tissue paper, glue and card.

17. How could we improve? Verbal/Linguistic Logical/Mathematical
Match the foods´ initial sounds with their letter cards e.g. ‘s’ for salami
Logical/Mathematical
Colour and cut out pictures of the foods in the story and have students thread them onto a string to sequence the story.
Bodily/Kinesthetic
Act out the life cycle stages using their bodies to form an egg, a caterpillar, coccoon and then butterfly.
Musical
Act out the story as a theatre piece and include appropriate music and rhythms.
Naturalistic
Go on a minibeast hunt in the school playground or nearby park
Intrapersonal
Write an autobiographical story “My day as a caterpillar”
Interpersonal
Group choral reading activity emphasising the repitition throughout the story.
Visual/Spatial
Using Eric Carle as collage inspiration, create collage art pieces using tissue paper, glue and card.

18. What are your strengths?
Take the quiz here
Take a moment to fill out the quiz and find out your strengths!
Do you agree with your results?

19. How do you apply it?
Reflect on your top `go to´ lessons and activities.
Challenge yourself to modify your `go tos´ to appeal to other intelligences.

20. How to design your lessons to address multiple intelligences.
Think about what you want to achieve by the end of the lesson.
E.g. Students will talk about what they did on the weekend using past simple.
Brainstorm ways they can achieve it.
Categorise your ideas according to the intelligence (remember most ideas will ideally appeal to more than one).
Select the idea that would benefit your group of students most.
Remember – You can use these learning experiences as forms of assessment.

21. Conclusion
People all have different sets of strengths and weaknesses within MIs.
MIs are the strategies we use to solve problems. Having multiple ways to solve a problem can be beneficial for everyone.
It is important not to label children as one type of ‘smart’. MIs are fluid and can be developed.
MIs should be used by students to help them in all subjects e.g. Using music to remember important science concepts not as an excuse to avoid working in one particular subject.
Pick intelligences you don’t normally use and try to incorporate them into your lessons.
Take into account what knowledge students demonstrate through the use of MIs to assess them more holistically.

22. Resources Websites Quizes http://www.literacynet.org/mi/home.html