1. MULTIPLE INTELLIGENCES
“How smart we are doesn’t much
matter, but how we are smart
really counts.”

2. Definition
This theory of human intelligence, developed by psychologist Howard Gardner, suggests there are at least seven (now eight) ways that people have of perceiving and understanding the world. Gardner labels each of these ways a distinct "intelligence"--in other words, a set of skills allowing individuals to find and resolve genuine problems they face.

3. Gardner defines an "intelligence" as a group of abilities that:
Is somewhat autonomous from other human capacities, Has a core set of information-processing operations, Has a distinct history in the stages of development we each pass through, Has plausible roots in evolutionary history.

4. MI Theory
Multiple Intelligences theory is based on high-tech observations of the brain and what is going on inside as people perform different tasks. Each intelligence, with the exception of Naturalist, operates in a different part of the brain. These intelligences deal with how the brain processes information and uses it to solve problems or produce products.

5. If students are having difficulty processing information using one intelligence, providing inquiries or activities that focus on a different intelligence will activate a different part of the brain. Moving from intelligences where students show strength to those in which they struggle will help build their capacity to solve problems across all curricular areas.

6. Logical-Mathematical Intelligence
consists of the ability to detect patterns, reason
deductively and think logically. This intelligence is most often associated with scientific
and mathematical thinking.

7. Linguistic Intelligence
involves having a mastery of language. This intelligence includes
the ability to effectively manipulate language to express oneself rhetorically or poetically.
It also allows one to use language as a means to remember information.

8. Visual / Spatial Intelligence
gives one the ability to manipulate and create mental images in order to solve problems. This intelligence is not limited to visual domains. Gardner notes that spatial intelligence is also formed in blind children.

9. Musical Intelligence
encompasses the capability to recognize and compose musical pitches, tones, and rhythms. (Auditory functions are required for a person to develop this intelligence in relation to pitch and tone, but it is not needed for the knowledge of rhythm.)

10. Bodily-Kinesthetic Intelligence
is the ability to use one's mental abilities to coordinate one's own bodily movements. This intelligence challenges the popular belief that mental and physical activity are unrelated.

11. Interpersonal Intelligence
is the ability to notice and make distinctions among other individuals and, in particular, among their moods, temperaments, motivations, and intentions.

12. Intrapersonal Intelligence
is the ability to distinguish and identify various personal thoughts and feelings and to use them to understand one's own behavior

13. Ecology / Environmental
is the ability to discern similarities and differences and make classifications among the living organisms in one’s environment

14. Although these intelligences are different from each other, they rarely operate separately from each other. And each individual can have more than one intelligence and more developed intelligence than others.

15. How Multiple Intelligences Impact Learning
Curriculum: Traditional schooling heavily favors the verbal-linguistic and logical-mathematical intelligences. Gardner suggests a more balanced curriculum that incorporates the arts, self-awareness, communication, and physical education.

16. Instruction: Gardner advocates instructional methods that appeal to all the intelligences, including role playing, musical performance, cooperative learning, reflection, visualization, story telling, and so on.

17. Assessment: This theory calls for assessment methods that take into account the diversity of intelligences, as well as self-assessment tools that help students understand their intelligences.

18. A Love Story 1. put the pictures in order before you read the story.
2.read the story and check your guesses.
3.write a possible ending to the story.

19. 4.guess how the story ends:
a) the man can’t write a poem on their anniversary an they separate.
b) Pat finds out about and falls in love with the computer.
c) The computer writes poems for their wedding anniversary and then destroys itself.

20. Act out
Now choose a character from the story and act the story with other characters.

21. Thank you