1. 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.

2. 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.

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

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

5. 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

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

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

8. 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

9. 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

10. 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

11. 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

12. 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

13. 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

14. 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

15. 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

16. 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.

17. 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

18. 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

19. Web Resources and Additional Information
Multiple Intelligences: A Theory for Everyone
Multiple Intelligences: Gardner's Theory
Describing Intelligences in Students

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