Gardner’s Multiple Intelligence

Gardner’s Multiple Intelligence Reported by: Marlon Dela Cruz

Multiple Intelligence 

The theory of multiple intelligence was proposed by Howard Gardner in 1983, to more accurately define the concept of intelligence

Multiple Intelligence Based Instructional Strategies

Verbal – Linguistic Intelligence 

sound, meanings, structures and styles of language

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Sensitive to: writing, speaking, listening, reading

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Ability to: speak effectively (teacher, religious leader, politician) or write effectively (poet, journalist, novelist, copywriter and editor)

Technology that enhances verbal linguistic intelligence in the classroom 

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Increasingly user-friendly computer programs are making it possible to combine information in different forms, including words, images, and sounds The computer encourages students to revise and rewrite compositions and thus develop greater fluency and a more effective style. Some of the most popular word processing programs include Microsoft Word, Word Perfect, and Ami Pro for Windows.

Technology that enhances verbal linguistic intelligence in the classroom 

Learning keyboarding in early elementary school today is as important as learning to write with a pencil, and learning to use a word processor is as important for students as learning to type

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Electronic technology is having an enormous impact on the development of speaking skills, as children find it possible to communicate with new friends around the country and world.

Technology that enhances verbal linguistic intelligence in the classroom 

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Just as the computer has enhanced writing skills, so audiotape-recording, video-taping, and videoconferencing are having positive effects on oral fluency. When students observe and hear themselves speaking, they learn to express themselves effectively. Technology offers new communication and learning opportunities to students with multiple handicaps and "different abilities

Technology that enhances verbal linguistic intelligence in the classroom  

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for deaf students; Microflip's "Full Talk," LTJ Design's "Wee Talk." for physically-handicapped students: "Smart Keyboards" fit the body shape of their users and are developed by Arjan Khalsa for Unicorn. for blind students: Eduquest's "talking mouse" for hearing-impaired students EduQuest's "Speech Viewer" and "Phone Communicator. for visually-impaired students: EduQuest's "Screen Reader" and "Voice Type"

Logical – Mathematical Intelligence 

Patterns, numbers and numerical data, causes and effects, objective and quantitative reasoning

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Sensitive to: finding patterns, making calculations, forming and testing hypothesis, using scientific method, deductive and inductive reasoning

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Ability to: Work effectively with numbers (accountant, statistician, economist) and reason effectively (engineer, scientist, computer programmer)

Technology that enhances logical / mathematical in the classroom 

For primary students, IBM's "Math and More" programs introduce students to patterns and relationships, geometry, probability, and statistics through highly motivating video, manipulative, and printed materials.

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IBM's "Modern Solutions" and "Wrinkers" (combination of thinking and writing) offer challenging projects that utilize logic, analysis, synthesis, and evaluation in creating and problem-solving.

Technology that enhances logical / mathematical in the classroom 

Wings for Learning/Sunburst's "King's Rule" and "Safari Search" for older children develop sequencing abilities and logical-mathematical thinking through visual-spatial, manipulative tasks that are in the form of thought-provoking and challenging games.

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Sierra's "Lost Mind of Dr. Brain" exercises all of the intelligences in challenging puzzles and problem-solving activities

Spatial Intelligence 

Colours, shapes, visual puzzles, symmetry, lines, images

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Sensitive to: representing ideas visually, creating mental images, noticing visual details, drawing and sketching

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Ability to: Create visually (artist, photographer, engineer, decorator) and visualize accurately (tour guide, scout, ranger)

Technology that enhances visual intelligence in the classroom 

Computers allow visually oriented students to learn through their strengths as they interact with the technology.

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increasing number of graphics programs, such as "IPMNT" or "SuperPaint," offer a wide range of experiences that can enhance artistic creativity and fluency by facilitating the technical processes involved in graphic design.

Technology that enhances visual intelligence in the classroom 

By using HyperCard or LinkWay software, students can create multimedia reports. Or, they may create a report totally in visual form, combining film clips, slides, photographs, and other illustrations. These multimedia productions make learning a fascinating process

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Students with special needs can also be helped in new ways through visual media. For example, those with speech difficulties can actually see their speaking patterns through IBM's SpeechViewer; from this visual feedback

Technology that enhances visual intelligence in the classroom 

he availability of camcorders makes it possible for students to produce their own videos as an alternative to written reports. Teachers may also produce videos as lesson presentations

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Visual peripherals that reinforce topics and skills to be learned are an important part of accelerated learning classrooms, and needless to say the task of changing them frequently can be made easier through technological "teaching walls."

Bodily – Kinesthetic Intelligence Touch, movement, physical, self, athleticism  Sensitive to: Activities requiring strength, speed, flexibility, hand eye coordination and balance  Ability to: Use the hands to fix or create (mechanic, surgeon, carpenter, sculptor, mason) and use the body expressively (dancer, athlete, actor) 

Technology that enhances bodily / kinesthetic intelligence in the classroom 

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Computers rely mostly on eye-hand coordination for their operation--keyboarding and the use of the mouse or touch-screen. Multi-media technology also involves much actual physical activity as information is gathered from databanks, books, and photos, as new information is generated by camcorders, and finally as all of it is pieced together electronically through hypermedia programs such as HyperCard or LinkWay.

Musical Intelligence 

Tone, beat, tempo, melody, pitch, sound

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Sensitive to: listening, singing, playing an instrument

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Ability to: (song, writer, composer, musician conductor) and analyze music (music critic)

Technology that enhances musical intelligence in the classroom 

Menulay's "Musicland" program - A student can draw a shape on the staff on the computer screen, and see it translated into musical notation. The student then colors in the notes, with different colors for different instruments, and the computer plays back the composition in synthesized sounds.

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"Band-in-a-Box" by PG Software lets students improvise backups to familiar jazz, pop, rock, and folk music. It also features editing capability so that students can create their own musical styles.

Interpersonal Intelligence 

Body language, moods, voice, feeling

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Sensitive to: Noticing and responding to other people’s feelings and personalities

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Ability to: work with people (administrators, managers, consultant, teacher) and help people identify and overcome problems (therapist, psychologist)

Technology that enhances interpersonal intelligence in the classroom 

any teachers are finding successful applications of computer technology to develop higher-order thinking skills.

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Classrooms that use computer technology in this way become centers for inquiry~ Students learn not only to use databases, but to create their own. Technology can be used to explore and expand intelligence, as students build "mental models" with which they can visualize connections between ideas on any topic.

Technology that enhances interpersonal intelligence in the classroom 

hypermedia may thus expand the ability to think holistically-to be able to jump back and forth from detail to overview and to see the 'big picture."'

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Hypermedia presents multimedia material in a way that is similar to how the human brain works-making connections between ideas and images-just as hypertext does with words.

Intrapersonal Intelligence 

One’s own strength, weaknesses, goals and desires

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Sensitive to: setting goals, assessing personal abilities and liabilities, monitoring one’s own thinking

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Ability to: meditate, reflect, exhibit self discipline, maintain composure, and get the most out of oneself

Technology that enhances intrapersonal intelligence in the classroom 

Interpersonal skills can be enhanced through small technology groups in the classroom, as well as through computer networking with students in other classrooms, schools, or countries.

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There are many ways that technology can be used in the classroom to enhance interpersonal skills. For example, students can be videotaped as they give a presentation or performance. They can then observe their facial expressions and body movements to see whether these enhance or detract from what they wish to communicate. Groups of students can discuss their observations of each other, understanding that they should begin and end with a positive observation and that criticism is only to be offered in a constructive manner.

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Naturalist Intelligence 

Natural objects, plants, animals, naturally occurring patterns, ecological issues

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Sensitive to: Identifying and classifying living things and natural object

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Ability to: analyze ecological and natural situations and data (ecologist and rangers), learn from living things (zoologist, botanist, veterinarian) and work in natural setting (hunter, scout)

Naturalist Intelligence 

Telecommunications technologies help students to understand the world beyond their own environments, and help them to see how their actions can actually affect their world. As you will see in the examples that follow, these tools make it possible for students to understand real experiences in greater detail and depth.

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Twenty-one sixth grade students used a variety of scientific instruments to measure soil and water temperature, wind speed, and soil composition. They also used mobile computers connected to a wireless local area network and walkie-talkies to collaborate with each other and communicate the data they collected.