Gardner’s Theory of Multiple Intelligences

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

2. 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

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

4. 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

5. 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

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

7. 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.

8. 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/

9. 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

10. 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

11. 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

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

13. 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

14. 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

15. 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

16. 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.

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

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

19. 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

20. 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

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

22. 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