Multiple Intelligences:Implications to Learning and Teaching

Lizamarie Campoamor-Olegario

U.P. College of Education

Objectives

• Discuss the multiple intelligence theory• Identify characteristics of different

intelligences• Design activities that will develop the

different intelligences• Establish rich meaningful context for

problem solving in the classroom• Review and improve own method of

assessing student learning• Accommodate and nurture multiple

intelligences in the classroom

Multiple Intelligences

• Introduced in 1983 • By Harvard Professor and psychologist • Howard Gardner • “Frames of Mind” • Advocates deep understanding and

mastery in the most profound areas of human experience

• Encourages teachers to regard intellectual ability more broadly

• Intelligence is not a single attribute that can be measured and given a number

I.Q. Tests

• Measure primarily verbal, logical-mathematical, and some spatial intelligence

• Do not capture the full potential of all human abilities

• School systems often focus on• In an IQ test, even a genius can get a

low score

Intelligence

• the ability to create an effective product or offer a service that is valued in a culture

• a set of skills that make it possible for a person to solve problems in life

• the potential for finding or creating solutions for problems, which involves gathering new knowledge

• can be nurtured and strengthened, or ignored and weakened

• distributed

Criteria

• Isolation as a Brain Function • Prodigies, Savants and Exceptional

Individuals • Set of Core Operations • Developmental History with

an Expert End Performance • Evolutionary History • Supported Psychological Tasks • Supported Psychometric Tasks • Encoded into a Symbol System

Keypoints

• All human beings possess the intelligences in varying degrees

• Education can be improved by assessment of students' intelligence profiles and designing activities accordingly

• The intelligences may operate in consort or independently from one another

• The intelligences may define the human species

Importance

• Children's ways of learning are as different as the colors of the rainbow.

• Teachers and parents need to be aware of and value these differences

• (so that) they can then develop activities that make the most of the child's abilities

•  Educators (should) strive to provide a learning environment where every child experiences success

Typical Concept

Associated with the arts

Personal Intelligences

VERBAL/ LINGUISTIC INTELLIGENCE

Word Smart

Verbal/ Linguistic

• Sensitivity to the sounds, meanings and rhythms of words

• Good at memorizing names, places, dates and trivia

• Communicate thoughts, feelings, and ideas well

• Notices grammatical mistakes• Often speaks of what has read• Likes to use “fancy” words• Cherishes book collection

Verbal/ Linguistic

• Easily remembers quotes and famous sayings

• Always enjoyed English class• LIKES

– Reading, writing, and storytelling– Word games– Solving riddles

• LEARNS BEST BY– Saying, hearing, and seeing words– Reading, listening, and writing

Verbal/ Linguistic Activities• Book making • Brainstorming • Choral speaking• Conducting an interview• Creating a talk show radio program• Debating• Dramatizing• Impromptu Speaking• Journal/Diary Keeping

Verbal/ Linguistic Activities• Large- and small-group discussions • Listening to recordings• Playing word board or card games• Presenting• Publishing (e.g., creating class

newspapers) • Sharing• Storytelling (to explain)• Tape recording• Write a poem, myth, legend, short play, or

news article about

Verbal/ Linguistic Career Interests• Actor• Commentator• Editor• Journalist• Lawyer• Poet

• Politician• Preacher • Public Speaker • Teacher• Writer

LOGICAL/ MATHEMATICAL INTELLIGENCE

Logic/ Number/ Reasoning Smart

Logical/ Mathematical

• Abstract thinker• Good at math, reasoning, logic and

problem solving• Good at strategy games like chess and

checkers• Looks for a rational explanations • Organizes things by category • Sees patterns easily• Wonders how things work

Logical/ Mathematical

• LIKES– Asking questions and exploring patterns and

relationships– Doing experiments– Figuring things out– Number games– Order and step-by-step directions – Pattern games – Problem solving– Visiting natural history or discovery-type

museums and exhibits– Working with numbers

Logical/ Mathematical

• LEARNS BEST BY– categorizing– classifying and working with abstract

patterns/relationships– numbers and logic

Logical/ Mathematical Activities • Categorizing • Classifying• Sequencing activities• Collecting data• Creating and Deciphering Codes• Describing the patterns or symmetry• Designing and conducting experiment• Graphic Organizers • Inventing and reinventing• Making up analogies to explain

Logical/ Mathematical Activities • Making up syllogisms to demonstrate• Outlining• Playing number and logic games• Predicting• Problem solving• Socratic questioning • Solving various kinds of puzzles• Translating into a mathematical formula

Types of Critical Questions• Questions of clarification:

– Could you give me an example?– Is your basic point ___or___ ?

• Questions that probe assumptions– You seem to be assuming ___– How would you justify taking this

for granted?– Is this always the case?

Types of Critical Questions• Questions that probe reasons

and evidence– How could we go about finding

out whether that is true?– Is there reason to doubt that

evidence?

Types of Critical Questions• Questions about viewpoints or

perspectives– How would other groups or

types of people respond? Why? What would influence them?

– How would people who disagree with this viewpoint argue their case?

Types of Critical Questions• Questions that probe

implications and consequences– What effect would that have? – If this and this are the case, then

what else must also be true?

Types of Critical Questions• Questions about the question

– To answer this question, what questions would we have to answer first?

– Is this the same issue as ?

Logical/ Mathematical Career Interests• Accountant• Bookkeeper• Computer

programmer• Doctor• Engineer• Financial

Planner

• Homemaker• Lawyer • Mathematician• Researcher • Scientist• Statistician• Trades person

VISUAL/ SPATIAL INTELLIGENCE

Picture/ Image Smart

Visual/ Spatial

• Can remember places vividly • Daydreamer • Demonstrates ability in using art

materials and creating drawings, sculptures, or other three-dimensional objects

• Good at imagining things, sensing changes, mazes/puzzles and reading maps, charts

• Easily remembers where things have been put

Visual/ Spatial

• Gets a lot of information from illustrations in books read

• Good with directions • Has a talent for art • Reads maps and diagrams easily • Recalls visual details in objects • Scribbles, doodles, or draws on all

available surfaces• Thinks in images and pictures

Visual/ Spatial

• LIKES– Creating visual patterns – Drawing, building, designing, and creating

things– Looking at pictures/slides– Watching movies and playing with machines

• LEARNS BEST BY– Dreaming– Using the mind's eye and working with

colors/pictures, shapes and images Visualizing

Visual/ Spatial Activities

• Creating a piece of art that demonstrates• Creating a slide show, videotape, or photo

album • Exercises in imagery and active

imagination• Experiences in the graphic and plastic arts• Graphing, photographing, making visual

metaphors• Idea sketching• Illustrating, drawing, painting, sketching,

or sculpting

Visual/ Spatial Activities

• Inventing a board or card game to demonstrate

• Making visual analogies/ metaphors• Mapping stories• Making 3D projects• Optical illusions • Sharpening observation skills• Solving mazes and other spatial tasks• Telescopes, microscopes, and binoculars • Using Charts, maps, graphs, diagrams

Spider Map

Series of Events Chain

Continuum Scale

Fishbone Map

Problem/ Situation Matrix

Network Tree

Human Interaction Outline

Star Web

KWLH ChartI know that… I want to

know…I learned that… This is how I

learned it…

Visual/ Spatial Careers

• architect• builder• airplane pilot • art critic• artist• clothing

designer• engineer• fashion designer

• graphic designer

• illustrator• interior

decorator• inventor• mechanic• photographer• sculptor

MUSICAL/ RHYTHMIC-AUDITORY

Music/ Sound Smart

Musical/ Rhythmic-Auditory• Good at picking up sounds, remembering

melodies, noticing pitches/rhythms and keeping time

• Needs music on when studying

• Often sings, hums, whistles to self

• Plays a musical instrument

• Recognizes that music is off-key

• Responds emotionally to music

• Shows sensitivity to noises in the environment

• Speaks or moves in a rhythmical way

• Taps on the tabletop or desktop while working

Musical/ Rhythmic-Auditory• LIKES

– Singing– Humming tunes– Listening to music– Playing an instrument – Responding to music

• LEARNS BEST BY– setting things to music or to a beat,

sounds and rhythms

Musical/ Rhythmic-Auditory Activities • discographies (list of music related to

class material)• engaging in rhythmic games and activities• explaining how the music of a song is

similar to • giving a presentation with appropriate

musical accompaniment on • humming, rapping, playing background

music• indicating the rhythmical patterns in • linking old tunes with concepts

Musical/ Rhythmic-Auditory Activities • listening to a variety of recordings• making an instrument and using it to

demonstration• Music composition/creation • singing a rap or song that explains • singing, dancing, or playing various

instruments• tapping out poetic rhythms, rhyming,

singing

Musical/ Rhythmic-Auditory Career Interests• choir• choir director• composer• conductor• disc jockey• instrument

maker• music collector

• music critic• music director• music teacher• musician• record

producer• singer• song writer

BODILY-KINESTHETIC INTELLIGENCE

Body Smart

Bodily-Kinesthetic

• Athletic and active • Communicates well through gestures• Enjoys taking things apart and putting

them back together • Finds it difficult to sit still for long• Good at physical activities

(sports/dance/acting) and crafts• Has excellent coordination• Has the ability to mimic others’ body

movements

Bodily-Kinesthetic

• Likes figuring out how things work• May touch while talking • Remembers through bodily

sensations• Shows skill in activities that require fine-

motor coordination, such as origami, making paper airplanes, building models, finger-painting, clay, or knitting

• Uses his body well to express himself• Well-coordinated with good motor skills• Would rather touch than just look

Bodily-Kinesthetic

• LIKES– creative dramatics, role-playing, dancing and

expressing themselves with movement and bodily actions

– move around, touch and talk and use body language

– physical activities– the outdoors

Bodily-Kinesthetic

• LEARNS BEST BY– hands-on experience– physical movement and from touching and

feeling – processing knowledge through bodily

sensations– simulation and role play– touching, moving, interacting with space

Bodily-Kinesthetic Activities• body maps

• bringing hands-on materials to demonstrate

• building or constructing

• changing room arrangement

• competitive and cooperative games

• communicating with body/ signals

• crafts

• dancing

• dramatizing

• game of charades

Bodily-Kinesthetic Activities• creative movement• going on field trips • hands on experiments • making task or puzzle cards for • physical awareness and relaxation• physical education activities• playing various active sports and games• playing with construction materials• the classroom teacher• virtual reality software

Bodily-Kinesthetic Career Interests • Actor• Athlete• Builder• Choreographer• Coach/ Trainer• Contractor• Craftsperson• Dance critic• Dancer

• Mechanic• Paramedic• PE teacher• Performer• Physical

Therapist • Salesperson• Sculptor• Sports analyst

INTERPERSONAL INTELLIGENCE

People Smart

Interpersonal

• can help peers work cooperatively with others

• can "read" the feelings and behaviors of others

• empathetic • enjoys being part of a group • extraverted• good at understanding people and

mediating conflicts• has many friends• seem to be a natural leader

Interpersonal

• LIKES– joining groups – lots of friends– playing social games– socializing with others– talking to people

• LEARNS BEST BY– communication, human contact and

teamwork – sharing, comparing, relating, cooperating and

interviewing

Interpersonal Activities

• classroom parties• conflict mediation • group projects • cooperative learning• sharing• forming clubs • conducting a meeting to address • conflict mediation • dramatic activities or role-playing

Elements of Cooperative Learning• Positive interdependence• Face-to-face interaction• Individual and group accountability

– (no hitchhiking/ no social loafing)

• Interpersonal and small group skills• Group processing

Cooperative Learning Strategies• Student-Teams

Achievement Division

• Teams-Games-Tournaments

• Jigsaw • Cooperative

Integrated Reading and Composition

• Group investigation

• Think-Pair-Share

• Round Robin Brainstorming or Roundtable

• Team Pair Solo

• Graffiti

Interpersonal Activities

• empathy practices – intuiting others feelings – sensing others motives

• group brainstorming sessions • participate in a service project • peer editing• peer teaching• social awareness• study group• practice giving and receiving feedback

Interpersonal Career Interests• business person

• clergy

• coach

• consultant

• counselor

• diplomat

• doctor

• leader

• manager

• minister• nurse• politician• Psychologist• therapist• receptionist • salesperson• social worker• sociologist• teacher

INTRAPERSONAL/ REFLECTIVE

Self Smart

Intrapersonal

• accurately expresses feelings • aware of personal strengths and weaknesses• good at understanding self• focuses inward on feelings/dreams• follows instincts• has a good sense of self-direction• has a hobby or interest she/ he doesn’t talk

about much • independent• introverted• intuitive

Intrapersonal

• learns from failures and successes• original • perfectionist• philosophical• prefers solitary activities • pursues interests/goals • self-confident• spends time thinking and reflecting• strong-willed• very self-motivated

Intrapersonal

• LIKES– learning about self– pursue own interests – work alone

• LEARNS BEST BY– self-paced instruction and having own space– self-reflection and self-discovery– working alone, individualized projects

Intrapersonal Activities

• assessing own work

• describing qualities possess that will help successfully complete a task

• emotional processing

• exposure to inspirational/ motivational curricula

• finding quiet places for reflection

• imaginative activities and games

Intrapersonal Activities • independent

projects• individual study• journal-writing• "know thyself"

procedures • metacognition

techniques • personal choice

in projects

• personal goal setting

• personal response– describing

personal values about

• silent reflection methods

• self-esteem activities

Intrapersonal Career Interests• Artist• Clergy • Philosopher• Planner• Psychologist• Researcher• Small business owner• Theologian• Theorist• Writer

NATURALISTICNature Smart

Naturalistic

• applies science theory to life• bothered by pollution• collects bugs, flowers, leaves, or other

natural things to show to others• concerned for the ecology/environment • conscious of changes in weather• curious about plants and animals• enjoys having pets • feels alive when in contact with nature• makes distinctions and recognizes

patterns in the natural world

Naturalistic

• good at categorizing, organizing a living area, planning a trip, preservation, and conservation

• notices nature above all other things • recognizes and classifies plants,

minerals, animals, etc.• recognizes own connection to nature• speaks out about animal rights and earth

preservation• talks about favorite pets or preferred

natural spots

Naturalistic

• LIKES– being outside, with animals, geography, and

weather– camp, hike, walk, and climb – gardening– interacting with the surroundings– learning about nature– nature preserves, the zoo, or natural

history museum– scenic places

Naturalistic

• LEARNS BEST– when in a natural setting– studying natural phenomenon

Naturalistic Activities

• bird watching

• build a garden

• building habitats

• caring for pets, wildlife, gardens, or parks

• cloud watching

• collecting rocks

• creating observation notebooks

• describing changes in the local or global environment

• dissecting

• drawing or photographing natural objects

Naturalistic Activities

• exploring nature• going on a nature walk• going to the zoo• identifying insects• identifying plants• making collections of objects, studying

them, and grouping them• reading outside• studying the stars• use binoculars, telescopes,

microscopes, or magnifiers

Naturalistic Career Interests• animal trainer• biology teacher• botanist• conservationist• ecologist• farmer• gardener• geologist• horticulturalist

• landscape architect

• marine biologist

• naturalist• park ranger• scientist• veterinarian• zoo keeper

EXISTENTIAL INTELLIGENCE

Existential

• ask questions about death• reflect on the meaning of life• think about how we got here• LIKES

– designing abstract theories – reflective and deep thinking

• LEARNS BEST BY– Knowing in the context of where

humankind stands in the "big picture" of existence

Existential Career Interests

• Philosopher• Politician • Scientist• Theologian

IMPLICATIONS

Implications

• “All students can learn and succeed, but not all on the same day in the same way.”

– William G. Spady

• No one set of teaching strategies will work best for all students at all times

• Lesson design• Team teaching• Interdisciplinary units• Student projects

Implications

• The importance of establishing a rich, meaningful context for problem solving

• The relationship between self-esteem and the full identification an individual's intellectual profile.

• Reminds us of the importance of a “hands-on” educational process

• Assessments

Assessment

• How do you assess your students’ learning?

• If we want to evaluate an individual's skill in music, we ask that individual to play a piece on a musical instrument

• If we want to assess a student's talent as a leader, we might observe that student interacting with her peers

Traditional Tests

• establish a very limited context for solving problems

• no tools, no materials, no collaborators, and a limited amount of time

• consists entirely of a series of questions followed by correct & incorrect answers.

• assume all responsibility for measuring the intellectual capabilities

• problem: entirely unique to the school setting

• Once students leave school, they may never again take a multiple-choice test.

Performance Assessment as an Alternative• Authentic• Draws directly on the skills that the

student is trying to master• Must reflect the actual skills and

competencies that are valued in the field

• Oral exams, creative writing, perform plays, build models, make a video or slide show, debate, write lyrics, compose a new song

Portfolio Assessment

• Should not be restricted to the students’ best work

• Should include drafts, outlines, and early attempts

• Biography of the process that the student went through

• Reflections by students on their work– Fosters sense of ownership– Insights they develop into the learning

process itself

WHY ACCOMMODATE MULTIPLE INTELLIGENCES?

The Research Results

The Research Results

• The students displayed increased independence, responsibility and self direction over the course of the year.

• Students previously identified as having behavioral problems made significant improvement in their behavior.

• Cooperative skills improved in all students.

• Ability to work multi-modally in student presentations increased throughout the school year

The Research Results

• Leadership skills emerged in most students. • Parents reported frequently that behavior

improved at home, more positive attitudes about school were exhibited, and attendance was increased.

• Daily work with music and movement in content areas helped students retain information.

• The role of the teacher became less directive and more facilitative, more diversified, less of a taskmaster and more of a resource person and guide.

Thank you for listening

Comments? Questions? Suggestions?