
Howard Gardner’s
Theory on Multiple
Intelligences.
 Please take a copy of
the presentation and
“How do you eat an
Oreo” handout.
Nothing really. It
just provided a
good excuse to eat
Oreos with you 

Began studying psychology at
Harvard under the influence of
Erickson (a developmental
psychologist), who became his
tutor.

Eventually focused on cognitive
developmental psychology.

Defines himself as a social
scientist.

His multiple intelligences theory
is more widely accepted in the
realm of education and social
policy than in clinical psychology.
For more information on Howard Gardner visit: http://www.howardgardner.com/bio/bio.html

The ability to learn and use
language to accomplish certain
goals.

This intelligence includes an
individual’s ability to use language
either rhetorically or poetically to
his/her advantage and as a way to
remember information.

Writers, speakers, poets, and
lawyers tend to have high
linguistic intelligence.

The ability to analyze problems
logically, carry out mathematical
operations, and investigate
issues scientifically.

According to Gardner, this means
the ability to see patterns, use
logic and deductive reasoning to
process and understand
concepts.

Scientists and mathematicians
have high logical/mathematical
intelligence

Involves skills in
performing, composing
music, and an appreciation
of musical patterns.

The ability to recognize
musical pitches, tones, and
rhythms.

Musicians, choral directors,
and conductors must have
high musical intelligence.

Very high command of bodily
motions and fine motor skills.

The ability to manipulate tools
along with the body to solve
problems.

The ability to watch a
demonstration/performance
and replicate it easily.

Usually have a high sense of
direction and timing.

Dancers, surgeons, athletes
usually have a high sense of
this intelligence.

A sensitivity to the relationship
between line, color, shape, space
and form.

Have the ability to use the ‘mind’s
eye’ to picture, rotate and
manipulate objects well.

Have the ability to manipulate and
understand the components of
displays.

Graphic artists, architects, map
makers are examples of people
who excel in this intelligence.

This intelligence includes an
individual’s desires to
understand other people.

Includes the ability to work well
and cooperatively with others.

Being in-tune with the needs of others and using that
information to respond to those needs by modifying
behavior.

Salespeople, educators, religious and political leaders
have high interpersonal intelligence.

Deep understanding of self.

Understands and appreciates
one’s own feelings, fears and
motivations.

Have the ability to analyze
strengths and weaknesses

Writers, philosophers, theorists
all have heightened
intrapersonal intelligence.

Heightened sensitivity to
changes in environment.

In tune with nature and
interested in exploring and
learning about nature and
elements associated with
nature.

Biologists, conservationists,
gardeners usually have high
levels of naturalistic
intelligence.

http://www.bgfl.org/bgfl/custom/resources_f
tp/client_ftp/ ks3/ict/multiple_int/index.htm

http://literacyworks.org/mi/assessment/findy
ourstrengths.html

http://www.edutopia.org/multipleintelligences-learning-styles-quiz
http://www.bgfl.org/bgfl/custom/resources_ftp/client_ftp/ks3/ict/multiple_int/index.htm
Intelligence Type
Verbal/Linguistic
Logical/
Mathematical
Bodily/
Kinesthetic
Teacher Centered
Student Centered
Present content verbally
Student Presents Material
Ask questions aloud and look for
Students read content and prepare a
student feedback
Interviews
presentation for his/her classmates
Students debate over an issue
Provide brain teasers or
Students categorize information in logical
challenging questions to begin
lessons.
Make logical connections
between the subject matter and
authentic situations to answer the
question "why?"
sequences for organization.
Students create graphs or charts to
explain written info.
Students participate in webquests
associated with the content
Use props during lecture
Students use computers to research
Provide tangible items pertaining
subject matter.
Students create props of their own
explaining subject matter (shadow boxes,
mobiles, etc...)
Students create review games.
to content for students to examine
Review using sports related
examples (throw a ball to someone
to answer a question)
Intelligence Type
Visual/Spatial
Teacher Centered
Student Centered
When presenting the information, use
Have students work individually or in groups to create
visuals to explain content:PowerPoint
Slides, Charts, Graphs, cartoons, videos,
overheads, smartboards
visuals pertaining to the information:
Posters; timelines; models; powerpoint slides; maps;
illustrations, charts; concept mapping
Play music in the classroom during
Create a song or melody with the content embedded
reflection periods
Show examples or create musical rhythms
for students to remember things
for memory
Use well known songs to memorize formulas, skills,
or test content
Be aware of body language and facial
Encourage collaboration among peers
Group work strengthens interpersonal connections
Peer feedback and peer tutoring
Students present to the class
Musical
expressions
Offer assistance whenever needed
Encourage classroom discussion
Encourage group editing
Interpersonal
Encourage journaling as a positive outlet
Intrapersonal
for expression
Introduce web logging (blogs)
Make individual questions welcome
Create a positive environment.
Take students outside to enjoy nature
Naturalistic
while in learning process (lecture)
Compare authentic subject matter to
natural occurrences.
Relate subject matter to stages that occur
in nature (plants, weather, etc)
Journaling
Individual research on content
Students create personal portfolios of work
Students organize thoughts using natural cycles
Students make relationships among content and the
natural environment (how has nature had an impact?)
Students perform community service

http://www.thomasarmstrong.com/multiple_intelligences.php

http://www.tecweb.org/styles/gardner.html

http://www.teachervision.fen.com/intelligence/teachingmethods/2204.html?for_printing=1&detoured=1

http://projects.coe.uga.edu/epltt/index.php?title=Multiple_Intelligences_and
_Learning_Styles

http://www.infed.org/thinkers/gardner.htm

http://hmt.myweb.uga.edu/webwrite/visual-spatial.htm

http://www.context.org/ICLIB/IC27/Campbell.htm

http://www.howardgardner.com/index.html