Joe Lilly, Chelsea Rothman, Aisher
Woestman, Adam Baker, and Joe
Hoffman
• Parents originally from
Nurnberg in Germany in
1938
• Born in Scranton,
Pennsylvania in 1943
• Any childhood activities
that may have been
considered “risky” were
limited
• Intellectual & creative
endeavors were encouraged.
• Education
• Attended a prep school in Kingston, PA
• Later went onto study at Harvard
University.
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Wanted to study law
Eric Erickson, a tutor, encouraged Gardner
to be scholar
Interest in Phycology grew, graduated with
summa cum ladde honors
PhD completed in 1971, dissertation was on
style sensitivity on children
• Project Zero
• Research team at Harvard on arts
education
• Provided Gardner a place to explore his
interest in human cognition
• Frames of Minds (1983), Gardner’s first full
description of his theory on multiple
intelligence
• What is this theory?
• “Documents the extent to
which students possess
different kinds of minds
and therefore learn,
remember, perform, and
understand in different
ways." –Howard
Gardner
• http://www.infed.org/thi
nkers/gardner.htm
• http://www.literacywork
s.org/mi/assessment/fin
dyourstrengths.html
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Begins early childhood
Young, avid readers
Creative writers
Sensitive towards sounds, rhythms,
meanings of words, and different
functions of language
Sensitive to spoken and written
language
Accomplishes goals through language
Express themselves rhetorically or
poetically
Remembers information using written or
spoken language the best
Writers, Poets, Lawyers, Speakers
In the classroom: Podcasts, Essay type
assignments
• Earliest intelligence to develop
• Skilled in performing, composing,
and appreciating musical patterns
• Has the capacity to recognize and
compose pitches, tones, and
rhythms
• Likes melodies and music
• Might study with music playing in
the background
• Might play an instrument
• Notices sounds in the environment
• Developmental crisis at some point
• In the classroom: Synthesize
information by making a song or
music video
• Excellent problem solving
skills
• Enjoys conducting scientific
experiments
• Good at solving complex
computations
• In the classroom:
Assignments with clear
processes and procedures/
strict guidelines
• Enjoys reading and writing
• Good at putting puzzles
together
• Recognizes patterns easily
• Enjoys visual arts (drawing,
painting, etc.)
• Good at interpreting
charts, graphs, and
pictures
• In the classroom:
Constructing models,
drawing diagrams
• Proficient at dancing or
sports
• Enjoys creating things with
their hands
• Excellent physical
conditioning
• Learns better by doing,
rather than hearing or
seeing
• In the classroom: Hands on
lab experiences, student
models
• Accessed with social
interaction.
• Often empathetic and
possess many friends.
• Learn through interactions
with others and form
relationships with them that
are congruent to learning.
• In the classroom: Group
Projects & collaborative
work assignments
• Governs the most
independent learners.
• Have a great deal of
understanding about
themselves and their
motivations.
• In tune with their innerfeelings and communicate
their needs and opinions
especially well.
• In the classroom: Independent
research projects, critical
assessment questions
• Keen and discerning
awareness of various types
of life and sustainability of
life
• May possess a “green
thumb”
• Can readily and naturally
observe and engage in
seasonal and life changes
• In the classroom: Organizing
and classifying information.
Venn Diagrams/ Graphic
Organizers
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http://www.infed.org/thinkers/gardner.htm
http://www.ijea.org/v2n4/index.html
http://expectumf.umf.maine.edu/musical.html
http://psychology.about.com/od/educationalpsychology/ss/mu
ltiple-intell_3.htm