MULTIPLE INTELLIGENCES
The theory that there are different ways that humans are
intelligent and understand the world/information best.
INTELLIGENCE QUOTIENT
• Traditionally, intelligence is determined by an I.Q.
Test
• First developed in France.
• This test does not determine talents in areas such
as art and music.
• The test is on a numbered scale. 100 is average, 140
is a genius.
• Charlie, the main character in “Flowers for
Algernon”, is given this test and has a very low IQ
of 68.
• To the side is an example of a question on an I.Q.
Test. It is asking “What color should the blank
space be?”
HOWARD GARDNER AND MULTIPLE
INTELLIGENCES
• Gardner believed:
• Intelligence is not one-dimensional.
• It can't be described by a single number.
• Instead, he believed that there are eight
different types of intelligence.
• These intelligences guide the way we learn and
process information.
TYPES OF INTELLIGENCE
Verbal-Linguistic -- The ability to use words and language
Logical-Mathematical -- The capacity for inductive and deductive thinking and
reasoning, as well as the use of numbers and the recognition of abstract patterns
Visual-Spatial -- The ability to visualize objects and spatial dimensions, and create
internal images and pictures
Body-Kinesthetic -- The wisdom of the body and the ability to control physical
motion
Musical-Rhythmic -- The ability to recognize tonal patterns and sounds, as well as a
sensitivity to rhythms and beats
Interpersonal -- The capacity for person-to-person communications and
relationships
Intrapersonal -- The spiritual, inner states of being, self-reflection, and awareness
Naturalistic -- A person's natural interest in the environment and classifications.
VISUAL/SPATIAL
• Think and process information in pictures and images.
• Learn best when they can see things.
• Excellent visual reasoning skills
• Use their eyes and hands to make artistic or creatively
designed projects.
• Can build with Legos, read maps, and put together
jigsaw puzzles.
• Often more “artsy”.
VISUAL/SPATIAL INTELLIGENCE
• Attributes:
• Use color and line
• Visual orderliness
• Careers:
• Artists, architects, builders
• Explorers, astronauts, and web searchers
• Learning:
• Images reinforce concepts
• Helps to do activities such as:
•
•
•
•
build models
map processes
Use multi-media resources
Venn Diagrams
VISUAL/SPATIAL INTELLIGENCE
“Spatial Intelligence is the visual intelligence of artists,
architects, and builders. It shows up in our love of color and line,
visual orderliness, choosing wallpaper, creating web pages,
laying out gardens and building stone walls. Many of us are
visual learners, needing images to reinforce concepts and
preferring images to communicate complex notions.
Spatial people benefit from building models and mapping
processes. Chess players and map makers are spatial learners,
as are explorers and astronauts. Spatial intelligence may help us
keep track of our position as we navigate the World Wide Web.
Spatial intelligence is not just about seeing pictures, but also
creating pictures, using space, solving puzzles, and using the
imagination” (Prescott, 2001, p. 3).
LET’S ALL TRY VISUAL/SPATIAL
• CHOOSE ONE OF THE FOLLOWING ACTIVITIES:
1. ON THE PROVIDED PAPER, DRAW A SELF PORTRAIT. THIS
SHOULD LOOK LIKE YOU, HAVE YOUR FEATURES, ETC.
• NO STICK FIGURES!
• INCLUDE A BACKGROUND!
• THEN, ON THE BACK, WRITE A PARAGRAPH ABOUT WHO YOU ARE
AS A PERSON: LOOKS, PERSONALITY, ETC.
2. ON THE PROVIDED PAPER, DRAW THE
FLOORPLAN/BLUEPRINT OF YOUR DREAM HOME.
• INCLUDE FURNITURE, LABELS FOR WHAT EACH ROOM IS, PEOPLE,
ETC.
• ON THE BACK, EXPLAIN IN A PARAGRAPH WHAT YOU HAVE
INCLUDED AND WHY.
• BOTH OF THESE OPTIONS MUST BE NEATLY DONE AND BE
COLORED. TRY TO USE THE WHOLE PAGE!
VERBAL/LINGUISTIC
• Love using words; use them as a primary way of
thinking and solving problems.
• Good writers, speakers, or both.
• Use words to persuade, argue, entertain, and/or
teach.
VERBAL/LINGUISTIC
• Editors
• Historians
• TV and radio presenters
• Journalists
• Lawyers
• Teachers/professors
• Translators
• Poets
• PR and media consultants
• Speakers
• Writers
• Linguists
• Voice-over artists
VERBAL/LINGUISTIC INTELLIGENCE
•Linguistic Intelligence is -reading,
writing, language, books, journals,
signs.
•Use of computers is common, since the
computer is heavily text-oriented.
•Learning:
• Word puzzles
• Letters to the editor
• Writing about what has been learned
LET’S ALL TRY VERBAL/LINGUISTIC INTELLIGENCE
• For this section, we will be viewing a film called “The Magic of
Belle Isle”
• SUMMARY: Monty Wildhorn, an alcoholic, bitter novelist, whose age is
approximately mid 50s, has lost his drive. Since Monty is not yet
retirement age, those around him try to encourage him to start writing
again. Monty’s nephew pushes him to summer in quiet Belle Isle.
While house-sitting there, Monty begrudgingly befriends a newly
single mom, whose age is mid to late 40s, and her 3 girls, whose ages
range from 7 to approximately 14, who help him find the inspiration to
write again.
• Pay attention to the writing advice he gives to 9 year old
Finnigan. We will use this advice to write our own short story.
VERBAL LINGUISTIC INTELLIGENCE:
LESSONS FROM BELLE ISLE
• IMAGINATION: THE MOST POWERFUL FORCE EVER MADE AVAILABLE TO HUMAN KIND.
• WHAT DOES MONTY TELL US TO DO? Copy down the following pieces of advice.
• SEE WHAT IS NOT THERE. MAKE ME INTERESTED.
• DON’T TRY TO WRITE WHAT SOMEONE ELSE SEES. TELL YOUR STORY. LOOK FOR YOUR
OWN THINGS.
• USE YOUR IMAGINATION.
• GIVE DETAILS. WHAT DO YOUR CHARACTERS LOOK LIKE? WHAT ARE THEY DOING? WHY?
THEN WHAT DO THEY DO? WHAT HAPPENS NEXT?
• DRAW FROM YOUR OWN EXPERIENCES.
• THE NEXT SLIDE WILL BE YOUR “WINDOW”. USE THE PICTURE PROVIDED AND FOLLOW
MONTY’S ADVICE. WRITE A ONE PAGE SHORT STORY ABOUT WHAT IS “NOT” THERE. ADD
YOUR OWN CHARACTERS…CREATE YOUR OWN STORY!
• THIS MUST BE AT LEAST A PAGE.
WRITE ABOUT WHAT IS NOT THERE
LOGICAL/MATHEMATICAL
• Enjoy working with numbers.
• Easily interpret data and analyze abstract patterns.
• Well-developed ability to reason; often good at chess and
computer programming.
• Think in terms of cause and effect.
LOGICAL LEARNING ACTIVITIES
• Playing math games like mancala, dominoes, chess, checkers,
and Monopoly.
• Searching for patterns in the classroom, school, outdoors, and
home.
• Conducting experiments to demonstrate science concepts.
• Using math and science software such as Math Blaster, which
reinforces math skills, or King's Rule, a logic game.
• Using science tool kits for science programs.
• Designing alphabetic and numeric codes.
• Making up analogies.
LOGICAL/MATHEMATICAL
INTELLIGENCE
Attributes
• Numbers, math, science and systems
• Catalogers and computer programmers
• Scientists and astrologers
• Critical thinking
• Strongly rewarded in our educational system
Learning
• Problem-solving
• Organizers: matrices, charts, tables
• Compare and contrast
LOGICAL/MATHEMATICAL
INTELLIGENCE
• “Logical Intelligence is the realm of numbers, math,
science, and systems. Catalogers and computer
programmers are strong in logical intelligence, as
well as scientists and astrologers.”
• “This is the area of human development so brilliantly
described by Jean Piaget (Gardner, 1983, 1993).
Along with verbal intelligence, logical intelligence is
strongly rewarded in our educational system.
Problem-solving activities foster logical intelligence.
We can organize concepts through matrices, charts,
and tables.”
LET’S TRY LOGICAL/MATHEMATICAL INTELLIGENCE
• On a piece of paper, draw the following image:
• Connect all of the dots, but you can only use four straight lines to do so. If you know the
answer, don’t tell anyone!
THE CORRECT ANSWER
INTRAPERSONAL
• Have a deep awareness of their feelings,
ideas, and goals.
• Usually need time alone to process and
create.
• Typically work best on their own.
INTRAPERSONAL LEARNING ACTIVITIES
• Writing essays from the perspective of historical figures,
such as Civil War soldiers or suffragettes.
• Writing a literary autobiography, reflecting on their reading
life.
• Writing goals for the future and planning ways to achieve
them.
• Using software that allows them to work alone.
• Keeping journals or logs throughout the year.
• Making a scrapbook for their poems, papers, and reflections.
INTRAPERSONAL INTELLIGENCE
Attributes
• Self-knowledge
• Reflective
• Internal
• Spiritual
Learning
• Opportunities to reflect
• Incorporate new learning
• Work alone
• May be shy, afraid to speak before groups or ask librarians for help
INTRAPERSONAL INTELLIGENCE
• Intrapersonal Intelligence features self-knowledge--activities
that help the reflective, internal, spiritual parts of ourselves.
• All people need opportunities to reflect on learning, to
incorporate new learning with prior experience, values, and
personal perspectives. (Meyers & Jones, 1993).
• Intrapersonal people may work best alone, be terribly shy -afraid of speaking before a group or asking for help.
IT IS POSSIBLE TO BE BOTH
INTRAPERSONAL (PREFERS TO WORK
ALONE) AND…
INTERPERSONAL (SOMEONE WHO DOES
WILL WITH GROUPS!)
INTERPERSONAL
• Have a natural ability to interact with, relate to, and get
along with others effectively.
• Are good leaders.
• Use their insights about others to negotiate, persuade, and
obtain information.
• Like to interact with others and usually have lots of
friends.
• TYPICALLY MORE OUTGOING.
INTERPERSONAL LEARNING ACTIVITIES
• Working in cooperative groups to design and complete
projects.
• Interviewing people with knowledge about contentarea topics (such as a veteran to learn about World War
II, a lab technician to learn about life science, or a
politician to understand the election process).
• Tutoring younger students or classmates.
LET’S TRY BOTH INTRAPERSONAL AND
INTERPERSONAL INTELLIGENCE!
• STEP ONE (INTRAPERSONAL WORK):
• WRITE DOWN A LIST OF TEN INTERVIEW QUESTIONS. THINK
OF THINGS YOU MIGHT ASK SOMEONE TO GET TO KNOW
THEM.
• WHO ARE THEY, WHERE ARE THEY FROM, WHAT DO THEY
LIKE/DISLIKE, ETC.
• STEP TWO: (INTERPERSONAL WORK): THIS IS HOMEWORK!
• USING THE QUESTIONS YOU WROTE ON YOUR OWN,
INTERVIEW SOMEONE YOU DON’T KNOW VERY WELL OR
WOULD LIKE TO GET TO KNOW BETTER. WRITE DOWN THEIR
ANSWERS TO EACH QUESTION.
• THIS ASSIGNMENT IS DUE TOMORROW!
BODILY/KINESTHETIC
• Highly aware of the world through touch and
movement.
• There is a special harmony between their bodies
and their minds.
• Can control their bodies with grace, expertise,
and athleticism.
BODILY LEARNING ACTIVITIES
• Creating costumes for role-playing, skits, or simulations.
• Performing skits or acting out scenes from books or key historical events.
• Designing props for plays and skits.
• Playing games like Twister and Simon Says.
• Participating in scavenger hunts, searching for items related to a theme
or unit.
• Building objects using blocks, cubes, or Legos to represent concepts from
content-area lessons.
• Using electronic motion-simulation games and hands-on construction
kits that interface with computers.
BODILY/KINESTHETIC
INTELLIGENCE
• Attributes
• Learn through whole body
• Athletes, dancers, actors
• Ability to control all or parts of one's body
• Massage therapists
• Fidgety students ?
• Learning
• Full-body activities
• Acting out or modeling concepts
• Role plays and simulations
BODILY/KINESTHETIC INTELLIGENCE
• Bodily/kinesthetic intelligence is the ability to control all or
parts of one's body. (Harvard Project Zero, n.d., p. 4)
• It is especially developed in athletes, dancers and actors
(Checkley, 1997), as well as massage therapists (Gardner, 1996).
• You'll also recognize bodily intelligence in those students who
bolt out of their seats like wound springs when the closing bell
sounds.
• All of us benefit from full-body activities that help the brain
receive and process information. By acting out concepts, or
modeling them with our bodies, we take in nonverbal
information through all our senses.
MUSICAL/RHYTHMIC
• Think, feel, and process information primarily through
sound.
• Use things such as mnemonic devices and songs to help
them learn.
• Have a superior ability to perceive, compose, and/or
perform music.
• Constantly hear musical notes in their head.
MUSICAL LEARNING ACTIVITIES
• Writing their own songs and music about content-area topics.
• Putting original poems to music, and then performing them for the class.
• Setting a poem to music, and then performing it for the class.
• Incorporating a poem they have written with a melody they already know.
• Listening to music from different historical periods.
• Tape recording a poem over "appropriate" background music (i.e., soft
music if describing a kitten, loud music if they are mad about pollution).
• Using rhythm and clapping to memorize math facts and other contentarea information.
MUSICAL INTELLIGENCE
• Attributes
•
•
•
•
•
Musicians
Hear music in their heads
Whistle while they work
Melody and rhythm
Sensitivity to noise
• Learning
•
•
•
•
Rhymes, raps
Rhythm
Mnemonic devices
creating music, performing and listening
MUSICAL INTELLIGENCE
• Musical intelligence shows in people who think in music, who hear
and make up music in their heads. (Checkley, 1997)
• -- people who whistle while they work.
• Melody, rhythm, and sensitivity to noise often characterize musical
intelligence.
• Song lyrics that describe factual content can help students learn and
retain information (Campbell, 1990).
• Students learn from creating, performing and listening to music.
• Musical Intelligence is not engaged by playing background music. In
fact, background music can be a serious distraction for people who are
drawn to the music when they should be focusing on something else
(Harvard Project Zero, n.d., p. 4).
LET’S TRY MUSICAL/RHYTHMIC INTELLIGENCE!
Choose one!
• Create a playlist of at least ten songs that is a soundtrack of your life. These
should be songs that actually tell your story! Include the song name and the
performer for each one, and then 4-6 sentences that explain why the songs
represent your life.
• Choose a song that motivates you. Copy it down/print it off and then write at
least 4-6 sentences explaining why it motivates you.
• Write a song to help you study something you are currently learning in Math,
Science or History. Explain in 4-6 sentences what you chose, why you chose it,
and how the song will help you remember the information.
• Perform an interpretive dance to a song that motivates you. Ok, this one is a
joke. I just want someone to do an interpretive dance.
NATURALISTIC
• A person's natural interest in the environment.
• Enjoy being in nature and want to protect it from
pollution.
• Easily recognize and categorize plants, animals,
and rocks.
NATURALISTIC LEARNING ACTIVITIES
• Caring for classroom plants.
• Caring for classroom pets.
• Sorting and classifying natural objects, such as leaves and
rocks.
• Researching animal habitats.
• Observing natural surroundings.
• Organizing or participating in park/playground clean-ups,
recycling drives, and beautification projects.
NATURALIST INTELLIGENCE
• Attributes
•
•
•
•
•
•
•
•
•
Newly recognized
Identify patterns and classify the world
Naturalists, birdwatchers
Hunters, farmers, biologists
Anthropologists
Consumers, collectors
Kids who love dinosaurs
Cataloguers
Librarians who are birdwatchers!
• Learning
• Classify web sites or reference sources
• Evaluate information sources
NATURALIST INTELLIGENCE
• Naturalist Intelligence is a newer addition to Gardner's original list. It recognizes
those who thrive on identifying patterns (Barkman, 1999) and classifying things in
nature. Naturalists identify and classify birds, plants, stars. Kids who love dinosaurs
know all the long names and descriptions. This is the intelligence that helped our
ancestors survive (Osciak & Milheim, 2001, p. 358) -- to decide what to eat and what
to run away from -- and led Charles Darwin to envision The Origin of Species
(Meyer, 1999).
• In modern society, we co-opt this intelligence to organize our world. Anthropologists
classify cultural artifacts such as spear points and musical instruments. Consumers
and collectors distinguish between sneakers, china patterns, and cars. (Durie, 1998;
Harvard Project Zero, n.d.). Catalogers are strong in this intelligence. Think of all the
librarians who are also birdwatchers!
• Students may learn by organizing and classifying web sites or reference sources.
They may develop schemes for evaluating information or standards for web page
design. Some students may also learn better outdoors more than in a computer lab.
LET’S TRY NATURALISTIC INTELLIGENCE!
• ON A PIECE OF PAPER, FILL OUT THE FOLLOWING CHART. YOU NEED AT LEAST FIVE
EXAMPLES FOR EACH CATEGORY/TYPE.
ANIMALS
INSECTS
PLANTS
LAND FORMATIONS BODIES OF WATER
EMOTIONAL INTELLIGENCE
• Attributes
• Underlies all other intelligences
• Understand and express feelings
• Manage emotions appropriately
• Sense other people's feelings and see their perspective
• Sense emotional tone of groups, events, and communications
• Enables effective relationships
• Learning
• Enormous power of emotions
• Emotional content can focus or distract
• Space needed for expression of feelings
EMOTIONAL INTELLIGENCE
• Emotional intelligence underlies all other intelligences.
• It enables us to understand and express our feelings, and to
manage them appropriately.
• Emotional intelligence helps us sense the emotions of others and
see their perspective. It makes us sensitive to the emotional tone
of groups, events and communications.
• Emotional intelligence enables us to have effective relationships
with our co-workers and life partners. It is the attribute we often
call "maturity" (Geller). To develop emotional intelligence, we
need time to reflect, alone and with others (Boyatzis, McKee &
Goleman, 2002, p. 9).
LET’S ALL PRACTICE EMOTIONAL
INTELLIGENCE!
• You will need a piece of paper out, and number
it 1-20. Skip lines!
• We are going to view another Kid President
video. Please pay attention to what he has to
say!
EMOTIONAL INTELLIGENCE PRACTICE: 20
THINGS WE SHOULD SAY MORE
• Create your own list of 20 things we should say more often!
• Be sure that these are positive things that can help others be
happy!
• Do not copy any of the ones Kid President listed. Your list
should be completely original!
YOUR RESULTS FROM THE INVENTORY
• Let’s look at what your results were from the Multiple Intelligence tests you
took recently.
1. Add up your results and rank them from highest to lowest on BOTH tests
2. On a blank piece of paper, answer the following questions with a
paragraph (4-6 sentences)
• Are there any surprises? Be specific: why does it surprise you?
• Did any of the results not surprise you/were they expected?
• Do you think this is a better way to look at intelligence than just
classifying a person’s intelligence with a number (using an I.Q. test)?
Why?