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Multiple Intelligence: Presentation By: Keith Chastienne D. Valenzuela Subject Teacher: Ms. Glycerine Villareal

Howard Gardner developed the theory of multiple intelligences which identifies 7 distinct intelligences: musical, bodily-kinesthetic, logical-mathematical, linguistic, spatial, interpersonal, and intrapersonal. This theory challenges the traditional view that intelligence is a single general ability and that people learn best in only one way. Gardner argues that individuals have different cognitive strengths aligned with these intelligences, and learning should incorporate a variety of methods and assessments to accommodate diverse students. Choosing appropriate media for learning requires considering factors like visuals, sound, motion, reading level, and individual characteristics.

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69 views24 pages

Multiple Intelligence: Presentation By: Keith Chastienne D. Valenzuela Subject Teacher: Ms. Glycerine Villareal

Howard Gardner developed the theory of multiple intelligences which identifies 7 distinct intelligences: musical, bodily-kinesthetic, logical-mathematical, linguistic, spatial, interpersonal, and intrapersonal. This theory challenges the traditional view that intelligence is a single general ability and that people learn best in only one way. Gardner argues that individuals have different cognitive strengths aligned with these intelligences, and learning should incorporate a variety of methods and assessments to accommodate diverse students. Choosing appropriate media for learning requires considering factors like visuals, sound, motion, reading level, and individual characteristics.

Uploaded by

Chastienne Kace
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© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Multiple Intelligence

Presentation by: Keith Chastienne D. Valenzuela


Subject Teacher: Ms. Glycerine Villareal
Howard Earl Gardner (July 11, 1943)
╬Howard Gardner is an American
developmental psychologist and the John H.
and Elisabeth A. Hobbs Professor of Cognition
and Education at the Harvard Graduate School
of Education at Harvard University.

╬He is currently the senior director of Harvard


Project Zero, and since 1995, he has been the
co-director of the Good Project.
╬Garner has written hundreds of research articles
and thirty books that have been translated into
more than thirty languages.

╬He is best known for his “Theory of Multiple


Intelligences”, as outlined in his 1983 book
Frames of Mind: The Theory of Multiple
Intelligences.
What is multiple intelligence?
╬Howard Gardner has identified seven distinct
intelligences.

╬This theory has emerged from recent cognitive


research and “documents the extent to which students
possess different kinds of minds and therefore learn,
remember, perform and understand in different ways”
(Gardner 1991)

╬We individuals differ because of these intelligences.


These are the ways on how we take or carry different
tasks, solve problems, and progress in various domains.
╬These differences “challenge an educational system
that assumes that everyone can learn the same
materials in the same way and that a uniform, universal
measure suffices to test student learning.”

╬Gardner argued on the things that the students


SHOULD learn from someone, especially in their
campuses. He stated that every student is distinctive.
“The broad spectrum of students – and perhaps the
society as a whole would better served if disciplines
could be presented in a numbers of ways and learning
could be assessed through a variety of means.”
Types of Gardner’s Multiple
Intelligence
Visual-Spatial
╬Think in terms of physical space, as do architects and
sailors. They are very aware of their surroundings. They
like to draw, do jigsaw puzzles, read maps, daydream.

╬They can be taught through drawings, verbal and


physical imagery.
Bodily-Kinesthetic

╬Use the body effectively, like a dancer or a surgeon.


Has a keen sense of body awareness. They like
movement, making things, touching.

╬They communicate well through body language and


be taught through physical activity, hands on learning,
acting out, role playing.
Musical
╬Show sensitivity to rhythm and sound. They love music,
but they are also sensitive to sound in their
environment. They may study better with music in the
background.

╬They can be taught by turning lessons into lyrics,


speaking rhythmically, tapping out time.
Interpersonal
╬Understanding, interacting with others. These students
learn through interaction. They have many friends,
empathy for others, street smarts.

╬They can be taught through group activities, seminars,


dialogues.
Intrapersonal
╬Understanding one’s own interests, goals. These
learners tend to shy away from others. They’re in tune
with their inner feelings; they have wisdom, intuition
and motivation, as well as a strong will, confidence
and opinions.

╬They can be taught through independent study and


introspection. They are the most independent of the
learners.
Linguistic

╬Using words effectively. These learners have highly


developed auditory skills and often think in words. They
like reading, playing word games, making up poetry or
stories.

╬They can be taught by encouraging them to say and


see words, read books together.
Logical-Mathematical
╬Reasoning, calculating. Think conceptually, abstractly
and are able to see and explore patterns and
relationships. They like to experiment, solve puzzles, as
cosmic questions.

╬They can be taught through logic games,


investigations, mysteries. They need to learn and form
concepts before they can deal with details.
Variety of decisions must be made
when choosing media that is
appropriate to learning style
Visuals - Visual media helps students
acquire concrete concepts, such as object
identification, spatial relationship, or motor
skills where words alone are inefficient.

Printed words – There is disagreement about


audio’s superiority to print for affective
objectives; several models do not
recommend verbal sound if it is not part of
the task to be learned.
Sound – A distinction is drawn between
verbal sound and non – verbal sound such
as music. Sound media are necessary to
present a stimulus for recall or sound
recognition. Audio narration is
recommended for poor readers.
Motion – Models force decisions among still,
limited movement, and full movement
visuals. Motion is used to depict human
performance so that learners can copy the
movement.
Colour – Decisions on colour display are
required if an object’s colour is relevant to
what is being learned.
Realia – Realia are tangible, real objects
which are not models and are useful to
teach motor and cognitive skills involving
unfamiliar objects.

Instructional Setting – Design should cover


whether the materials are to be used in a
home or instructional setting and consider
the size what is to be learned.
Learner Characteristics – Most models
consider learner characteristics as media
may be differentially effective for different
learners.

Reading Ability – Pictures facilitate learning


for poor readers who benefit more from
speaking than from writing because they
understand spoken words; self-directed
good readers can control the pace; and
print allows easier review.

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