Multiple Intelligences

SCED 501

DAVID . SAMARA . FANYA . EMILY

Background of Multiple Intelligences
Proposed in 1983 book Frames of Mind by Howard Gardner
Originally only 7 Intelligences, but now up to 9 (debatable)
Theory gained more popularity among educators
Key School, 1st school centered around MI theory
Gardner does not agree that it is a learning style
Believes that educators should individualize and pluralize
“An intelligence is the ability to solve problems, or to create products, that are
valued within one or more cultural settings -- a definition that says nothing about
either the sources of the abilities or the proper means of “testing” them (Gardner).”
 Linguistic
Definition: Requires the capacity for using languages (native or otherwise) to
understand and express ideas. Often enjoy reading and writing and generally have
highly developed language and memory skills.

Example: Poets, writer, orator, lawyer

How to help these learners: Using mnemonics to help recall concepts and
information. Reading aloud with a dramatic voice can also help with recall.
 Logical/Mathematical
Definition: Requires an understanding of how to use numbers or mathematical
operations, logical, or cause-and-effect relationships to solve complex problems.
Tend to excel in math, logical reasoning, and scientific experimentation.

Example: Mathematicians, scientists, logicians

How to help these learners: Explain the rules of concepts. Creating lists. Solution
focused approach.
 Visual-Spatial
Definition: Requires the ability to represent the spatial world internally in your
mind. Spatially intelligent students are usually good at map reading, puzzles, and
art activities.

“Visual Thinking”
Example: Mental maps for navigation, Strategies for Chess or a Rubik’s Cube

How to help these learners: Start with Big Picture and Overview, pictures for notes

Careers: Architect, Graphic Designer, Sculptor, Physicist, Astronomer, Pilot

Bodily Kinesthetic
Definition: the ability to use one’s body (all or parts) to solve complex movement
problems.

Examples: Athletes, dancers, actors, enjoy hands on activities.

How to help these learners: Make games out of new learning materials, perform
skits, role-play, use hands on models, group activities or in practice examples.

https://www.youtube.com/watch?v=b_GgBefAew8
 MUSICAL / RHYTHMIC
SING . RAP . DRUM . PLAY . PATTERN

Definition: Involves the capacity to think musically, particularly the ability to hear,
recognize, remember, and perhaps even manipulate patterns of sounds. The
musically intelligent people often excel at composing, playing instruments, singing,
and rhythmic memory.

Example: Musicians, Singers, Composers

How to help these learners: Turn study notes/assignments into a song, play music
in the background, include musical application in learning.
 INTERPERSONAL
SHARE . TEACH . COLLABORATE . INTERACT

DEFINITION: Involves an understanding of how to relate to other people and solve

interpersonal problems. Interpersonally intelligent people enjoy social activities and
relationships, and understand the perspectives of others.

EXAMPLE: Good at leading groups, organizing, communicating with others,

resolving conflicts.

How to help these learners: They need opportunities to give and receive feedback,
talk out problems, group projects, being a part of an activity.
Intrapersonal
Definition: the understanding of one’s own internal motivations, strengths, and
weaknesses.

Examples: self confident, self motivated, independent, good at identifying their own
strengths and weaknesses.

How to help these learners: create a connection between new material and subjects
they already know, help them set goals where they can monitor their own progress,
allowing time for self reflection.

https://www.youtube.com/watch?v=2aMISACsgXQ
 NATURALIST
EXPERIENCE . EXPLORE . CONNECT & CARE FOR LIVING THINGS

Definition: Requires an ability to classify and discriminate among objects. Students

high in the naturalist intelligence enjoy interacting with plants and animals, and
recognizing and classifying objects.

Example: Zookeepers, Gardeners, Farmers, Veterinarians, Marine Biologists

How to help these learners: Provide opportunities to learn outside, observe and
record nature (nature journal), have students research genus and species names.
Application for a Counselor
● Provides tools for students in their academic learning and
personal development

○ Focus on strengths

● Provides growth mindsets for teachers and classrooms

Think. Pair. Share.

● What intelligence(s) do you identify with the most?

● How do you apply this intelligence(s) to your learning?

● How do you approach other/different intelligence(s) when

teaching/counseling?
Questions?
Comments?
Concerns?
REFERENCES
Bennett, M. (2011). Multiple Intelligences & Comics Education.
www.MarekBennett.com

Gardner, H. (2011). Frames of mind: The theory of multiple intelligences. New

York: Basic Books.

Pérusse, R., & Goodnough, G. E. (2004). Leadership, advocacy, and direct service
strategies for professional school counselors. Belmont, CA: Thomson, Brooks/Cole.