QURTABA UNIVERSITY OF SCIENCE &

IT
PESHAWAR

SUBJECT:
LEADERSHIP IN EDUCATION

TITLE:
Multiple Intelligences

SUBMITTED TO:
Prof. Dr. Majid Sabir (Esq.)

Submitted By:
Muhammad Naeem Zahid
Enrollment No. 11686
Cell: 0301-8815565
 Multiple Intelligences

Definition:

It is defined as a set of abilities, talents or mental skills that all individuals

possess to a greater or lesser extent. (Howard Gardner, 1983).

According to Gardner, intelligence is "a biopsychological potential to process

information that can be activated in a cultural setting to solve problems or create

products that are of value in a culture."

The theory of multiple intelligences was developed in 1983 by Dr. Howard

Gardner, professor of education at Harvard University. It suggests that the

traditional notion of intelligence, based on I.Q. testing, is far too limited.

Instead, Dr. Gardner proposes eight different intelligences to account for a

broader range of human potential in children and adults. These intelligences are:

Linguistic intelligence ("word smart")

Logical-mathematical intelligence ("number/reasoning smart")

Spatial intelligence ("picture smart")

Bodily-Kinesthetic intelligence ("body smart")

Musical intelligence ("music smart")

Interpersonal intelligence ("people smart")

Intrapersonal intelligence ("self smart")

Naturalist intelligence ("nature smart")

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Linguistic Intelligence:

Linguistic intelligence refers to individuals' ability to understand both spoken

and written language, as well as their ability to speak and write themselves.

Characteristics:

Writes well for age,

Spins tall tales or tells jokes and stories,

Has a good memory for names, places, dates, or trivia,

Enjoys word games,

Enjoys reading books, spells words accurately,

Appreciates nonsense rhymes, puns, tongue twisters, etc.,

Enjoys listening to the spoken word (stories, commentary on the radio,

talking, books),

Has a good vocabulary for age,

Communicates to others in a highly verbal way.

Preferred Learning Activities:

Lectures, debates

Large- & small-group discussions

Books, worksheets, manuals

Brainstorming

Writing activities

Word games

Storytelling, speeches, reading to class

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 Talking books and cassettes

Extemporaneous speaking

Journal keeping

Choral reading

Individualized reading

Memorizing linguistic facts

Tape recording one's words

Logical-Mathematical Intelligence:

Individuals with Logical-Mathematical intelligence are skilled at deductive

reasoning, detecting patterns, logical thinking, scientific investigations and

identifying relationships between different things. They are also good at

understanding complex and abstract ideas.

Characteristics:

Asks a lot of questions about how things work,

Computes arithmetic problems in his/her head quickly,

Finds math computer games interesting,

Enjoys playing chess, checkers, or other strategy games,

Enjoys working on logic puzzles or brain teasers,

Enjoys putting things in categories or hierarchies,

Likes to experiment in a way that shows higher order cognitive

thinking processes,

Thinks on a more abstract or conceptual,

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 Has a good sense of cause-effect for age.

Preferred Learning Activities:

Mathematical problems on the board

Scientific demonstrations

Logical problem-solving exercises

Creating codes; logic puzzles and games

Classifications and categorizations

Quantifications and calculations

Computer programming languages

Logical-sequential presentation of subject matter

Spatial intelligence:

Spatial Intelligence deals with the ability of an individual to accurately perceive

the visual world and to re-create, manipulate and modify aspects of one's

perceptions (even in the absence of the relevant visual stimuli). Visual-spatial

intelligence deals with shapes, patterns, designs and the entire spectrum of

colour and with the placement and relationship of objects in space, including

distance and direction. It includes our capacity to visualise, dream and imagine.

Characteristics:

Attention to visual detail,

Observant,

Good visual imagination,

Spatial awareness,

Good sense of direction,

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 Good colour sense,

Can read maps,

May doodle or Mind-Map,

May be good driver,

May have vivid dreams.

Preferred Learning Activities:

Charts, graphs, diagrams & maps

Idea sketching

Visual thinking exercises

Using graphic organizers, mind-maps and other

Visual organizers

Visualization painting, collage, visual arts

Videos, slides, movies & photography

Visual puzzles and mazes

Imaginative story telling

Computer graphics software

Visual awareness activities

Color cues

Telescopes, microscopes, and binoculars

Picture literacy experiences

Bodily-Kinesthetic intelligence:

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It refers to the capacity or ability to manipulate objects and use a variety of

physical skills. This intelligence also involves a sense of timing and the

perfection of skills through mindbody union. Athletes, dancers, surgeons, and

craftspeople exhibit well-developed bodily kinesthetic intelligence.

Characteristics:

Excels in one or more sports; moves,

Twitches, taps, or fidgets while seated for a long time in one spot,

Loves to take things apart and put them back together again: and put

his/her hands all over something he/she's just seen,

Enjoys running, jumping, wrestling, and the like, or good fine-motor

coordination in other ways: enjoys tactile experiences,

Has a dramatic way of expressing himself/herself: cleverly mimics

other people's gestures or mannerisms,

Reports different physical sensations while thinking and working.

Preferred Learning Activities:

Creative movement(s), imitate

Hands-on thinking; manipulative

Field trips

Competitive & cooperative games

Physical awareness and relaxation exercises

All hands-on activities, crafts

Use of kinesthetic images

Cooking, gardening, and other "messy" activities

Virtual reality software

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 Communicating with body language/ hand signals

Musical intelligence:

It is the capacity to discern pitch, rhythm, timbre, and tone. This

intelligence enables us to recognize, create, reproduce, and reflect on music, as

demonstrated by composers, conductors, musicians, vocalist, and sensitive

listeners.

Characteristics:

Tells you when music sounds off-key or disturbing in some way

other way, remembers melodies of songs.

Has a good singing voice

Plays a musical instrument or sings in choir or other group

(preschool: enjoys playing percussion instruments and/or singing in

a group)

Has a rhythmic way of speaking and/or moving

Unconsciously hums to himself/herself

Taps rhythmically on the table or desks as he/she works

Sensitive to environmental noises (e.g., rain on the roof)

Preferred Learning Activities:

Musical concepts: music appreciation

Singing, humming, whistling

Playing recorded music

Playing live music on piano, guitar, or other instruments

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 Group singing: mood music

Playing percussion instruments

Rhythms, songs, raps, chants

Using background music

Linking old tunes with concepts

Discographies: creating new melodies for

Concepts: listening to inner musical imagery

Interpersonal intelligence:

It is the ability to understand and interact effectively with others. It involves

effective verbal and nonverbal communication, the ability to note distinctions

among others, sensitivity to the moods and temperaments of others, and the

ability to entertain multiple perspectives.

Characteristics:

Enjoys socializing with peers

Seems to be a natural leader

Gives advice to friends who have problems

Seems to be street smart

Belongs to clubs, committees, or other group organizations

Enjoys informally teaching other kids

Likes to play games with other kids

Has two or more close friends

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 Has a good sense of empathy or concern for others: others seek out

his/her company

Preferred Learning Activities:

Cooperative groups; academic clubs

Interpersonal interaction

Conflict mediation

Peer teaching

Board games

Group brainstorming sessions

Peer sharing

Community involvement

Simulations; interactive software

Parties / social gatherings as context for

Intrapersonal intelligence:

People with interpersonal intelligence have the ability to understand themselves,

appreciate their own feelings, fears and motivations. People with intrapersonal

intelligenceare skilled at self-reflection and know themselves very well.

Characteristics:

Displays a sense of independence or a strong will; has a good sense

of self direction

Has a realistic sense of his/her strengths and weaknesses

Does well when left alone or to play or study: marches to the beat of

a different drummer in his/her style of living and learning

Has an interest or hobby that he/she doesn't talk much about

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 Prefers working alone to working with others

Accurately expresses how he/she is feeling; has high self-esteem

Is able to learn from his/her failures and successes in life

Preferred Learning Activities:

Independent study

Self-paced instruction

Individualized projects and games

Private spaces for study

One-minute reflection periods

Interest centers

Personal connections

Options for homework

Choice time

Self-teaching programmed instruction

Exposure to inspirational/ motivational curricula

Self-esteem activities

Journal keeping and goal setting sessions

Naturalist intelligence:

An individual with Naturalist intelligence would be curious about living things

and the planet. Some topics that might be interesting to him would be plants,

animals, weather, oceans, and mountains.

Characteristics:

Has keen sensory skills - sight, sound, smell, taste and touch.

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 Readily uses heightened sensory skills to notice and categorize things

from the natural world.

Likes to be outside, or like outside activities like gardening, nature

walks or field trips geared toward observing nature or natural

phenomena; is interested in and cares about animals or plants.

Notices patterns easily from their surroundings -- likes, differences,

similarities, anomalies; notices things in the environment others often

miss.

Creates, keeps or has collections, scrapbooks, logs, or journals about

natural objects -- these may include written observations, drawings,

pictures and photographs or specimens.

Is very interested, from an early age, in television shows, videos,

books, or objects from or about nature, science or animals: shows

heightened awareness and concern of the environment and/or for

endangered species.

Easily learns characteristics, names, categorizations and data about

objects or species found in the natural world.

Preferred Learning Activities:

Field trips to natural environment

Showing videos of animals

Stories about animals to teach behaviours

Connect it to natural environment and living things

Plants, animals, naturalists' tools (e.g. binoculars), gardening tools

Nature Study, Ecological Awareness, Care Of Animals

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Dr. Gardner says that our schools and culture focus most of their attention on

linguistic and logical-mathematical intelligence. We esteem the highly articulate

or logical people of our culture. However, Dr. Gardner says that we should also

place equal attention on individuals who show gifts in the other intelligences:

the artists, architects, musicians, naturalists, designers, dancers, therapists,

entrepreneurs, and others who enrich the world in which we live. Unfortunately,

many children who have these gifts dont receive much reinforcement for them

in school. Many of these kids, in fact, end up being labeled "learning disabled,"

"ADD (attention deficit disorder," or simply underachievers, when their unique

ways of thinking and learning arent addressed by a heavily linguistic or logical-

mathematical classroom. The theory of multiple intelligences proposes a major

transformation in the way our schools are run. It suggests that teachers be

trained to present their lessons in a wide variety of ways using music,

cooperative learning, art activities, role play, multimedia, field trips, inner

reflection, and much more. The good news is that the theory of multiple

intelligences has grabbed the attention of many educators around the country,

and hundreds of schools are currently using its philosophy to redesign the way it

educates children. The bad news is that there are thousands of schools still out

there that teach in the same old dull way, through dry lectures, and boring

worksheets and textbooks. The challenge is to get this information out to many

more teachers, school administrators, and others who work with children, so

that each child has the opportunity to learn in ways harmonious with their

unique minds.

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The theory of multiple intelligences also has strong implications for adult

learning and development. Many adults find themselves in jobs that do not

make optimal use of their most highly developed intelligences (for example, the

highly bodily-kinesthetic individual who is stuck in a linguistic or logical desk-

job when he or she would be much happier in a job where they could move

around, such as a recreational leader, a forest ranger, or physical therapist). The

theory of multiple intelligences gives adults a whole new way to look at their

lives, examining potentials that they left behind in their childhood (such as a

love for art or drama) but now have the opportunity to develop through courses,

hobbies, or other programs of self-development.

How to Teach or Learn Anything 8 Different Ways

One of the most remarkable features of the theory of multiple intelligences is

how it provides eight different potential pathways to learning. If a teacher is

having difficulty reaching a student in the more traditional linguistic or logical

ways of instruction, the theory of multiple intelligences suggests several other

ways in which the material might be presented to facilitate effective learning.

Whether you are a kindergarten teacher, a graduate school instructor, or an adult

learner seeking better ways of pursuing self-study on any subject of interest, the

same basic guidelines apply. Whatever you are teaching or learning, see how

you might connect it with

words (linguistic intelligence)

numbers or logic (logical-mathematical intelligence)

pictures (spatial intelligence)

music (musical intelligence)

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 self-reflection (intrapersonal intelligence)

a physical experience (bodily-kinesthetic intelligence)

a social experience (interpersonal intelligence), and/or

an experience in the natural world. (naturalist intelligence)

For example, if youre teaching or learning about the law of supply and demand

in economics, you might read about it (linguistic), study mathematical formulas

that express it (logical-mathematical), examine a graphic chart that illustrates

the principle (spatial), observe the law in the natural world (naturalist) or in the

human world of commerce (interpersonal); examine the law in terms of your

own body [e.g. when you supply your body with lots of food, the hunger

demand goes down; when there's very little supply, your stomach's demand for

food goes way up and you get hungry] (bodily-kinesthetic and intrapersonal);

and/or write a song (or find an existing song) that demonstrates the law (perhaps

Dylan's "Too Much of Nothing?").

You dont have to teach or learn something in all eight ways, just see what the

possibilities are, and then decide which particular pathways interest you the

most, or seem to be the most effective teaching or learning tools. The theory of

multiple intelligences is so intriguing and interesting because it expands our

horizon of available teaching/learning tools beyond the conventional linguistic

and logical methods used in most schools (e.g. lecture, textbooks, writing

assignments, formulas, etc.). To get started, put the topic of whatever youre

interested in teaching or learning about in the center of a blank sheet of paper,

and draw eight straight lines or "spokes" radiating out from this topic. Label

each line with a different intelligence. Then start brainstorming ideas for

teaching or learning that topic and write down ideas next to each intelligence

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(this is a spatial-linguistic approach of brainstorming; you might want to do this

in other ways as well, using a tape-recorder, having a group brainstorming

session, etc.).

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