Multiple intelligences

• Multiple Intelligences


  A theory created by Howard Gardner suggesting abilities seem to cluster in nine different areas
• Nine areas of Multiple Intelligences

  • Verbal-Linguistic Skills
  • Logical-Mathematical Skills
  • Bodily Kinesthetic Skills
  • Visual-Spatial Skills
  • Interpersonal Abilities
  • Intrapersonal Abilities
  • Musical Abilities
  • Naturalistic Abilities
  • Existential Intelligence
• Verbal-Linguistic Skills


  • Word smart, enjoys reading, writing, discussing, thinks in words
• Logical-Mathematical Skills


  • Number smart/logic smart, concept of time, quantity, cause and effect, problem-solving, mental calculations
• Bodily Kinesthetic Skills


  • Body smart, manipulate what is to be learned, construct a model, sports
• Bodily Kinesthetic Skills


  • Science experiments
  • Number games
• Visual-Spatial Skills


  • Picture smart, thinks in pictures, create visual diagrams, draw maps
• Visual-Spatial Skills


  • Dance
  • Drama
  • Create a poster
  • Graph results of a survey
• Interpersonal Abilities


  • People smart, group work and team work, talking to people, cooperating
• Intrapersonal Abilities


  • Self-smart, works independently, journal and diaries, working alone, doing self-paced projects
• Musical Abilities


  • Music smart, ear for good music
• Musical Abilities


  • Write a jingle
  • Use an instrument
• Naturalistic Abilities


  • Nature smart, love for nature, nature study
• Naturalistic Abilities


  • Care for animals
• Existential Intelligence


  • Spirit smart, ask deep questions, look at big picture, think philosophy
• Learning Style


  Refers to the preferred way an individual processes information, describes a person's typical mode of thinking, remembering or problem solving
• Perspectives about Learning Thinking Styles

  • Sensory Preferences
  • Global-Analytic Continuum
• Visual Learners


  • Must see their teacher's actions and facial expressions, think in pictures, learn best from visual aids
• Visual-Iconic


  More interested in visual imagery such as film, graphic displays, or pictures in order to solidify learning, usually have good "picture memory" and attend to pictorial detail
• Visual Symbolic


  Feel comfortable with abstract symbolism such as mathematical formulae or the written word, prefer to read a book than a map, tend to be good abstract thinkers who do not require practical means
• Auditory Learners


  • Learn best through verbal lectures, discussions, talking things through, interpret the underlying meanings of speech through listening to the tone of voice, speed, and other nuances, often benefit from reading text aloud and using a tape recorder
• Auditory Learners - Listeners


  Remember things said to them, make information their own, carry-on mental conversations and figure out how to extend what they learned by reviewing in their heads what they heard others say
• Auditory Learners - Talkers


  Prefer to talk and discuss, find themselves talking to those around them, in a class setting, when the instructor is not asking questions, they tend to whisper comments to themselves
• Tactile Learners


  • Learn through touch
• Analytic


  Tend toward the linear step-by-step processing of learning, tend to see finite elements of patterns rather than the whole, more comfortable in a world of details and hierarchies of information
• Global


  Lean towards non-linear thought, tend to see the whole pattern rather than particle elements, are the "forest seers" who give attention only to the overall structure and sometimes ignore details
• Left Brain (Analytic)


  • Verbal, responds to word meaning, sequential, processes information linearly, responds to logic, plans ahead, recalls people's names, speaks with few gestures, punctual, prefers formal study design/bright lights while studying
• Right Brain (Global)


  • Visual, responds to tone of voice, random, processes information in varied order, responds to emotion, impulsive, recalls people's faces, gestures when speaking, less punctual, prefers sound/music background while studying
• Differentiated Instruction (DI)


  A teaching theory based on the premise that instructional approaches should vary and be adapted in relation to individual and diverse students in the classroom
• Principles of Learning

  • Learning is an experience which occurs inside the learner and is activated by the learner
  • Learning is the discovery of the personal meaning and relevance of ideas
  • Learning (behavioral change) is a consequence of experience
  • Learning is a cooperative and collaborative team work
  • Learning is an evolutionary process
  • Learning is sometimes a painful process
  • One of the richest resources for learning is the learner himself
  • The process of learning is emotional as well as intellectual
• Laws of Learning

  • Law of Readiness
  • Law of Exercise
  • Law of Effect
  • Law of Freedom
  • Law of Intensity
  • Law of Recency
  • Law of Primacy
• Law of Readiness


  Individuals learn best when they are physically, mentally, and emotionally ready to learn, and they do learn well if they see no reason for learning
• Law of Exercise


  Things most often repeated are best remembered
• Law of Effect


  Learning is strengthened when accompanied by a pleasant or satisfying feeling
• Law of Freedom


  Things freely learned are best learned
• Law of Intensity


  The more intense the material taught, the more it is likely learned
• Law of Recency


  Things most recently learned are best remembered
• Law of Primacy


  Things learned first create a strong impression, what is taught must be right the first time
• Seven Comprehension or Thinking Skills

  • Analysis
  • Focusing
  • Comparative analysis
  • Narrowing
  • Complex cognitive
  • Sharpening
  • Tolerance
• Analysis


  The ability to break down information into component parts for the purpose of identification and categorization