3. Howard Gardener
• A professor at Harvard University
• Developed the theory of Multiple Intelligences
• Established that humans have 8 intelligences
• Logical- mathematical
• Linguistic
• Musical
• Spatial
• Bodily Kinesthetic
• Interpersonal
• Intrapersonal
• Naturalist
• According to his theory, individuals may have all the
intelligences, however, some intelligences may be more prevalent in the
individual
4. Logical-mathematical
• Core Components
• Logical or numeric patterns; long chains of reasoning
• Logical- mathematical intelligence tend to be dominant in students who
are good at inductive and deductive reasoning. Professional such as
scientists and mathematician have high logical-mathematical intelligence
• Classroom Implications
• When using technology teachers must incorporate software that warrant students
problem solving skills.
• Without technology teachers must engage students in experiments that allows for
observation and problem solving implementation.
• Student Implications
• Students are engaged in problem solving and reason with/without technology.
5. Linguistic
• Core Components
• Sounds, rhythms, meanings of words; different functions of language
• Linguistic intelligence tend to be dominant in students who enjoy writing
and speaking in aloud. Professions such as journalism charter individuals
who have linguistic intelligence .
• Classroom Implications
• Teachers can use software that requires the use of written language such as word
processing and/or online word games.
• Teachers can also incorporate classroom debates/discussions and/or activities such
as word search.
• Student Implications
• Students use verbal and written language to enhance their learning.
6. Musical
• Core component
• Rhythms, pitch, timbre, forms of musical expression
• Musical Intelligence is prevalent in students who are musically inclined.
For instance, a composer and a violinist both have musical intelligence
• Classroom Implications
• Teachers use multimedia lessons that use music or associate a sound with music
• Teachers read aloud to students
• Student Implications
• Recognize and compose musical pitch.
• Learn by associating rhythm and sounds to words.
7. Spatial
• Core component
• Transform perceptions into images and pictures
• Students who like to draw and design are exhibiting spatial intelligence.
• Classroom Implications
• Teachers can use graphic editing software such as Photoshop, Paint shop and Photo
bucket.
• Teachers can you graphic organizers, and visuals in the classroom
• Student Implications
• Students use digital software to create art, and concrete conceptual ideas
• Students design use visuals to aid in their learning
8. Body
• Core Component: Wisdom of the body and the ability to control physical
motion
*Students who have expertise in using their body to express themselves
with ideas and feelings.
• Teachers use joysticks, graphic tablets, and graphic programs.
• Body Intelligence is the ability to use mental abilities to coordinate bodily
movements. Howard Gardner sees mental and physical activity as
related.
9. Interpersonal
• Core Component: Ability to communicate effectively with other people
and to be able to develop relationships.
*Students who do well with group projects and group
participation, understanding the other group members behaviors.
• Teachers use groups with social activities with two or more players.
• Allows people to work effectively with others.
Educators, salespeople, religious and political leaders and counsellors all
need a well-developed interpersonal intelligence
10. Intrapersonal
• Core Component: Ability to understand one’s own
emotions, motivations, inner states of being, and self-reflection.
*Students that work well on their own, including independent work.
• Teachers use self-paced instructional games.
• In Howard Gardner's view it involves having an effective working model of
ourselves, and to be able to use such information to regulate our lives.
11. Naturalist
• Core Component: Awareness of the natural word around someone.
*Students work well with observing things around them, good with problem
solving.
• Teachers use simulations that allows students to experience with
problems and observe results.
• Naturalist Intelligence combines a description of the core ability with a
characterization of the role that many cultures value
