Gardner’s Multiple IntelligencesJoe Lilly, Chelsea Rothman, Aisher Woestman, Adam Baker, and Joe Hoffman

Howard Gardner• Parents originally from

Nurnberg in Germany in 1938

• Born in Scranton, Pennsylvania in 1943

• Any childhood activities that may have been considered “risky” were limited• Intellectual & creative

endeavors were encouraged.

Gardner (cont.)• Education

• Attended a prep school in Kingston, PA

• Later went onto study at Harvard University.• Wanted to study law• Eric Erickson, a tutor, encouraged

Gardner to be scholar• Interest in Phycology grew, graduated

with summa cum ladde honors• PhD completed in 1971, dissertation

was on style sensitivity on children

• Project Zero• Research team at Harvard on arts

education• Provided Gardner a place to explore

his interest in human cognition• Frames of Minds (1983), Gardner’s

first full description of his theory on multiple intelligence

Definition/ History

• What is this theory? • “Documents the

extent to which students possess different kinds of minds and therefore learn, remember, perform, and understand in different ways." –Howard Gardner

Multiple Intelligence Test

• http://www.infed.org/thinkers/gardner.htm

• http://www.literacyworks.org/mi/assessment/findyourstrengths.html

Linguistic• Begins early childhood• Young, avid readers• Creative writers• Sensitive towards sounds, rhythms,

meanings of words, and different functions of language

• Sensitive to spoken and written language

• Accomplishes goals through language

• Express themselves rhetorically or poetically

• Remembers information using written or spoken language the best

• Writers, Poets, Lawyers, Speakers• In the classroom: Podcasts, Essay

type assignments

Musical• Earliest intelligence to develop• Skilled in performing, composing,

and appreciating musical patterns• Has the capacity to recognize and

compose pitches, tones, and rhythms

• Likes melodies and music• Might study with music playing in

the background• Might play an instrument• Notices sounds in the

environment• Developmental crisis at some

point • In the classroom: Synthesize

information by making a song or music video

Logical/ Mathematical• Excellent problem

solving skills• Enjoys conducting

scientific experiments• Good at solving

complex computations• In the classroom:

Assignments with clear processes and procedures/ strict guidelines

Spatial• Enjoys reading and writing• Good at putting puzzles

together• Recognizes patterns easily• Enjoys visual arts

(drawing, painting, etc.)• Good at interpreting

charts, graphs, and pictures

• In the classroom: Constructing models, drawing diagrams

Bodily-Kinesthetic• Proficient at dancing or

sports• Enjoys creating things

with their hands• Excellent physical

conditioning• Learns better by doing,

rather than hearing or seeing

• In the classroom: Hands on lab experiences, student models

Interpersonal• Accessed with social

interaction. • Often empathetic and

possess many friends. • Learn through

interactions with others and form relationships with them that are congruent to learning.

• In the classroom: Group Projects & collaborative work assignments

Intrapersonal• Governs the most

independent learners. • Have a great deal of

understanding about themselves and their motivations.

• In tune with their inner-feelings and communicate their needs and opinions especially well.

• In the classroom: Independent research projects, critical assessment questions

Naturalistic• Keen and discerning

awareness of various types of life and sustainability of life

• May possess a “green thumb”

• Can readily and naturally observe and engage in seasonal and life changes

• In the classroom: Organizing and classifying information. Venn Diagrams/ Graphic Organizers

References• http://www.infed.org/thinkers/gardner.htm• http://www.ijea.org/v2n4/index.html• http://expectumf.umf.maine.edu/musical.html• http://psychology.about.com/od/

educationalpsychology/ss/multiple-intell_3.htm