Facilitating Learner-

Centered Teaching
Hierarchy of Needs (Abraham Maslow) MULTIPLE INTELLIGENCES THEORY
(Howard Gardner)

The Theory of Multiple Intelligences (MI) was first offered to the educational community by Harvard
psychologist Howard Gardner in 1983.

Gardner's (1983) original seven intelligences were:

1. Verbal-Linguistic (Word Smart)
2. Logical-Mathematical (Number/Logical Smart)
3. Visual-Spatial (Picture Smart)
4. Bodily-Kinesthetic (Body Smart)
5. Musical (Music Smart)
6. Interpersonal (People Smart)
7. Intrapersonal (Self Smart)

In his later book (1999) he proposed three additional intelligences:

8. Naturalist (Nature Smart)
9. Existential (Cosmic/Life Smart)
10. Spiritual (Spirit Smart)

Multiple intelligences refers to a theory describing the different ways students learn and acquire
information. These multiple intelligences range from the use of words, numbers, pictures and music, to
the importance of social interactions, introspection, physical movement and being in tune with nature.
Accordingly, an understanding of which type(s) of intelligence a student may possess can help teachers
adjust learning styles, and suggest certain career paths for learners.

1. Verbal-Linguistic Intelligence (Word Smart)

• Verbal learner prefers to learn verbally by reading or listening. Thus, this learning style involves both
written and spoken words. They are naturally born speakers and find it easy to express themselves,
both in writing and verbally.

• Linguistic learner learns best through linguistic skills including reading, writing, listening, or
speaking. For example, if a linguistic learner wanted to tackle a new skill, his best method of learning
would be to read about it, then listen to an audio recording and take notes on it.

Characteristics

• They are good at reading, writing, listening, speaking, telling stories and memorizing words.
• They are good writers, speakers, or both. They use words to persuade, argue, entertain, and teach.
• These learners have highly developed auditory skills.
• They like reading, playing word games, making up poetry or stories.
• Proficient in discussing and explaining in written or spoken words.
• Natural command of the language including pronunciation and learn languages easily.

Learning Activities
•
Deliver a report Read a book
•
Telling a story to the class Write poetry
•
Participating in debates Write to a friend
•
Read a daily newspaper Write in a journal
 Careers

• Writer, Speaker, Teacher, Lawyer, Journalist, Editor, Storyteller, Poet, Computer programmer,
Debater

2. Logical-Mathematical (Number/Logical Smart)

• A logical learner also known as a mathematical learner, enjoys exercising one's mind and applying
mathematical and logical reasoning to solve problems.

• Enjoy learning that is systemic or follows given procedures. Very excellent in mathematics and
science subjects.

Characteristics

• Logical-mathematical students enjoy working with numbers.

• They like to experiment, and solve puzzles.
• They have a well-developed ability to reason and are good at chess and computer programming.
• This intelligence is most often associated with scientific and mathematical thinking.
• Uses abstract symbols easily, good at logical problem solving; formulates and tests hypotheses.
• Uses diverse mathematical skills; enjoys complex operations such as math, physics, or research
methods.

Types of Reasoning
What is reasoning?
Reasoning is the process of forming conclusions, judgments, or inferences from facts or premises.
1. Objective reasoning

• Is the ability to decide whether or not the information covered is fact, opinion, or propaganda. It is
undistorted by emotion or personal bias.
2 . Quantitative Reasoning
• sI the application of basic mathematics skills, such as algebra, to the analysis and interpretation of
real -world quantitative information in the context of a discipline or an interdisciplinary problem to
draw conclusions that are relevant to students in their daily lives.

Quan titative Reasoning Test

What is the least common multiple of 6, 15, and 21?

a. 27 b. 70 c. 210 d. 1890

3 . Deductive Reasoning
Deductive reasoning is a basic form of valid reasoning. Deductive reasoning, or deduction, starts
out with a general statement, or hypothesis, and examines the possibilities to reach a specific, logical
conclusion .
Examples:
1. All countries near the north pole have cold temperatures. Greenland is near the north pole.
Therefore, greenland has cold temperature.
2. If, 1 = 2 (premise/idea) and 2 = 3 (premise) then, 1 = 3 (conclusion )

4. Inductive or Abstract Reasoning

Example:
Which figure completes the statement?

Inductive Reasoning

Guess the missing number.

10 20 30 40 ?
5. Analogical reasoning
This is the ability to perceive the relationship in one instance and then use that relationship to
narrow possible answers in another similar situation or problem.

Examples:

1. If UK is to Europe, then Philippines is to Asia.

2. Clock is to time as thermometer is to:
A. temperature B. degrees C. weather D. centigrade
A clock measures time; a thermometer measures temperature; hence temperature is the correct
alternative.

Learning Activities
• Classify objects
 • Mentally compute equations
• Make a graph to represent data
• Conduct a scientific experiment
• Playing math games dominoes, chess, and checkers
• Solve analogies Conducting experiments to demonstrate science concepts.

Careers
• Accountant Scientist
• Statistician Lawyer
• Economist Mathematician
• Engineer Computer programmer

3. Visual/Spatial Intelligence (Picture Smart)

• Visual-spatial learning style, or visual-spatial intelligence, refers to a person's ability to perceive,
analyze, and understand visual information in the world around them. Essentially, they can picture
concepts with their mind's eye.
Characteristics
Visual Spatial
▪ Visualize designs, drawings, jigsaw puzzles ▪ Knows how to adjust to the given paper
▪ Knows how to balance the drawing
▪ Create a mind map of the grocery store ▪ Able to find the things in the grocery store

• They like to draw, do jigsaw puzzles, and read maps.

• Think in terms of physical space, as do architects and sailors.
• They use their eyes and hands to make artistic or creatively designed projects.
• Learn by watching, observing; recognize shapes and colors and can reproduce them through artwork
• Enjoys doodling, drawing, painting, designing, and other visual creative activities.

Learning Activities

• Play chess
• Solve a maze
• Create a sculpture
• Play a board game
• Put together a jigsaw puzzle
• Paint a picture that represents a story
• Wear a blindfold and try to walk around the classroom
• Using maps to study geographical locations discussed in class.

Careers
•
Accountant Artist
•
Engineer Scout ranger
•
Decorator Photographer
•
Tour guide Chess player
• Designer Choreographer
4. Bodily – Kinesthetic Intelligence (Body Smart)

Bodily kinesthetic intelligence is the capacity to manipulate objects and use a variety of physical
skills. This intelligence also involves a sense of timing and the perfection of skills through mind–body
union.
 Characteristics
• People who have high bodily-kinesthetic intelligence should be generally good at physical
activities such as sports, dancing, acting, and making things.
• They can control their bodies with grace, expertise, coordination, balance, and athleticism.
• Explores and learns through touch and movement.
• They communicate well through body language and be taught through physical activity, hands-on
Learning Activities

• Exercise
• Play a sport
• Role playing
• Playing games
• Plan and present a puppet show

Careers
• Mechanic Actor
• Surgeon Soldier
• Carpenter Athlete
• Sculptor Mason
• Massage therapist Dancer

5. Musical Intelligence (Music Smart)

Musical intelligence refers to the skill in the performance, composition, and appreciation of
musical patterns.
Characteristics

• Actively enjoys listenng to music

• They have a superior ability to perceive, compose, and/or perform music.
• Awareness of and sensitivity to music, rhythms, tunes, and melody
• Skill and experience in playing a musical instrument
• A good voice for singing in tune and along with other people
• Expresses ideas and feelings through sound and music.
• They may study better with music in the background.
Learning Activities

• Write a song
• Make up a cheer
• Sing a song to the class
learning, acting out, and role playing, model building, and field trips.
• Listening to music from different historical periods.
• Putting original poems to music, and then performing them for the class

Careers
• Songwriter
• Composer
• Musician
• Conductor
• Music critic
• Music teacher
• Singer
6. Interpersonal Intelligence (People Smart)
Interpersonal intelligence is the ability to understand and interact effectively with others. It Also
involves effective verbal and nonverbal communication.
 Characteristics
•
These students learn through interaction with others. They have many friends, empathy for others,
street smarts.
•
They can be taught through group activities.
•
Characterized by their sensitivity to others' moods, feelings, temperaments and motivations, and
their ability to cooperate in order to work as part of a group.
•
Those with high interpersonal intelligence communicate effectively with others, and may be either
leaders or followers.
•
Gardner has equated this with emotional intelligence of Goldman.

Learning Activities
•
Lead group discussions
•
Interview another student
•
Play a game with a friend
•
Write a story with a partner
•
Working in pairs to learn math facts
•
Tutoring younger students or classmates
•
Working in cooperative groups to design and complete projects

Careers
• Educators
• Religious leaders
• Counselors
• Sales persons
• Politicians
• Managers
• Teachers
• Lecturers
• Social workers

7. Intrapersonal Intelligence (Self Smart)

Individuals who are strong in intrapersonal intelligence are good at being aware of their own
emotional states, feelings, and motivations.

Characteristics
• Intrapersonal learners learn best alone.
• They are the most independent of the learners.
• Have a deep awareness of their feelings, ideas, interests, and goals.
• They have a strong sense of independence and self-confidence.
• Students with this intelligence usually need time alone to process and create.
• This refers to having a deep understanding of the self and one's strengths or weaknesses.
• Strives for self-actualization.
Learning
Activities

• Set personal goals

• Keep a diary or journal
• Write an autobiography
• Evaluate ones performance
• Writing a literary autobiography, reflecting on their reading life
• Writing goals for the future and planning ways to achieve them
 Careers
• Student
• Psychologist
• Theologian
• Spiritual advisor
• Writer
8. Naturalist Intelligence (Nature Smart)
According to Gardner, naturalistic intelligence is the ability to identify, classify and manipulate
elements of the environment, objects, animals or plants. ... They care about the environment and
like to be in touch with nature. They are good at identifying fauna and flora.

Characteristics
• Skill for understanding animal behavior, needs, and characteristics
• This intelligence refers to a person's natural interest in the environment.
• These people enjoy being in nature and want to protect it from pollution.
• Ability to work with plants, (i.e., gardening, farming, and horticulture/agriculture)
• Knowledge of natural living energy forces, including cooking, weather, and physics
• Students with strong naturalistic intelligence easily recognize and categorize plants, animals, and
rocks.

Careers
• Ecologists Chef
• Rangers Hunter
• Zoologist Farmer
• Botanist Biologist
• Veterinarian Botanist

9. Existential Intelligence (Cosmic /Life Smart)

• In recent years, Gardner has introduced a ninth, and possibly most significant, form of “smarts”
referred to as “existential” intelligence. It is also referred to by others as “cosmic” or “spiritual”
intelligence.
• Learners having a “cosmic perspective” are “Cosmic Citizens”. A cosmic citizen is anyone who
recognizes our place in the universe and the fragility of our planet.

Many also refer to this form of intelligence as “life smart”.

• Life-Smarts are those with tolerable/fair grades.
• They are those who believe in and are driven by their will, talents and passion.
• They have gained experience, learnt from the lives of people, applied life principles to demand
what they want from life.
• They don’t pay much attention to the theory but are very practical and experimental.
• They are result oriented, problem solvers and challenge challenges.

What is Existential Intelligence?

• Existential intelligence is the ability to use intuition, thought and meta-cognition to ask (and
answer) deep questions about human existence and to explore the unknown.
• It’s actually one of the rarer forms of intelligence. It is the intelligence of big thinking.

Those of us who are inherently existential ask questions such as:

– Why am I here? Why are we here?
– Can animals understand us, or do animals go to heaven?
– Are there really ghosts?
 – Why do we die & where do we go when we die?
– Is there life on other planets?
– Where is heaven?

• In many ways, it takes a certain level of courage to tackle grand questions and age-old mysteries
that have taunted humanity.
• Frequently, these are the children who persist in asking those “big” questions that adults cannot
answer.
• Socrates and the Buddha are examples of famous figures who exhibited an exceptional level of
existential intelligence.
• An emphasis on tools such as the Socratic method, discussion-style lessons and philosophical
topics are other excellent ways to stimulate existential thought.

Here are a few ways to exercise your existential intelligence in your daily life:

• Visit an astronomical observatory Meditate

• Give yourself time to daydream Keep a dream journal
Ordinary folks, and even some children, had this type of intelligence for they exude:
• an inner peace
• a deep sense of knowing
• a wisdom that far exceeds that of everyone else.

Students with a strong existential intelligence:

• Seek meaningful learning
• Enjoy literature and customs from other cultures
• Have a strong connection with family and friends
• Express a sense of belonging to a global community
• Like to get involved with social and political causes
• Can have a strong commitment to their health and well-being

Support this intelligence in the classroom by:

• Offering an overview before starting new instruction
• Considering topics from multiple points of view
• Integrating your instruction across the curriculum
• Including the arts in instruction where appropriate
• Discussing how topics are important to the classroom, school, community or world
• Bringing in resource people who offer additional perspective on a topic

Learning Activities

• Plan a charity event

• Locate and read romantic poetry
• Maintain a current events notebook with a focus on humanitarian stories

Careers

• Spiritual masters such as Gandhi, and Mother Teresa

• Historic figures like Jesus & Buddha
• World religious figure like Pope Francis
• Human resources workers, psychiatrist, philosopher, psychologists, social workers and
counselors.

10. Spiritual Intelligence

• Danah Zohar coined the term "spiritual intelligence" and introduced the idea in 1997 in her book
ReWiring the Corporate Brain.
• In the same year, 1997, Ken O'Donnell, an Australian author and consultant living in Brazil, also
introduced the term "spiritual intelligence" in his book Endoquality - the emotional and spiritual
dimensions of the human being in organizations.
• Howard Gardner, the originator of the theory of multiple intelligences, chose not to include
spiritual intelligence in his "intelligences" due to the challenge of codifying quantifiable scientific
criteria. Instead, Gardner suggested an "existential intelligence" as viable.
• In his later book (1999) he proposed three additional intelligences:

8. Naturalist
9. Existential
10. Spiritual

• Variations of spiritual intelligence are sometimes used in corporate settings, as a means of

motivating employees and providing a non-religious, diversity-sensitive framework for addressing
issues of values in the workplace.
• According to Stephen Covey, "Spiritual intelligence is the central and most fundamental of all the
intelligences, because it becomes the source of guidance for the others."
• We build the multiple intelligences we need: cognitive or mental intelligence (IQ) and the related
technical skills of our craft; emotional intelligence (EQ), or good interpersonal skills; physical
intelligence (PQ), or good body management; and spiritual intelligence (SQ).

• SQ is therefore your most valuable personal resource, because it puts your soul in command. The
soul is the source of wisdom, compassion, integrity, joy, love, creativity, and peace.
 1. Apathy is defined as “a lack of interest,
enthusiasm, or concern”.
2 . Sympathy involves understanding from your
own perspective.
3 . Empathy It is the ability to put
yourself in the place of another and understand
someone else’s feelings.
4. Compassion is the ability to be sympathetic,
empathetic, as well as having the desire to
alleviate another's pain and suffering.

The greatest spiritual teachers are the Great Leaders and Spiritual Role Models like:
• Jesus
• Mother Teresa
• Buddha
• Gandhi
• Nelson Mandela
• Oprah
Their spiritual traits are:
• Loving
• Wise
• Honest
• Forgiving
• Faithful
• Accepting
• Courageous
• Compassionate
• Peaceful and non -violent
• Visionaries (creative thinker)
Learning Activities
• Praying & attending a faith -based institution, such as Sunday School
• Read stories that support the spiritual values you seek to instill.
• Singing and dancing are integral to most spiritual and religious traditions
Careers
• Monastic lifestyles
• Minister
• Mediator
• Alternative medicine
• Yoga and martial arts teachers

How many intelligences do you have? Do you possess all of these intelligences? Why?
• All of us have these multiple intelligences with two or more intelligences more developed than
others.
• A person can be low in one domain area but high in another. All of us p ossess the intelligences
but in varying degree of strength and skill.

What should a teacher do in order to cater to all types of learners with different intelligences inside the
classroom?

• Teachers should plan and prepare MI activities to enhance the students’ intelligences.