Tutorial Focus: What would a Multiple Intelligences or Triarchic Theory classroom look like and how could it improve

students’ learning and development?

1. A presentation by Roopampreet Kaur Arora

2. on multiple intelligences (MI)

3. What is intelligence – Intelligence is the ability of problem-solving; imagining creative things; learning to gain
knowledge; thinking critically.

4. Intelligence quotient – the abbreviation “IQ” was coined by William Stern; is a tool to measure the intelligence; is
expressed in a number and an average IQ is 100

5. Theories of Intelligence – General Intelligence by Charles Spearman; Primary Mental Abilities by Louis L. Thurstone;
Multiple Intelligences by Howard Gardner; Triarchic Theory of Intelligence by Robert Sternberg

6. Multiple Intelligences (Howard Gardner) – challenges the conventional view of intelligence; Intelligence is not a single
unit; People learn in many different ways; Eight human intelligence modalities are interlinked (Hanafin, 2014, p.127);

7. Eight human intelligence modalities – Bodily-kinesthetic; Interpersonal; Intrapersonal; Linguistic; Logical-

mathematical; Musical; Naturalistic; Visual-spatial (Brand, 2006, p.134)

8. Bodily-kinesthetic Intelligence= Expert at physical movements and performing artistic activities using own body

9. Interpersonal Intelligence= Expert at interacting with other people and creating good relationships with them

10. Intrapersonal Intelligence= good at self introspection, and at understanding own feelings

11. Linguistic intelligence= Competent at practical use of language such as speaking and writing

12. Logical-mathematical intelligence= competent at reasoning, and at mathematical concepts

13. Musical intelligence= Good at understanding musical patterns, compositions, and forms

14. Naturalistic intelligence= Expert at recognizing the flora and fauna, and other environmental objects

15. Visual-spatial intelligence= Good at visualizing objects and representing visual ideas

16. A Multiple Intelligences (MI) classroom ecology= Incorporation of eight intelligences into teaching; Requirements are
fulfilled of each kind of students; Templates for lessons planning and evaluation; Templates to analyze all important
classroom factors of learning; All physical objects for students to express their strengths and improve their weaknesses

17. Activities and materials for Bodily-kinesthetic Intelligence= Physical activities; Nutritional diet; Materials for hands-
on activities. The examples are, making scientific models such as making internal structure of heart by using thermocol,
playing games, doing mimicry

18. Activities for Interpersonal Intelligence= Interaction with each other individually or in groups. The examples are,
debate, group-discussion, collaboration for making projects.
19. Activities for Intrapersonal Intelligence= Time and space for exploring inner world; Working alone. The examples
are, individual assignments, assess own performance et cetera. In case of emotional difficulty, mental health support is
provided.

20. Activities and materials for Linguistic Intelligence= Literacy of spoken and written formal language; Teaching
activities are, teaching suitable spoken vocabulary, and formal for academic tasks. Materials required are, academic
textbooks, and posters hanged on the walls. Students’ activities can be oral presentation, speech, and writing essays and
articles.

21. Activities for Logical-mathematical Intelligence= Seeking excellent performance via well-scheduled periods;
adequate time to make long-term projects; Giving lectures on reasoning and mathematics topics. The examples are,
reasoning games, solving puzzles and real-life problems, and doing experiments.

22. Activities for Musical Intelligence= Importance of teachers’ voice in terms of intensity and emphasis; Students
express their musical ability. The activities are, playing musical instruments with good auditory environment, singing the
songs, and creating compositions.

23. Activities and objects for Naturalistic Intelligence= Opportunities for learning within a natural atmosphere. The
activities examples are, taking students outside for learning; classroom windows to look at natural creature available
outside; train the students in class about caring plants or animals.

24. Activities and materials for Visual-spatial Intelligence= an effective physical atmosphere in the class puts a strong
impression on students’ minds; the physical objects choice improve students’ artistic abilities. The required materials
are, well-organized classroom furniture, colourful rooms having artwork on the walls, and beautiful sources of light. The
activities can be making clay objects, creating charts, making scrap books et cetera.

25. Students’ learning and development through MI= MI theory is helpful to create such an atmosphere in which
students’ diverse needs are fulfilled and therefore, students’ behaviour is affected positively. (120)

26. The development from bodily-kinesthetic intelligence=

 Students can get exposure of creative movement experiences.

 Through physical education, they can their control limbs’ movements and objects in a competent way.
 The supplementary programs can be theatre games, martial arts, and walking program.
27. The development from interpersonal intelligence=
 Social signals enable the students to create positive interaction with others.
 Through social sciences, they can perceive other people’s moods, desires, and emotional tendency, and respond
accordingly.
 The supplementary programs can be social skills training, prevention programs, diversity training, and
counselling.
28. The development from intrapersonal intelligence=
  Students’ emotions make them capable to set goals.
 Through psychology, they can be able to attain self-awareness, and explicit their inner ideas and beliefs.
 The supplementary programs can be self-esteem development programs, and counselling.
29. The development from linguistic intelligence=
 Vocabulary is useful to widen one’s mind in terms of knowledge.
 Through many subject such as literature, languages, speech etc, students can develop verbal and writing skills.
 They become sensitive to sounds and meanings of words.
 The supplementary programs can be creative writing lab and communication skills.
30. The development from logical-mathematical intelligence=
 Through sciences, mathematics, and economics, students develop their capacity to recognize logical and
numerical patterns.
 They can be able to reason and make use of numbers very well.
 The supplementary programs can be thinking skills and computer programming.
31. The development from musical intelligence=
 Singing, rapping, and playing a musical instrument help students gain creative experience.
 The subject of music makes them able to recognize, produce, and express music pieces.
 The supplementary programs can be Orff Schulwerk programs, Kodaly method, and Suzuki training.
32. The development from Naturalistic Intelligence=
 Through an experience in the natural world, students interact with animals, care them, and can protect
disappearing species.
 The subjects of biology, zoology, botany, and ecology inject capability in students of recognizing and classifying
the plants, animals, and creatures.
 The supplementary programs are ecological awareness in other school subjects, gardening program, and
camping trips.
33. The development from visual-spatial intelligence=
 Pictures and images make students capable to perceive the visual-spatial world, and perform transformations on
those perceptions.
 Students can be able to make pictures in their minds, and visualize spatial ideas via subjects such as shop,
drafting, and art.
 The supplementary programs are visual thinking lab, architecture club, animation, and computer-assisted
design.