MULTIPLE INTELLEGENCE

(MI)
This approach is a theory which was
proposed by Howard gives more
accurately concept of Intelligence and to
address the question whether methods
which claim to measure the human
Intellegence are truly scientific.
 BACKGROUND OF MULTIPLY
INTELLIGENCES THEORY
• The theory of Multiple Intelligences was developed by
Howard Gardner in 1983.
• It suggests that intelligence is not a single, fixed entity, but
rather a collection of distinct, independent intelligences.
• Gardner initially proposed seven intelligences:
– Linguistic

– Logical-Mathematical
– Spatial
– Musical
– Bodily-Kinesthetic
– Interpersonal
– Intrapersonal
– Naturalistic
Background Multiple Intelligences (MI)
This theory challenges the traditional notion of a
single, general intelligence measured by IQ tests.
Instead, it recognizes that individuals have
different strengths and abilities in these various
intelligences. Gardner's theory has had a
significant impact on education, emphasizing the
importance of catering to different learning
styles and abilities in the classroom.
 MULTIPLE INTELLENGE
Howard Gardner
• A psychologist and professor at Harvard University
• traditional notiom of Intellenge as a single, unitary quality and
instead suggests that there are multiple types of intellenge
• each representing different ways in which individuals can
excel.
This theory of Gardner has a significant impact on education
and the way edecators think about using intelligence and
learning to the students.
BACKGROUND AND DEFINITION:

Howard Gardner
introduced the theory
of Multiple
Intelligences in his
book
“ Frames of Mind”
BACKGROUND AND DEFINITION:

It was in 1983 Gardner was

influenced by his research in
psychology and cognitive
science, as well as his
observations of individuals
with varying abilities and
talents.
BACKGROUND AND DEFINITION:

For Gardner there are several

different types of intelligence,
each of which represents a
unique way of processing
information and solving
problems.
 MULTIPLE INTELLENGE (MI)
• Approach tries to accomodate the need of
the students in learning English based on
thier Intelligences.
• The teacher is not only as a merely
language teacher but also they have to be
facilitators, observers, and lesson
designers.
• Identify the strengths and talents of each
of his/ her students, then to accommodate
the variety so that each students feels
satisfied and facilitated to make self -
improvement. The theory of Multiple intellenge (MI) is
• Learner’s intelligences are varied not only an educational theory developed by
Howard Gardner.
in cognitive aspect ( intelligence) but also
in Learning styles
B. How do we execute the Approah?
From the strategy to execution
Impementing the Multiple
Intellegence (MI) approach
in education involves
recognizing and
accommodationg the
different types of
Intellegences.
Strategies for executing the MI approach

Identify and Assess

Student Inteligences
 First step is to identify the different
Intelligences of our students.
How?
• Observation
• informal assessment
• self - assessments

• active discussion with our students.

They have a unique profile of intelligences and thier

individual strenghts and weaknesses.

2.
 Tailor Instruction and Assessment
adapt your teaching
methods to incorporate a
variety of activity that
appeal to different types
of Intelligences

2.
 Create a MI- friendly classroom
Environment
Physical classroom space to
accomodate various activities.
• art stations
• reading nooks
• hand - on learning centers
• musical instruments
• books
• hands - on science materials

3.
 Encourage Collaboration
and Group week
Learning experiences where
students with different intelligences
can work together

a student strong in inter - personal

intelligence can work effectively
with a student strong in logical -
mathematical intelligence on the
subject

4.
CHOICES AND FLEXIBILITY
Students needs choices on
how they approaach
assignments and projects
Select different actitivies
align to thier Intelligence
Develop a well- rounded
education

5.
Professional Development for Teachers
• Training and professional
development
• Apply the MI theory in
thier teaching
practices
• Teachers can learn how to
create MI - friendly, lesson
plan and assessments
• Deffirentiate instruction to
meet the needs of all learners.
6.
Continous Assessment and Reflection
 Adapt methods based on
feedback and observations

 Encourage self - assessment and

reflection among students to help
them identify thier own strenghts
areas for improvements.

7.
Adapt to Individual Needs
• Be flexible and adaptive approach
• Recognize eah students uniqueness and
strengths.
• Make adjustment to your teaching
methods.
• As you gain a deeper understanding of
your students evolving Intelligences.

8.
Digital tools compatible with the Approach

Implementing the Mulltiple 1.LINGUISTIC INTELLIGENCE

Intelligences (MI) approach in - blogging patforms
education. Here are digital tools
compatible with the Mi approach, 2. LOGICAL - MATHEMATICAL
categorized by the different INTELLIGENCE
intelligences: - Math software - problem solving
activity.
 3. Spatial Intelligence 6. Interpersonal Intelligence
- Graphic Design tools - Collaborative Online Platforms
- 3D Modeling Software -Social Media
4.Musical Intelligence 7. Intrapersonal Intelligence
- Music Composition Software -Mindfulness and meditation Apps
-Virtual Instruments - Digital Journals and Reflections
5. Bodily Kinetic Tools
Intelligence 8. Naturalistic Intelligence
- Physical Education Apps - Nature Apps
- Dance and YOga Tutorials - Virtual Field Trips.
https://www.verywellmind.com/gardners-theory-of-
multiple-intelligences-2795161

https://www.smileandlearn.com/en/multiple-intelligences-
and-how-to-promote-them-in-the-classroom/

https://www.teachhub.com/teaching-strategies/
2010/05/12-ways-to-teach-using-multiple-intelligences/

https://www.multipleintelligencesoasis.org/

https://howardgardner01.files.wordpress.com/2012/06/
faq_march2013.pdf
References
Armstrong, Thomas. 2004. Multiple Intelligences in the Classroom 3rd ed. Alexandria, Va:
Association for Supervisition and Curriculum Development.
Brown, H. Douglas. 1987. Teaching byPrinciple: An Interactive Approach to Language
Pedagogy, Second Edition. New York:Addison Wesley Longman.
Brown, H. Douglas. 2000. Principle of Language Learning and Teaching, Fourth Edition.
White Plains, NY: Addison Wesley Longman, Inc.
Chatib, Munif. 2009. Sekolahnya Manusia. Bandung: PT. Mizan Pustaka.
Christison, Mary Ann – Kennedy, Deborah. 2010. Multiple Intelligences: Multiple
Intelligences : Theory and Practice in Adult : Eric Digest.
Deporter, Bobbi; Reardon, Mark; Mourie, sarah Singer. 2000. Quantum Teaching,
Mempraktian quantum learning di ruang-ruang kelas. Bandung: PT. Mizan Pustaka.
Elliot, J. 1991. Action Research for Educational Change. Philadelphia: Open University
Press.
Harmer, Jeremy. 2002. The Practice of English Language Teaching, Third Edition. Longman
Lei, Song. 1999. Applying Multiple Intelligence Theory in Undergraduate EFL Classroom.
China: Qingdao University.
Richards, Jack C. 2001. Approaches and Methods in Language Teaching. Cambridge:
Cambridge University Press.
Sadtono, Eugenius. 1991. Issues in Language Teacher Education. SEAMEO Region
 Group 5

1. Ava Anonuevo - Dimapilis

2. Jas Pahati - Vivas
3. Juan Gracia
4. Sr. Maria Cristina Tuibuen, OSA
5. Mariel Bernarddino
6. Rene Ople