Addressing

Multiple
Intelligences in
the classroom
 The Multiple Intelligences Theory throws
away the idea that intelligence is one sort
of general ability and argues that there
Multiple
are actually eight types of intelligence.
Intelligences Theory
One is not more important than the other,
but some may help people succeed at
different things.

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Howard Howard Gardner of Harvard
Gardner’s University first came up with the
Theory of theory of multiple intelligences in
Multiple 1983. Gardner argues that there
Intelligence are eight types of intelligence.

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 He goes on to say that these multiple
intelligences “challenge an educational
Multiple system that assumes that everyone can
Intelligences Theory learn the same materials in the same way
and that a uniform, universal measure
suffices to test student learning.

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 The Eight
types of
Intelligence
 1. Linguistic Intelligence (“word smart”)
2. Logical-Mathematical Intelligence
(“number/reasoning smart”)
3. Visual-Spatial Intelligence (“picture smart”)
4. Bodily-Kinesthetic Intelligence
(“body smart”)
5. Musical Intelligence (“music smart)
6. Interpersonal Intelligence (“people smart”)
7. Intrapersonal Intelligence (“self smart”
8. Naturalist Intelligence (“nature smart”)
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Linguistic Intelligence

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 Linguistic intelligence, also
called verbal-linguistic
Linguistic intelligence, is about
Intelligence
knowledge of language use,
production, and possibilities.

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Activities and techniques
for students and
groups with high linguistic
intelligence
*Use creative writing activities such as poetry or
scriptwriting
*Set up class debates
*Allow for formal speaking opportunities
*Use humor, such as joke writing or telling
*Make sure there are plenty of reading
opportunities
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Logical-
Mathematical
Intelligence

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 ◦ Logical-mathematical intelligence is
commonly thought of as “scientific thinking,”
or the ability to reason, work with abstract
Logical- symbols, recognize patterns, and see
Mathematical connections between separate pieces of
Intelligence information. It makes it possible to go through
the scientific process of calculating,
quantifying, hypothesizing, and concluding .
◦

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 ◦ Provide opportunities for problem-
Activities and
solving
techniques for
students and ◦ Involve calculations
groups with high ◦ Create activities that involve
logical- deciphering a code
mathematical
◦ Use pattern or logic games
intelligence:
◦ Organize new information in an outline
format

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 Visual-spatial intelligence is all about the
visual arts, graphics, and architecture. This
type of intelligence allows people to
Visual-Spatial visualize objects from different
Intelligence perspectives and in different ways, use
objects within space, form mental images,
and think in three-dimensions.

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 Visual-spatial intelligence is all about the
visual arts, graphics, and architecture. This
type of intelligence allows people to
Visual-Spatial visualize objects from different
Intelligence perspectives and in different ways, use
objects within space, form mental images,
and think in three-dimensions.

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 ◦ Use mind mapping techniques
◦ Use guided visualizations or verbal
imagery
Activities and
techniques for students ◦ Provide opportunities for artistic
and groups with high expression using a variety of mediums
visual-spatial (paint, clay, etc.)
intelligence: ◦ Allow for make-believe or fantasy
◦ Create collages for visual representations

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Bodily-
Kinesthetic
Intelligence

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 ◦ Bodily-kinesthetic intelligence is the
Bodily- ability to use the body to express
Kinesthetic emotion, play games, or create new
Intelligence products. It is commonly referred to
as “learning by doing.” This type of
intelligence enables people to
manipulate objects and the body.

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 ◦ Use of role-playing, miming, or charade
games
◦ Allow for physical exercise, dance, or
Activities and
techniques for martial arts
students and groups ◦ Create opportunities for dramatic arts such
with high bodily- as skits
kinesthetic
◦ Use human graphs
intelligence:
◦ Use body sculpture

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 ◦ Musical intelligence is all about music.
Individuals with high musical intelligence
have a greater knowledge of and sensitivity
Musical to tone, rhythm, pitch, and melody. But this
Intelligence type of intelligence isn’t just about music
— it’s also about sensitivity to the human
voice, audio patterns, and sounds in the
environment.
◦

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 ◦ Musical intelligence is all about music.
Individuals with high musical intelligence
Musical have a greater knowledge of and sensitivity to
Intelligence tone, rhythm, pitch, and melody. But this type
of intelligence isn’t just about music — it’s
also about sensitivity to the human voice,
audio patterns, and sounds in the
environment.
◦

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 ◦ Use instruments and instrument sounds
Activities and
◦ Use environmental sounds to illustrate a
techniques for
concept
students and groups
with ◦ Allow for musical composition and
high musical performance
intelligence: ◦ Allow students to create songs about a to

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 Interpersonal intelligence is all
about WORKING with others and
communicating effectively with
others both verbally and
Interpersonal nonverbally. It involves the ability
Intelligence to notice distinctions in others’
moods, temperaments, intentions,
and motivations.

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 Interpersonal intelligence is all about
WORKING with others and
communicating effectively with others
Interpersonal both verbally and nonverbally. It involves
Intelligence the ability to notice distinctions in others’
moods, temperaments, intentions, and
motivations.

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 • Teach collaborative skills
Activities and • Provide plenty of group
techniques for work opportunities
students and groups
• Use person-person
with high
intrapersonal communication
intelligence • Use empathy

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 ◦
◦ Naturalist intelligence is about
discerning, comprehending, and
appreciating plants, animals, the
Naturalist
atmosphere, and the earth. It involves
Intelligence knowing how to care for animals, live
off the land, classify species, and
understand systems in nature.
◦

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 ◦
◦ Naturalist intelligence is about discerning,
comprehending, and appreciating plants,
Naturalist animals, the atmosphere, and the earth. It
Intelligence involves knowing how to care for animals,
live off the land, classify species, and
understand systems in nature.
◦

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 Activities and ◦ Have a classroom plant or animals to care
techniques for of
students and groups ◦ Observe nature, go on nature walks
with high naturalist ◦ Practice conservation
intelligence: ◦ Use species classification
◦ Provide hands-on labs of natural materials
◦

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◦

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THANK YOU FOR LISTENING
PRESENTED BY MRS. REALYN ABESAMIS

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