2. Students

3. Teachers

5.  Theory of multiple intelligences
› Howard Gardner (1983)
› Model of intelligence that differentiates
intelligence into various specific (primarily
sensory) modalities, rather than seeing it as
dominated by a single general ability.

6. Student A Student B
1. May best learn to multiply through a different approach,
2. May excel in a field outside of mathematics, or
3. May even be looking at and understanding the
multiplication process at a fundamentally deeper level, or
perhaps as an entirely different process.

7. Comparison of Views on Intelligence
Old View New View
• Intelligence was fixed • Intelligence can be
developed
• Intelligence was • Intelligence is not
measured by a number numerically quantifiable
and is exhibited during a
performance or
problem-solving process
• Intelligence was unitary • Intelligence can be
exhibited in many ways –
multiple intelligences

8. Comparison of Views on Intelligence
Old View New View
•Intelligence was • Intelligence is measured
measured in isolation in context / real-life
situations
•Intelligence was used to • Intelligence is used to
sort students and predict understand human
their success capacities and the many
and varied ways students
can achieve.

9. Multiple Intelligences as Dispositions
Disposition / Intelligence:
Verbal-Linguistic
Intelligence
The sounds, meanings,
Sensitivity to: structures, and styles of
language
Speaking, writing, listening,
Inclination for:
reading
Speak effectively (teacher,
religious leader, politician) or
Ability to:
write effectively (poet, journalist,
novelist, copywriter, editor)

10. Multiple Intelligences as Dispositions
Disposition / Intelligence:
Logical-Mathematical
Intelligence
Patterns, numbers and
numerical data, causes and
Sensitivity to:
effects, objective and
quantitative reasoning
Finding patterns, making
calculations, forming and
Inclination for: testing hypotheses, using the
scientific method, deductive
and inductive reasoning
Work effectively with numbers
(accountant, statistician,
Ability to: economist) and reason
effectively (engineer, scientist,
computer programmer)

11. Multiple Intelligences as Dispositions
Disposition / Intelligence: Spatial Intelligence
Colors, shapes, visual puzzles,
Sensitivity to:
symmetry, lines, images
Representing ideas visually,
creating mental images,
Inclination for:
noticing visual details, drawing
and sketching.
Create visually (artists,
photographer, engineer,
Ability to: decorator) and visualize
accurately (tour guide, scout,
ranger)

12. Multiple Intelligences as Dispositions
Disposition / Intelligence:
Bodily-Kinesthetic
Intelligence
Touch, movement, physical self,
Sensitivity to:
athleticism
activities requiring strength,
Inclination for: speed, flexibility, hand-eye
coordination, and balance
Use the hands to fix or create
(mechanic, surgeon, carpenter,
Ability to: sculptor, mason) and use the
body expressively (dancer,
athlete, actor)

13. Multiple Intelligences as Dispositions
Disposition / Intelligence: Musical Intelligence
Tone, beat, tempo, melody,
Sensitivity to:
pitch, sound
Listening, singing, playing an
Inclination for:
instrument
Create music (songwriter,
composer, musician,
Ability to:
conductor) and analyze music
(music critic)

14. Multiple Intelligences as Dispositions
Disposition / Intelligence:
Interpersonal
Intelligence
Body language, moods, voice,
Sensitivity to:
feelings
Noticing and responding to
Inclination for: other people’s feelings and
personalities
Work with people
(administrators, managers,
consultants, teachers) and help
Ability to:
people indentify and overcome
problems (therapists,
psychologists)

15. Multiple Intelligences as Dispositions
Disposition / Intelligence:
Intrapersonal
Intelligence
One’s own strengths,
Sensitivity to:
weaknesses, goals, and desires
Setting goals, assessing personal
Inclination for: abilities and liabilities,
monitoring one’s own thinking
Meditate, reflect, exhibits self-
Ability to: discipline, maintain composure,
and get the most out of oneself.

16. Multiple Intelligences as Dispositions
Disposition / Intelligence: Naturalist Intelligence
Natural objects, plants, animals,
Sensitivity to: naturally occurring patterns,
ecological issues
Identifying and classifying living
Inclination for:
things and natural objects
Analyze ecological and natural
situations and data (ecologists
and rangers), learn from living
Ability to:
things (zoologists, botanist,
veterinarian) and work in
natural settings (hunter, scout)

17. Multiple Intelligences as Dispositions
 Some proponents of multiple intelligence theory proposed
spiritual or religious intelligence.
 Gardner did not want to commit to a spiritual intelligence, but
suggested that an "existential" intelligence
Disposition / Intelligence: Existential
Contemplate phenomena or
questions beyond sensory data,
Ability:
such as the infinite and
infinitesimal
Shamans, priests, mathematicia
ns, physicists, scientists,
Careers:
cosmologists, psychologists and
philosophers.

18. http://www.bgfl.org/bgfl/custom/resources_ftp/client_ftp/ks3/ict/multiple_int/qu
estions/choose_lang.cfm

20. Sensing
(S)
Sensing-Thinking Sensing-Feeling
(ST) (SF)
MASTERY INTERPERSONAL
Thinking STYLE STYLE Feeling
(T) Intuitive-Thinking Intuitive-Feeling (F)
(NT) (NF)
UNDERSTANDING SELF-EXPRESSIVE
STYLE STYLE
Intuition
(N)

21.  Sensing
› Primarily through the senses, what one sees,
hears, touches.
› Sensing people gather facts to learn about
things. Verifies first, then believes.
 Intuitive
› Perceives inner meaning and relationships of
what is occurring.
› Doesn't always believe what s/he sees, instead
looks to what the potential significance might
be.
› Believes first, than verifies.

22.  Thinking
› The thinker looks to the facts, logical truths, and
verifiable information.
› Thinks in terms of cause and effect.
› Based on true or false.
 Feeling
› The feeler places importance on the personal
import of any stimulus rather than on logic.
› Based on like or dislike.

23.  The Sensing-Thinking (ST) or Mastery
Learner
› works in an organized, step-by-step,
methodical manner
 The Sensing-Feeling (SF) or Interpersonal
Learner
› like to process information orally and learn
best if they can personally connect with the
content

24.  The Intuitive-Thinking (NT) or
Understanding Learner
› characterized by logical thinking, perceive
patterns well, and exhibit a strong need to
understand.
 The Intuitive-Feeling (NF) or Self-
Expressive Learner
› the creative learner

25. http://www.learning-styles-online.com/inventory/questions.php?cookieset=y

27. 1. Begin with the end in mind…
› Specific objective - Focused
2. Encourage your students to personalize
the learning goals identified for them.
› Students own the lesson objective
3. Motivation is essential in learning.
› Students – explore, decide, interested,
participate, confident

28. 4. Learning is a social activity.
› Interaction comes learning..
5. Teaching language is more effective and
learning, more meaningful when it is
integrative.
› Listening, speaking, reading and writing
› Strategies – Multiple Intelligence & Learning
Styles
› Interdisciplinary and multidisciplinary teaching

29. › Language structure and form in authentic
contexts
› Life experiences of students
› Research-based instructional strategies
› Integrate values
6. A conducive classroom atmosphere is a
sine qua non of the teaching-learning
process.
› Encourages people to be active

30. › Promotes and facilitates individual discovery
› Personal and subjective nature of learning
› Good and desirable
› Right to make mistakes
› Tolerates ambiguity
› Self-evaluation
› Openness of self
› Trust themselves
› Respect to people

31. › Accepts people
› Confrontation with self and ideas
7. Learning is an active process..
› Constructing meaning
› Engaging with the world
8. Learning is reflective.
› Happens in the mind

32. 9. An approach that allows for ‘more time,
more depth with fewer, more complex
topics’ is more desirable.
› Superficial teaching
10. Emphasize on self-evaluation.
› Evaluate themselves at the end of the lesson

33. 11. Make use of an integrated performance
assessment..
› Learning styles, intelligence, and the real
world
12. Emphasize on real word application that
favors realistic performances over out-
of-context drill items.
› Assessment practices - Performance

34.  http://en.wikipedia.org/wiki/Theory_of_m
ultiple_intelligences#Existential
 http://psychology.about.com/od/educa
tionalpsychology/ss/multiple-intell.htm
 http://www.maryvillecityschools.k12.tn.us
/education/components/scrapbook/def
ault.php?sectiondetailid=11451&sc_id=1
189736803
 http://educatoral.com/learning_styles.ht
ml