Howard Gardner creó la Teoría de las inteligencias múltiples, donde explica que los seres humanos tenemos 8 inteligencias o capacidades igual de importantes, y que el profesor debe educar en todas ellas para desarrollarlas. Algunos de nosotros tienen unas inteligencias más desarrolladas que otras...

1. THE THEORY OF MULTIPLE
INTELLIGENCES
HOWARD GARDNER
LAURA FERNÁNDEZ
PALOMA GARCÍA
MARISOL GARCÍA
ALICIA LABRADOR

2. INDEX
INTRODUCTION
HOWARD GARDNER
DEFINITIONS AND EXAMPLES
SYNTHESIS
ACTIVITY

3. INTRODUCTION
 The theory of the intelligences is a model
created by Howard Gardner.
 Gardner is a neuropsychology and
teacher of the Universities of Harvard and
Boston.

4. INTRODUCTION
 For Gardner each intelligence has its own
importance.
 Our school system gives more
importance to linguistic intelligence
and logical – mathematical
intelligence.

5. INTRODUCTION
 In 1987, Gardner defines intelligence as a
capacity.
 Capabilities become skills and can
develop.
 He doesn’t deny the genetic component.

6. HOWARD United States, 1943
Pennsylvania, the
GARDNER
 Doctorate on Social Psychology
at the University of Harvard,1971.
 His investigation was focused on the
cognitive capacities of the human.
THEORY OF THE MULTIPLE INTELLIGENCES
It doesn´t exist an only intelligence;
the human has eight cognitive skills.

7. HOWARD United States, 1943
Pennsylvania, the
GARDNER
 Codirector and president of the Project Zero (High
school of Education of Harvard) .
 He has written 25 books and about 450 articles.
 He has been a prizewinner with 26 “honoris causa”
doctorates.
 An other related awards:
Award Prince of Asturias of Social Sciences 2011.

8. DEFINITIONS
INTELLIGENCE
 Howard Gardner (the USA, 1983): the
aptitude to solve problems or to prepare
products.

9. DEFINITIONS
LINGUISTIC INTELLIGENCE
 Aptitude to use and to think about words.
 The capacity to use the language to express
and appreciate complex meanings.
LANGUAGE
The most important thing for the
communication.

10. DEFINITIONS
LINGUISTIC INTELLIGENCE
ACTIVITY EXAMPLE: “Invent your story”
1.We will have a series of cards prepared
with drawings.
2.We will tell them that they will have to
invent a small story.
3.Every child will stand up of his place and
he will tell his story to the rest of his
partners.

11. DEFINITIONS
LOGICAL-MATHEMATICAL
INTELLIGENCE
 Capacity to use the logic, the
numbers, the calculation, the quantification
and consider propositions and hypotheses
with a good reasoning.
 The recognition and the resolution of
problems.

12. DEFINITIONS
LOGICAL-MATEMATICHAL
INTELLIGENCE
ACTIVITY EXAMPLE: “The bus”
1. We will tell the pupils, that one of them
will be the driver of the bus and that
some of them will be the passengers.
2. We will be telling the following story.

13. DEFINITIONS
SPATIAL INTELLIGENCE
 Skill of perceiving the world in three-
dimensional images.
RELATIONS
COLOUR SENSIBILITY SPACE
LINES FORM

14. DEFINITIONS
SPATIAL INTELLIGENCE
 Include the mental imagery capacity:
 Spatial reasoning.
 Image manipulation.
 Graphic.
 Artistic skills.
 Active imagination.

15. DEFINITIONS
SPATIAL INTELLIGENCE
ACTIVITY EXAMPLE:
We will raise a debate about the family, asking
how they are.
We will ask them to draw their family.
We will value the drawings
that have more details.

16. DEFINITIONS
MUSICAL INTELLIGENCE
 Aptitude to value, to discriminate, to turn
and to express the musical forms, as well
as to be sensitive to the rhythm, to the
tone and to the stamp.
 It includes the thought of sound
terms and melodies.

17. DEFINITIONS
MUSICAL INTELLIGENCE
ACTIVITY EXAMPLE:
We will teach to the children “the abc
song” so that they all have the same
rhythm, intonation and time having the
same melody.

18. DEFINITIONS
KINESTHETIC-BODY
INTELLIGENCE
 Domain own body skillfully to express
ideas and feelings.
 Facility to prepar and
transform objects.

19. DEFINITIONS
KINESTHETIC-BODY
INTELLIGENCE
ACTIVITY EXAMPLE:
The teacher teaches to the children a
typical dance of Canary Day.

20. DEFINITIONS
INTERPERSONAL INTELLIGENCE
 It is the intelligence that allows us to
understand others.
 Ability to perceive and distinguish
different moods.

21. DEFINITIONS
INTERPERSONAL INTELLIGENCE
ACTIVITY EXAMPLE:
Each child is introduced by his classmate.
They say their name and their favorite
game.

22. DEFINITIONS
INTRAPERSONAL INTELLIGENCE
 Self-knowledge and ability to access to
the own feelings.
Know the one-self´s internal aspects:
INVOLVES Strengths Moods
Intentions
Limitations
Motivations

23. DEFINITIONS
INTRAPERSONAL INTELLIGENCE
ACTIVITY EXAMPLE:
Moments with individual or reflexive work
 Drawings about what he's been
working.
 Relaxed moment.

24. DEFINITIONS
NATURALISTIC INTELLIGENCE
 Ability to recognize and classify many species
INCLUDES:
 Sensitivity to atmospheric
phenomena
 Interest for research in the
natural environment…

25. DEFINITIONS
NATURALISTIC INTELLIGENCE
ACTIVITY EXAMPLE:
1. To ask the children about the animals
and plants they know.
2. Talking about animals or plants
outside Tenerife.
3. To take pictures of animals and plants.
4. Create a poster with them.
We have to observe students that have more
prior knowledge of the subject, and assess
the interest and participation of each of them.

26. SYNTHESIS
A good way to identify the most developed
intelligences in students is to observe
which is their disruptive behavior.
Students transmit that they want be tough
from his more natural learning channel,
and if they don’t received that kind of
education, they look for that route of
knowledge anyhow.

27. ACTIVITY
“THE SPIDERWEB”
 DEVELOP: interpersonal intelligence.
 AGE: 5 years old.
 PLACE: in classroom.
 MOMENT: course start.