3. “Only if we expand and reformulate our view
of what counts as human intellect, will we
be able to devise more appropriate ways of
assessing it, and more effective ways of
educating it.“
p.4 H. Gardner, FRAMES of MIND

4. His most notable reasons for investigating MI are:
Examination of how a theory of Multiple
Intelligences could impact education.
Improve understanding of the impact of cultural
variations on cognitive and psychological
development.
Fostering inquiry about how intelligences can
be supported in various cultural settings.

5. 1. Potential isolation by brain damage
2. The existence of savants, prodigies, and uniquely
gifted individuals.
3. Possesses an identifiable core operation or set of
operations.
4. Has a distinct developmental history with end
results.
5. Evolutionary history and plausibility.
6. Support from experimental psychological tasks.
7. Support from findings that emphasize or exclude
certain intelligences.
8. Susceptibility to encoding in a system of symbols
(i.e. words, numbers, notes, pictures, symbols etc.)

7. Biological –DNA / RNA Genetics
Experiences –Development
Observations
Symbols
Culture
Adaptations
New Applications and the Transfer of Analytical
Processes
Body Movement, Problem Solving Skills,Listening
The Process of Cognitive Learning
Why do we think the way we do ?
Cause & Effects

8. Linguistic
Musical
Spatial
Bodily
Kinesthetic
Personal
Interpersonal
Intrapersonal
Naturalistic *

9. Gardner’s Own Critical
Look at Multiple
Intelligence
Gardner himself
freely admits that
his theory of
Multiple
Intelligences
does not address
all of the
countless
unknowns that
make up the
human mind.
Points not covered in the theory are:
Social psychology
Personality
Temperment
Psychology of affect to
feelings
Character development
Motivation
Attention
Human will

11. Humans are plastic, ever developing, adapting
to new situations and evolving.
There are unlimited variations with numerous
and still some undiscovered measurable
intelligences.
H. Gardner believes that we need to continue
to think outside the box.

12. How we think, how well and
diversified we are in the process
of thinking, depends on the
mixture of Multiple Intelligences
we use to learn about our world.
Pangaea broke up, slid along
plate tectonic conveyer belt
carrying continents off to colder
climates, far away from the
tropical paradise we first
enjoyed.
Since the last Ice Age 20,000
years ago, huge glaciers melted
ending this epoch. Homo
sapiens (family Hominoidea)
were given many new problems
to solve in order to survive.
Human brains physically grew,
nearly doubling in size.

14. We imagine Gardner would have many
concerns about the MCAS and how it is
designed and given to all students no matter
what type of learner.
The importance of grades over the personal
development of the character of youth.
Society needs, ethics and accountability need
to be part of curriculum design.
Why the slow incorporation of M.I. theory into
today pedagogy and assessments.

16. Agree ?
We firmly believe in
Multiple Intelligences.
More types of
intelligence will be
identified with greater
understanding and
technology to collect
data.
?
We feel that there
may be more
integration than
Gardner claims
between the types of
intelligence.
On higher levels,
biological weaving
and interfacing.

17. What do you think about telepathy/intuition ?
Laptops for all students to use ?
Blending of all cultures, and what happens
when they clash ?
Are we headed for a global intelligence ?
Should we be teaching to a global family ?
Can we combine cultures, yet retain identity or,
will we be change completely ?
What will artifical intelligence (implant nano chips into
living cells) role be in our future ?

18. Over arching units can incorporate Differentiated
Instruction – D.I. and the forms of assessment
should be varied, not all standard types of testing:
Posters with individual or team presentations
Three dimensional modeling
Assessments with color illustrations explaining an
essay
Jeopardy Game with teams
Labs with partners
Independent Projects for gifted students