1. Ariane Sogo-an
Discussant for the day

3. Objectives:
• At the end of the lesson, the MST Biology
students are expected to conduct the
following with at least 80% level of accuracy:
– Identification of MST student’s intelligence
preference via result from the Multiple
Intelligence Inventory (MII).
– Apply activities in chosen MI type
– Determine each MI type.

4. MULTIPLE INTELLIGENCES

5. Who is Intelligent?

6. What is intelligence?
Traditional definition:
 Intelligence is a cognitive capacity people are born
with.
 It can be measured.

7. IQ Test
1900’s
French Psychologists Alfred
Binnet tried to come up
with some measure that
would predict the success or
failure of children in the
Primary grade.
Result: Standard IQ Test

8. Howard Gardner’s Definition
Human intelligence has the following
characteristics:
o A set of skills that enable a person to resolve
genuine problems encountered in life.
o The ability to create an effective product or
offer a service that is valued in a culture.
o The potential for recognizing or creating
problems, thereby establishing the necessity
for the new knowledge.
Being intelligent does not always mean that someone tests well

9. Does IQ Test reflects the overall intelligence
profile of a person?
Being intelligent does not always mean that someone tests well –
a problem with which teachers and school administrators have struggled
since the earliest days of organized education.
Howard Gardner's theory of
multiple intelligences helps
educators think differently about
"IQ," and about what being
"smart" means. The theory is
changing the way some teachers
teach.

10. Traditional view Multiple Inteligence
Intelligence consists of ability in logic and
language.
There are many more types of intelligence
which reflect different ways of interacting with
the world
In traditional practice, teachers teach the same
material to everyone.
M.I. pedagogy implies that teachers teach and
assess differently based on individual
intellectual strengths and weaknesses.
Teachers teach a topic or "subject." Teachers structure learning activities around
an issue or question and connect subjects.
Teachers develop strategies that allow for
students to demonstrate multiple ways of
understanding and value their uniqueness.

11. Traditional view Multiple Inteligence
Intelligence can be measured by short-answer
tests:
Stanford-Binet Intelligence Quotient
Wechsler Intelligence Scale for Children
(WISCIV)
Woodcock Johnson test of Cognitive Ability
Scholastic Aptitude Test
Assessment of an individual's multiple
intelligences can foster learning and problem-solving
styles. Short answer tests are not used
because they do not measure disciplinary
mastery or deep understanding. They only
measure rote memorization skills and one's
ability to do well on short answer tests. Some
states have developed tests that value process
over the final answer, such as PAM
(Performance Assessment in Math) and PAL
(Performance Assessment in Language)
People are born with a fixed amount of
intelligence.
Human beings have all of the intelligences, but
each person has a unique combination, or
profile.
Intelligence level does not change over a
lifetime.
We can all improve each of the intelligences,
though some people will improve more readily
in one intelligence area than in others.

13. THE ORIGINAL SEVEN INTELLIGENCES
• Linguistic
• Logical-mathematical
• Musical
• Spatial
• Bodily-kinesthetic
• Interpersonal
• Intrapersonal
• naturalist intelligence.
• Existentialist

14. 1. Verbal-Linguistic (Word Smart)
• Use written and spoken language
to express complex meaning
• The capacity to use language,
your native language, and
perhaps other languages, to
express what's on your mind and
to understand other people
Well-developed verbal skills and sensitivity to the
sounds, meanings and rhythms of words

16. People who exhibit developed
linguistic intelligence include:
• Poets
• Authors
• Reporters
• Speakers
• Attorneys
• Talk-show
hosts
• Politicians
• Teachers
• Lecturers

17. 1. Verbal-Linguistic (Word Smart)
Teaching Activities:
• Discussion
• Narration
• Advanced organizers
• Writing activities

18. 2. Mathematical-Logical
(Math Smart)
• Discern logical or numerical
patterns; deductive reasoning
• Ability to think conceptually and
abstractly, and capacity to discern
logical or numerical patterns
People with highly developed logical/mathematical
intelligences understand the underlying principles of
some kind of a causal system, the way a scientist or a
logician does

19. 19
People who exhibit developed logical-mathematical
intelligence include:
• Mathematicians
• Engineers
• Physicists
• Researchers
• Astronomers
• Scientists

20. 2. Mathematical-Logical
(Math Smart)
Teaching Activities:
• Problem solving
• Investigation
• Experimentation
• Questioning

21. 3. Musical Rhythmic
(Music /Sound Smart)
• Produce and appreciate forms of
musical expressiveness
• Ability to produce and appreciate
rhythm, pitch and timber
• The capacity to think in music, to be
able to hear patterns, recognize them,
and perhaps manipulate them
People don't just remember music easily - they can't get it
out of their minds, it's so omnipresent
Learns through sounds, rhythms, tones, beats, music
produced by other people or present in the environment

22. People who exhibit developed
musical intelligence include:
• Singers
• Composers
• Instrumentalists
• Conductors
• People who enjoy, understand, use,
create, perform, and appreciate
music and/or elements of music

23. 3. Musical Rhythmic
(Music /Sound Smart)
Teaching Activities:
• Song analysis
• Creative song writing

24. 4. Visual-Spatial (Image Smart)
• Perceive the visual world
accurately; Create mental
images; Capacity to think
in images and pictures, to
visualize accurately and
abstractly
The ability to represent the spatial world internally in your
mind – the way a sailor or airplane pilot navigates the large
spatial world, or the way a chess player or sculptor
represents a more circumscribed spatial world

25. People who exhibit developed spatial
intelligence include:
• Sailors
• Engineers
• Surgeons
• Sculptors
• Painters
• Cartographers
• Architects

26. 4. Visual-Spatial (Image Smart)
Teaching Activities:
• Imagery
• Map analysis
• Construction of dioramas or posters

27. 5. Bodily-Kinesthetic (Body Smart)
• Ability to control body movements
and handle objects skillfully
• The capacity to use your whole body
or parts of your body: (your hands,
your fingers, your arms), to solve a
problem, make something, or put
on some kind of production
The most evident examples are people in athletics or the
performing arts, particularly when dancing or acting
Uses physical movement and performance (a.k.a.
learning by doing) to understand

28. People who exhibit developed bodily-kinesthetic
intelligence include:
• Actors
• Dancers
• Swimmers
• Acrobats
• Athletes
• Jugglers
• Instrumentalists
• Artisans

29. 5. Bodily-Kinesthetic (Body Smart)
Teaching Activities:
• Simulations
• Modeling
• Role playing

30. 6. Interpersonal (People Smart)
• Understand others; discern
verbal and non-verbal cues;
Capacity to detect and
respond appropriately to the
moods, motivations and
desires of others
• Understanding other people
Uses person-to-person relating, communication, teamwork, and
collaboration with others

31. Who among the class:
1. Graduated Cum Laude?
2. Always busy?
3. The most quiet?
4. The comedian?
5. The beauty and brain?
6. The fairest of them all? :P

32. 32
People who exhibit developed inter-personal
intelligence include:
• Politicians
• Religious leaders
• Counselors
• People in the helping
professions

33. 6. Interpersonal (People Smart)
Teaching Activities:
• Cooperative learning
• Peer teaching
• Brainstorming
• Shared inquiry

34. 7. Intrapersonal (Self Smart)
• Understand oneself; Engage
in self-reflection &
metacognition; Capacity to be
self-aware and in tune with
inner feelings, values, beliefs
and thinking processes
• Having an understanding of
yourself, of knowing who you
are, what you can do, what
you want to do, how you
react to things, which things
to avoid, and which things to
gravitate toward

35. 35
People who exhibit developed intra-personal
intelligence include:
• Novelists
• Therapists
• Sages
• Psychologists
• Philosophers

36. 7. Intrapersonal (Self Smart)
Teaching Activities:
• Decision making
• Journal writing
• Self-discovery
• Independent learning projects

37. 8. Naturalist (Nature Smart)
• Ability to recognize and
categorize plants,
animals and other
objects in nature
Weather conditions of the natural world
Recognize patterns and distinctions in the natural world

40. People who exhibit developed
naturalistic intelligence include:
• Farmers
• Ranchers
• Hunters
• Gardeners
• Animal handlers
• Botanists
• Geologists

41. 8. Naturalist (Nature Smart)
Teaching Activities:
• Recognize and classify cultural and natural
artifacts
• Data gathering in natural setting

42. 9. Existentialist
• Existential Intelligence is
sensitivity and capacity to
tackle deep questions
about human existence.
• People who exhibit
developed existential
intelligence include:
• Theologians
• Philosophers
• Spiritual advisors

43. People who exhibit developed existential
intelligence include:
• Theologians
• Philosophers
• Spiritual advisors

44. Howard Gardner and his colleagues has looked to
these particular possibilities:
• Spiritual intelligence
• Moral intelligence

45. Teaching Example:
• If you’re teaching or learning about Photosynthesis , you might :
1. Read about it (linguistic)
2. Study mathematical concept that express it
(logical/mathematical)
3. Examine a graphic chart that illustrates the principle (spatial)
4. Observe the law in the natural world (naturalist)
5. Observe the law in the human world of commerce – supply and
demand (interpersonal)
6. Examine the law in terms of your own body (bodily-kinesthetic/
intrapersonal)
7. Write a song that demonstrates the process of
Photosynthesis(musical)

46. Implications of MI Theory
 All human beings possess all 8 intelligences
in varying amounts.
Intelligences can be developed.
No intelligence exists by itself in life.
There are many different ways to be
intelligent.

47. How should educators implement the theory of
multiple intelligences in the classroom?
1. All teachers must develop DEEP interest in
their students.
2. Understand the students are diverse and have
their different way of learning.

48. Benefits of applying Multiple
Intelligence in the classroom
1. Teachers, School Administrators, and parents
can better understand the learners in their
midst.
2. Can direct teachers in helping students
understand and appreciate their strengths,
and identify real-world activities that will
stimulate more learning.

49. Who is Intelligent?

51. “There is no "right" way to use multiple
intelligences in testing and assessment.
You don't have to overhaul your whole
curriculum.
But you can make an effort to address
each student's strengths and weaknesses
by using creative alternatives to traditional
testing in your classroom.”

53. Thank you
THE END