1. THE 9 MULTIPLE INTELLIGENCE (MI)
(Dr. Howard Gardner : 1983)
Lecture No. 3
Nina Christina Lazaro-Zamora, Ph.D.
2. Introduction
The primary customer is the learner
therefore knowing the nature of the
learner should be the starting point.
The INTELLIGENCE is one of the
nature of the learner
3. Concept of Intelligence
OLD CONCEPT (Silver, 2000)
Intelligence is fixed
It is measured by a number
It is unitary
It is measured in Isolation
It is used to sort students and predict
their success
4. Intelligence can be measured by short-
answer tests
Intelligence level does not change over a
lifetime
It is consists of ability in logic and
language
Teachers teach the same material to
everyone
Teachers teach a topic or “subject”
5. Concept of Intelligence
NEW CONCEPT
Intelligence can be developed
It is not numerically quantifiable and is
exhibited during a performance or problem
solving process
It can be exhibited in many ways- MI
It is measured in context/ real life
situations
It is used to understand human capacities
and the many and varied ways students
can achieve.
6. Assessment of an individual’s multiple intelligence
can foster learning and problem-solving styles.
Short answer test are not used because they do not
measure disciplinary mastery or deep
understanding.
Human being have all the intelligences, but each
person has a unique combination or profile
We can improve each of the intelligence,though
some people will improve more readily in one
intelligence are than in others.
There are many more types of intelligence which
reflect different ways of interacting with the world.
7. MI pedagogy implies that teachers teach
and assess differently based on individual
intellectual strengths and weaknesses.
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.
8. THE MULTIPLE INTELLIGENCE (MI)
Visual and Spatial Intelligence
- are good in visualizing things
- Good in maps, charts, videos and
pictures
Careers: Architect, Artist, Engineer
9. Linguistic – Verbal Intelligence
- Able to use words well both writing
and speaking
- Good in writing stories, memorizing
information and reading
CAREERS: Writer, Journalist, Lawyer
and Teacher
10. Logical-Mathematical Intelligence
- Good in reasoning, rcognizing
patterns analyzing problems
- They are tend to think about numbers,
relationships and patterns
CAREERS: Scientist, Mathematician,
Computer Programmer, Engineer,
Accountant
11. Bodily-Kinesthetic Intelligence
Good at body movement,
performing actions and physical
control.
They have an excellent hand-eye
coordination
CAREER: Dancer, Builder, Sculptor
Actor
12. Musical Intelligence
Good in rhythms and sounds
They have a strong appreciation for
music
They are often good at musical
composition and performance
CAREER: Musician, Composer,
Singer, Music Teacher and
Conductor
13. Interpersonal Intelligence
Good in understanding and
interacting with other people
They are skilled in assessing the
emotions, motivations, desires, and
intentions of those around them
CAREER: Psychologists, Philosopher,
Counselor, Sales Person, Politician
14. Intrapersonal Intelligence
Good at being aware of their own
emotional states, feelings and motivations.
They tend to enjoy self-reflection and
analysis, including day-dreaming,
exploring relationships with others and
assessing their personal strengths.
CAREER: Philosopher, Writer, Theorist,
Scientist
15. Naturalists Intelligence
Are more in tune with nature and are
often interesting in nurturing,
exploring the environment and
learning about other species.
CAREER: Biologist, Conservationist,
Gardener, Farmer
16. Existential intelligence
the ability to be sensitive to, or have
the capacity for, conceptualizing or
tackling deeper or larger questions
about human existence, such as the
meaning of life, why are we born,
why do we die, what is
consciousness, or how did we get
here.
17. These are the children who appear to
have a sixth sense, they may be psychic,
or ones who pose, and sometimes even
answer, life's larger questions?
These may be those children who can be
described as "fully aware" of the cosmos --
of its diversity, complexity, and wonder.
Frequently, these are the children who
persist in asking those "big" questions that
adults cannot answer.
18. Why am I here? Why are we here?
Are there other dimensions, and if so what
are they like?
Can animals understand us, or do animals
go to heaven?
Are there really ghosts?
Where do we go when we die?
Why are some people evil?
Is there life on other planets?
Where is heaven?
Why does God live?
19. REFLECTION
“ All students can learn and succeed,
but not all on the same day in the
same way.”
William G. Spady
20. REFERENCES
Armstrong, T.1994. Multiple Intelligences In the Classroom.
Alexandria, VA: Association for Supervision and Curriculum
Development.
Gardner, H. 1983. Frames of Mind: The Theory of Multiple
Intelligences. New York: Basic Books.
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