Howard

Gardners Theory
of Multiple
Intelligences
Presentation by: Tiffany Dudley,
Jaquelia Jefferson, and Katie
Warnick
 Summary of Theory
Howard Gardners theory ask
Given what we know about the brain, evolution, and
the differences in cultures, what are the sets of human
abilities we all share? Rather than the standard belief
that intelligence is something you are born with.

This theory:
Suggest that rather than one or two intelligences, all
human beings have several intelligences.
Suggests that in our educational system that we have
emphasized the linguistic and logical-mathematical
Key
Elements
Verbal-linguistic Intelligence (well-developed verbal skills and sensitivity to the sounds, meanings and
rhythms of words)

Logical-mathematical Intelligence (ability to think conceptually and abstractly, and capacity to discern
logical and numerical patterns)

Spatial-visual Intelligence (capacity to think in images and pictures, to visualize accurately and abstractly)

Bodily-kinesthetic Intelligence (ability to control ones body movements and to handle objects skillfully)

Musical Intelligence (ability to produce and appreciate rhythm, pitch and timber)

Interpersonal Intelligence (capacity to detect and respond appropriately to the moods, motivations and
desires of others)

Intrapersonal Intelligence (capacity to be self-aware and in tune with inner feelings, values, beliefs and
thinking processes)
Comparing and Contrasting
Models
Howard Gardner- Multiple Intelligences Theory Jean Piaget- Cognitive Model

Seven intelligences ranging throughout Four phases of learning development

many disciplines
Each phase holds a new way of processing
Intelligences rarely stand independently, and expressing information
but rather work together with other
intelligences Develop intelligence when interacting a
learner with environmental settings
Born possessing these seven intelligences,
however everyone will have strengths assimilation and accommodation
and weaknesses

Click for sound

Click each bubble (in presentation
view) to explore Content/Objective
and correlating activities designed Verbal /
for each area of intelligence Linguistic

Bodily /
Musical
Kinesthetic

Content
/
Interperso
Objecti Intraperso
nal ve nal

Logical /
Visual /
Mathemati
Spatial
cal
Content and Lesson Click to
return

Objectives
Students will :
Construct meaning by identifying patterns and making connections within content presented on the three branches
of government
Categorize various roles and people that are part of each branch
Organize information and reflect on given hypotheses
Use their bodies to create, participate in and evaluate dances by comparing these roles to that of each branch
Write a rap using rhyming and figurative language to explain the system of checks and balances
Discuss possible effects of new laws and form an opinion to be shared with a government representative
Design a game to explain the responsibilities of key people within each branch of government

In order to:
Identify and explain the basic functions of the three branches of government
Identify the reasons for and describe the system of checks and balances outlined in the U.S. Constitution; and
Explain how to contact elected and appointed leaders in local, state, and national governments.
Distinguish between national and state governments and compare their responsibilities in the U.S. federal
system
Visual / Click to
return

Spatial
Students will create meaning out of basic fact presentation of each branch
of government as well as the balance of power through the checks and
balances system using a strategy called Sketchnotes.
 Verbal / Click to
return

Linguistic
Students will sort cards containing roles and people relevant to each
branch of government into categories creating a tree map using a graphic
organizer app or allow students to design one in their journals.

Students will write about why it is important for

each branch to have different jobs and what
might happen if one branch didnt exist using the
claim-evidence-reasoning model.
 Click to
Bodily/Kinesthetic return

Students will choreograph, perform and judge a dance based on a set of

rules and defined roles representing each branch of government
Separate students into groups of 6

Students 1 and Students 3 Students 5 and

2 and 4 6
Choreograph Perform the Judge the dance
and illustrate (in dance for accuracy of
sequenced illustrated by movement to
steps) a dance students 1 determine if the
based on a set and 2 dance was
of 5 rules such interpreted
Music Click to
return

al
Students will write a rap using rhyming, similes and metaphors to explain
the powers each branch of government has over the others.
 Click to
return

Intrapersonal
Assign the students a bill currently on the House floor.
Hold a discussion about the main points of the bill:
Who would this bill help?
Would it hurt anyone?
What would happen if this bill became a law?
What would change if this bill become a law?
Instruct the students to write a letter to their
Representative expression their opinion on the bill.
Letters can be mailed to the Representative.
 Click to
return

Interpersonal
Brainstorm a list of games (any type)
Circle the games that are dependent on more than one person to win (be
successful)
Design a game or modify a game that already exists to explain the roles of
the three branches of government. Relate each position or action in the
game to that of the people who make up each of the branches of
government.
Or play the Branches of Government Power Grab game described here
http://score.rims.k12.ca.us/score_lessons/power_grab_game/
Logical /
Click to
return

Mathematical
Design a maze where the path leads
through the steps of a bill becoming a
law in the Legislative branch
 Bibliography
19 TAC Chapter 113, Subchapter A. (n.d.). Retrieved July 21, 2016, from http://ritter.tea.state.tx.us/rules/tac/chapter113/ch113a.htm

Brualdi, A. C. (1996, September). Multiple Intelligences: Gardner's Theory. ERIC Clearinghouse on Assessment and Evaluation, 1-6.

Northern Illinois University Faculty Development and Instructional Design Center. (2012). In Instructional Guide for University Faculty and
Teaching Assistants. Retrieved July 21, 2016, from http://www.niu.edu/facdev/resources/guide

Saettler, P. (1990).Piagetian Approach to Instructional Design. The Evolution of American Educational Technology. Englewood, CO, Libraries
Unlimited.

The U.S Constitution Power Grab Game. (n.d.). Retrieved July 21, 2016, from http://score.rims.k12.ca.us/score_lessons/power_grab_game/

The University of North Carolina at Charlotte. The Intelligences, in Howard Gardner's Words: A Quick Overview of the Idea of Multiple Intelligences. Retrieved
July 21, 2016, from http://teaching.uncc.edu/learning-resources/articles-books/best-practice/education-philosophy/multiple-intelligences

Write Your Own Rhymes. (n.d.). Retrieved July 21, 2016, from https://www.flocabulary.com/warp/memorization/