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The document summarizes Howard Gardner's theory of multiple intelligences, which identifies eight distinct types of intelligence rather than viewing intelligence as a single general ability measurable by IQ tests. The eight intelligences are linguistic, logical-mathematical, spatial, bodily-kinesthetic, musical, interpersonal, intrapersonal, and naturalist. Gardner's theory suggests individuals possess unique combinations of these intelligences and that accounting for different types of abilities can better empower learners than restricting them to a single modality.
The document summarizes Howard Gardner's theory of multiple intelligences, which identifies eight distinct types of intelligence rather than viewing intelligence as a single general ability measurable by IQ tests. The eight intelligences are linguistic, logical-mathematical, spatial, bodily-kinesthetic, musical, interpersonal, intrapersonal, and naturalist. Gardner's theory suggests individuals possess unique combinations of these intelligences and that accounting for different types of abilities can better empower learners than restricting them to a single modality.
The document summarizes Howard Gardner's theory of multiple intelligences, which identifies eight distinct types of intelligence rather than viewing intelligence as a single general ability measurable by IQ tests. The eight intelligences are linguistic, logical-mathematical, spatial, bodily-kinesthetic, musical, interpersonal, intrapersonal, and naturalist. Gardner's theory suggests individuals possess unique combinations of these intelligences and that accounting for different types of abilities can better empower learners than restricting them to a single modality.
The theory of multiple intelligences was developed in
1983 by Dr. Howard Gardner, professor of education at Harvard University.The idea of multiple intelligences is important because it allows for educators to identify differing strengths and weaknesses in students and also contradicts the idea that intelligences can be measured through I.Q. Thetheory of multiple intelligencesis a theory of intelligencethat differentiates it into specific (primarily sensory) "modalities", rather than seeing intelligence as dominated by a singlegeneral ability .Each individual possesses a unique blend of all the intelligences. Gardner firmly maintains that his theory of multiple intelligences should "empower learners", not restrict them to one modality of learning.
The Theory of Multiple Intelligences suggests
that the traditional notion of intelligence, based on I.Q. testing, is far too limited. Instead, Dr. Gardner proposes eight different intelligences to account for a broader range of human potential in children and adults. These intelligences are: Linguistic intelligence("word smart") Logical-mathematical intelligence("number/reasoning smart") Spatial intelligence("picture smart") Bodily-Kinesthetic intelligence("body smart") Musical intelligence("music smart") Interpersonal intelligence("people smart") Intrapersonal intelligence("self smart") Naturalist intelligence("nature smart")
Linguistic intelligence,the use of language,
is seen in the ability to read, write, or talk to others. This intelligence is highly valued in schools. A primary focus in the early years of elementary school is literacy development, which demonstrates linguistic intelligence. Storytelling is a teaching strategy that allows the caregiver or teacher to weave in concepts, details, or goals that are appropriate to the children. Storytelling has been used for centuries and in many cultures as a medium to share knowledge. Logicalmathematical intelligencerefers to logic and mathematical ability. The ability to use numbers, understand patterns, and exhibit reason are the key characteristics of logical-mathematical intelligence. Certainly, mathematical learning is valued, as evidenced in school curriculum.
Children as young as 3 and 4 years old enjoy
sorting materials according to categories, some that they create and others created by those around them. A 4-year-old might sort items by color, then by size, and then according to use. Older children could also record their findings, creating charts and displays of their categorization findings. Spatial intelligenceis the ability to create a visual image of a potential project or idea and then act on this visualization. Think of bridge engineers or interior decorators who must be able to "see" their ideas before creating them. Visualization is a powerful teaching strategy in spatial intelligence. A kindergarten teacher might ask a young child to close her eyes and see a gingerbread man running from the fox before she begins to draw a picture to represent the scene.
Bodily-kinesthetic intelligencerefers to the
ability to use one's own body or parts of the body as a medium of expression or to solve a problem. A ballet dancer and an Olympic athlete are examples of people who have refined their bodilykinesthetic skills or intelligence. The use of manipulatives in teaching math is an excellent example of the combination of bodily-kinesthetic intelligence with other intelligences. Many young children touch their fingers as they count, using their own teaching strategy for learning the sequence of numbers. Musical intelligenceis the ability to perform musically or to produce written music. People who are highly skilled in musical intelligence think in music patterns or see and hear patterns and are able to manipulate these patterns. Do you remember singing your
Interpersonal intelligenceis the sensitivity one
has toward others, along with the ability to work well with other people, understand others, and assume leadership roles. Sharing is a way for young children to learn from each other and use their interpersonal intelligence. All ages benefit from sharing and interactingchildren can share with peers as well as with children older or younger than them. Depending on the age of the child, caregivers or teachers should adjust their amount of involvement in the directions and guidance of the sharing situation. Intrapersonal intelligenceis the accurate understanding of one's self (who one is, what one wants, and a realistic sense of what one can do) and the ability to act according to this knowledge. Modeling truefelt emotions with young children provides an
Expressing joy, passion, disappointment, or other
emotions sends a message that emotions are part of learning and are welcome in this setting. Naturalist intelligenceis used to discriminate among living things, such as plants or animals, as well as an understanding of other features of the natural world, such as weather or geology. Farmers, botanists, and hunters are examples of roles where this intelligence is used. Spending time outside on a regular basis facilitates naturalistic intelligence. Touching, seeing, and smelling plants outdoors is far different from looking at pictures of the same plants. Asking questions about the differences and similarities between the plants is appropriate for children as young as age 3 or 4. Young children are very observant and can use their categorization or
PREPARED By: Pacquiao, Aldrin Sincero, Ruben Anthony Alcomendras, Irene Pearl Y. Lapinig, Crishell Dehm Lopez, Sheryl M. Menoras, Jenel