Theory of Multiple

Intelligence
Howard Gardner
Howard Gardner
Howard Gardner is a developmental
psychologist best-known for
this theory of multiple intelligences.
He believed that the conventional
concept of intelligence was too
narrow and restrictive and that
measures of IQ often miss out on
other "intelligences" that an
individual may possess. His 1983
book Frames of Mind, outlined his
theory and his eight major types of
intelligence. Gardner's theory had a
particular impact in the field of
education where it inspired teachers
and educators to explore new ways of
teaching aimed at these different
intelligences.
Multiple Intelligence
Theory
 Linguistic Intelligence
Learning Description Roles Tasks, activities
style and and assessments
preferences
Words and  written and spoken  copywriters editors  edit a peer’s
language words  historians paper
 interpretation and  journalists  give an oral
explanation of ideas  lawyers presentation list
and information via  linguists the strengths and
language  poets weaknesses of a
 understands  PR and media product
relationship between consultants  write a eulogy
communication and  speakers write directions to
meaning  teachers accompany a
 professors map
 trainers —
 translators
 TV and radio
presenters
 voice-over artists
 writer
 LOGICAL-MATHEMATICAL Intelligence
Learning Description Roles Tasks, activities
style and and assessments
preferences
Logic and • — analyze problems • — analysts • — analyze how a
numbers • — detecting patterns • — arbitrators computer
• — perform • — bankers • — assess the
mathematical • — certified public value of a
calculations accountants business or a
• — scientific reasoning • — computer proposition
and deduction programmers • — create a
• — understands accountants process
relationship between • — engineers • — devise a
cause and effect • — insurance brokers strategy to achieve
toward a tangible negotiators an aim
outcome or result • — researchers • — perform a
• — scientists mental
• — statisticians mathematical
• — traders calculation, create
a process to
measure
something
 MUSICAL Intelligence
Learning Description Roles Tasks, activities
style and and assessments
preferences
Music, sound, • — awareness, • — acoustic • — coach someone
rhythm appreciation and use engineers — to play a musical
of sound composers instrument
• — recognition of tonal • — DJs • — compose media
and rhythmic patterns • — entertainers jingles
• — understands • — environment and • — identify music
relationship between noise analysts for malls and retail
sound and feeling • — music producers stores — lead a
• — musical choir
instrument repair • — perform a
specialists musical piece
• — musical • — review a
performers — musical play
singers • — whistle a tune
• — voice coaches
 BODILY KINESTHETIC Intelligence
Learning Description Roles Tasks, activities
style and and assessments
preferences
Body  eye and body • — anthropologists • — arrange
movement coordination • — athletes workplace furniture
control  — manual dexterity • — biologists • — demonstrate a
 — physical agility and • — dancers sports technique
balance • — geologists • — design a window
display
• — instrumentalists
• — interpret a
• — nurses
speech using
• — physical
American sign
education teachers
language
• — physical • — prepare samples
therapists for magnification
• — physicians actors and testing
• — sign-language • — put together a
interpreters piece of modular
furniture
• — ride a horse
• — stack books on
a shelf
 SPACIAL-VISUAL Intelligence
Learning Description Roles Tasks, activities
style and and assessments
preferences
Spatial-visual • — interpretation and • — architects • — compose a
Images and creation of visual • — artists photograph
space images, pictorial • — cartographers • — create an
imagination and • — city-planners organizational logo
expression • — engineers • — design a
• — understands • — graphic designers building — design
relationships between • — inventors a historic costume
images and meanings • — landscape • — design a
and between space architects — landscape
and effect photographers • — interpret a
• — sculptors painting —
organize a storage
room
• — pack an
automobile trunk
• — paint a
landscape
 INTERPERSONAL Intelligence
Learning Description Roles Tasks, activities
style and and assessments
preferences
Other people’s • — ability to relate to • — advertising • — affect the
feelings others professionals feelings of others
• — interpretation of • — care givers in a planned way
behavior and • — coaches and • — coach or
communications mentors council another
• — understands the • — counselors person
relationship between • — educators • — demonstrate
people and their • — health providers feelings though
situations, including • — HR professional body language
other people • — mediators • — interpret moods
• — politicians from facial
• — psychologists expressions
• — sales-people • — mentor a new
• — teachers faculty member
• — therapists
• — trainers
 INTRAPERSONAL Intelligence
Learning Description
style and
preferences
Self-awareness • — one’s own needs for •
and reaction to
change, ability to deal
with change in the
workplace
• — one’s relationship to
others and the world
• — personal
cognizance — • — other people, their •
personal objectivity
• — the capability to
understand oneself
Roles Tasks, activities
and assessments
— one who is • — consider and
selfaware and decide one’s own
involved in the aims and personal
process of changing changes required
personal thoughts, to achieve them
beliefs, and behavior (not necessarily
in relation to their reveal this to
situation others)
— consider and
purpose and aims decide one’s own
position in relation
to the Emotional
Intelligence
Model
 Naturalistic Intelligence
Learning Description Roles Tasks, activities
style and and assessments
preferences
Finding • individuals who are • Biologist • - Interested in
patterns and high in this type of • Conservationist subjects such as
relationships to intelligence are more • Gardener botany, biology,
in tune with nature and and zoology
nature • Farmer
are often interested in • - Good at
nurturing, exploring the categorizing and
environment, and cataloging
learning about other information easily
species. • - May enjoy
• These individuals are camping,
said to be highly aware gardening, hiking,
of even subtle changes and exploring the
to their outdoors
environments. • - Doesn’t enjoy
learning unfamiliar
topics that have no
connection to
nature
 Existentialist Intelligence
Learning Description Roles Tasks, activities
style and and assessments
preferences
“Deep • ability to be sensitive • Psychologist • not afraid to tackle
Question- to, or have the • Philosopher thinking about
smart” capacity for, • Writer questions that
conceptualizing or • Theologian revolve around
tackling deeper or • Career counselor such issues as the
larger questions about • Consultant meaning of life, or
human existence. • Criminologist contemplate
• Sensitivity and • Energy healer questions like why
capacity to tackle deep are we born, why
questions about do we die, what is
human existence, such consciousness,
as the meaning of life, or how did we get
why we die, and how here?
did we get here.
In conclusion, integrate educational theories,
teaching strategies, and other pedagogic
tools in meaningful and useful ways to better
address the needs of students. Gardner
himself asserts that educators should not
follow one specific theory or educational
innovation when designing instruction but
instead employ customized goals and values
appropriate to their teaching and student
needs. Addressing the multiple intelligences
and potential of students can help
instructors personalize their instruction and
methods of assessment.