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THE 9 MULTIPLE INTELLIGENCE (MI)

(Dr. Howard Gardner : 1983)

Lecture No. 3

Nina Christina Lazaro-Zamora, Ph.D.

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

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

Intelligence can be measured by short-answer testsIntelligence 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”

Concept of Intelligence

NEW CONCEPT Intelligence can be developedIt is not numerically quantifiable and is exhibited during a performance or problem solving processIt 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.

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.

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.

THE MULTIPLE INTELLIGENCE (MI) Visual and Spatial Intelligence

- are good in visualizing things - Good in maps, charts, videos

and picturesCareers: Architect, Artist,

Engineer

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

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

Bodily-Kinesthetic Intelligence Good at body movement, performing actions and physical control. They have an excellent hand-eye coordination

CAREER: Dancer, Builder, Sculptor Actor

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

Interpersonal Intelligence

Good in understanding and interacting with other peopleThey are skilled in assessing the emotions, motivations, desires, and intentions of those around them

CAREER: Psychologists, Philosopher, Counselor, Sales Person, Politician

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

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

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.

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. 

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? 

REFLECTION “ All students can learn and

succeed, but not all on the same day in the same way.”

William G. Spady

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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