3.  1. Potential isolation by brain damage
 2. The existence of savants, prodigies, and uniquely
gifted individuals.
 3. Possesses an identifiable core operation or set of
operations.
 4. Has a distinct developmental history with end
results.
 5. Evolutionary history and plausibility.
 6. Support from experimental psychological tasks.
 7. Support from findings that emphasize or exclude
certain intelligences.
 8. Susceptibility to encoding in a system of symbols
(i.e. words, numbers, notes, pictures, symbols etc.)

5.  Biological –DNA / RNA Genetics
 Experiences –Development
 Observations
 Symbols
 Culture
 Adaptations
 New Applications and the Transfer of Analytical
Processes
 Body Movement, Problem Solving Skills,Listening
The Process of Cognitive Learning
Why do we think the way we do ?
Cause & Effects

6. Linguistic
Musical
Spatial
Bodily
Kinesthetic
Personal
Interpersonal
Intrapersonal
Naturalistic *

7. Gardner’s Own Critical
Look at Multiple
Intelligence
Gardner himself
freely admits that
his theory of
Multiple
Intelligences does
not address all of
the countless
unknowns that
make up the human
mind.
Points not covered in the theory are:
 Social psychology
 Personality
 Temperment
 Psychology of affect to
feelings
 Character development
 Motivation
 Attention
 Human will

9.  Humans are plastic, ever developing, adapting
to new situations and evolving.
 There are unlimited variations with numerous
and still some undiscovered measurable
intelligences.
 H. Gardner believes that we need to continue
to think outside the box.

10.  How we think, how well and
diversified we are in the process
of thinking, depends on the
mixture of Multiple Intelligences
we use to learn about our world.
 Pangaea broke up, slid along
plate tectonic conveyer belt
carrying continents off to colder
climates, far away from the
tropical paradise we first
enjoyed.
 Since the last Ice Age 20,000
years ago, huge glaciers melted
ending this epoch. Homo
sapiens (family Hominoidea) were
given many new problems to
solve in order to survive.
Human brains physically grew,
nearly doubling in size.

12.  We imagine Gardner would have many
concerns about the MCAS and how it is
designed and given to all students no matter
what type of learner.
 The importance of grades over the personal
development of the character of youth.
 Society needs, ethics and accountability need
to be part of curriculum design.
 Why the slow incorporation of M.I. theory into
today pedagogy and assessments.

14. Over arching units can incorporate Differentiated
Instruction – D.I. and the forms of assessment
should be varied, not all standard types of testing:
 Posters with individual or team presentations
 Three dimensional modeling
 Assessments with color illustrations explaining an
essay
 Jeopardy Game with teams
 Labs with partners
 Independent Projects for gifted students