Howard Gardner's theory of multiple intelligences proposes that there are nine different types of intelligence rather than a single general intelligence. The nine intelligences are linguistic, logical-mathematical, spatial, bodily-kinesthetic, musical, interpersonal, intrapersonal, naturalist, and existential. Gardner argues that assessments should evaluate individuals' different cognitive strengths across multiple intelligences rather than focusing solely on linguistic and logical skills. Educators can apply the theory by developing curriculum that integrates and assesses students' abilities through multiple intelligences.

1. Multiple Intelligences
Howard Gardner

2. Topics
• Brief MI theory
• Types of MI
• Educational application
• Test yourself

3. What do you define ‘intelligence’?

4. Multiple Intelligences
• It is not necessary that a particular
aptitude in one intelligence will not be
necessarily demonstrated a comparable
aptitude in another intelligence.
• Intelligences and skills can be developed
in diverse ways through relevant
experiences.

5. Criteria for identification of an
intelligence

6. Criteria for identification of an
intelligence

7. 9 intelligences

8. 9 intelligences
Existential An ability to reflect an individual’s capacity for considering ‘big
questions’ about life, death, love, and being.

9. MI’s concept
• Individuals do demonstrate variation in
their levels of strength and weakness
across the intelligences.
• All individuals possess the full range of
intelligences.
• No one precisely shows the same profile
of intellectual strengths and weaknesses.

10. MI in education
• How does the theory contribute to
education?
• How can MI be applied in the curriculum?

11. Integrating curricula with MI
- Fogarty, R. 2008
• 10 models suggested
• How to apply as MI in a curriculum as
thematic and threaded approaches.

12. Theme

14. Theme
• Tandem model – integration of two basic
models as webbed and threaded

16. Thread
• Combine life skills into standard subject
content as enduring learnings, thinking
skills, habits of mind, reading skills, social
skills, organizing skills, multiple
intelligences, artistic skills, and
technological skills.

18. Tandems: webbed theme/threaded life skills
• P.162 fig 4.20

19. Assessment

20. MI vs. LS
• P. 191

22. References
• Gardner, H. Multiple Intelligences.
http://howardgardner.com/
• Fogarty, R. 2008. Integrating Curricula
with Multiple Intelligences. Corwin Press.

23. Test yourself
• Work on handout to find out your
intelligences’ strengths and weaknesses
• samples of ways to experience learning
and activities which suit you.
• http://www.bgfl.org/custom/resources_ftp/c
lient_ftp/ks3/ict/multiple_int/what.cfm