FAH 0033

THINKING SKILLS
6. GETTING MOTIVATED:
MULTIPLE INTELLIGENCES
(HOWARD GARDNER)

MULTIPLE
INTELLIGENCES

IT'S NOT HOW SMART YOU

ARE IT'S HOW YOU ARE SMART!

Howard Gardner's MI Theory

The theory of Multiple Intelligence takes into

account both biological and cultural aspects of
intelligence.
Howard Gardner in his book Frames of Mind
(1983) proposed that intelligence is not a
single unit. His theory proposes eight distinct,
relatively independent intelligences.

1. VERBAL/LINGUISTIC
INTELLIGENCE

Description: Sensitivity to language, meanings,

relationship among words
Found In: Novelist, poet, copywriter, editor,
public relations officer
Demonstrate strength in language: speaking,
writing, reading, listening (literary aspect)

2. LOGICAL/MATHEMATICAL
INTELLIGENCE

Description: Constitutes abstract thought,

precision, counting, organization, logical
structure
Found in: Mathematician, scientist, engineer,
accountant, animal tracker
Display an aptitude for numbers, reasoning
and problem solving.
6

3.VISUAL/SPATIAL INTELLIGENCE

Description: Possess powers of: keen observation,

visual thinking, mental images, sense of gestalt,
metaphor
Found in: Architects, painters, naturalists,
theoretical physicists
Children who learn best visually enjoy charts,
graphs, maps, tables, illustrations, art, puzzles,
costumes anything eye catching

4.MUSICAL/RHYTHMIC
INTELLIGENCE

Description: Sensitivity to pitch, rhythm,

timbre, emotional power, complex
organization.
Found in: Performer, composer, conductor,
recording engineer, maker of musical
instruments
Learn well through songs, patterns, rhythms,
instruments and musical expression.
8

5.BODY/KINESTHETIC
INTELLIGENCE

Description: Control of ones body, timing,

trained responses.
Found In: Dancer, athlete, inventor, surgeon,
mechanically gifted
Learn best through activity: games,
movement, hands-on tasks, building things

6.INTERPERSONAL
INTELLIGENCE

Description: High level of sensitivity to

others, consideration of others.
Found in: teacher, politician, religious
leader, counselor, sales person
Noticeably people oriented and outgoing,
and do their learning cooperatively in
groups or with a partner.
10

7.INTRAPERSONAL
INTELLIGENCE

Description: Developed sense of self.

Found in: novelist, wise elder, philosopher,
guru, counselor.

11

8. NATURALIST INTELLIGENCE

Children who love the outdoors, animals,

field trips. More than this, though, these
students love to pick up on subtle
differences in meanings. The traditional
classroom environment has not been
accommodating to these children.

12

9. OTHER INTELLIGENCES

EXISTENTIALIST - children who learn in

the context of where humankind stands in
the "big picture" of existence. They ask
"Why are we here?" and "What is our role
in the world?" This intelligence is seen in
the discipline of philosophy.

13

IMPLICATIONS OF MI THEORY
1. According to Gardner, the implication of the theory is that
learning/teaching should focus on the particular
intelligences of each person. For example, if an individual
has strong spatial or musical intelligences, they should be
encouraged to develop these abilities.
Unfortunately, as children grow, their passion for learning
frequently seems to shrink. Learning often becomes
associated with drudgery instead of delight. Thus,
addressing their MI would throw a challenge to such
students.

14

2. Awareness of students' attitudes and beliefs

about learning facilitates learning for its
own sake and can assist educators in
reducing student apathy.
3. A further implication of the theory is that
assessment of abilities should measure all
forms of intelligence, not just linguistic and
logical-mathematical.

15

4.

5.

Students who have the freedom to choose different

strategies and approaches (encourages motivation)
may become more engaged in the learning process,
and these students will be more likely to approach
other problems with an open mind.
By using varied challenging projects/tasks of MI
variety, students will acquire problem-solving,
communication, collaboration, planning, and selfevaluation skills.

16

17

18

19

Vellu memotong sebiji kek yang

berbentuk bulatan kepada 2 bahagian
seperti yang ditunjukkan dalam
gambarajah. Vellu makan bahagian kek
yang lebih kecil manakala bahagian yang
lebih besar diberi kepada abangnya.

20

Sasser Computer Worm

Creator: 18-year-old German Sven Jaschan

Policewaffensen residents described Jaschan
as shy and withdrawn, and said he hoped to
study computing after finishing high school.
He only got involved when the talk turned
to computers. Ive never heard him talk
about anything else.
21

Dr. Syed Othman Alhabshi

Despite completing their university education, many of

our graduates are still unemployed. Why? One reason is
that the education system does not prepare graduates to
create their own employment opportunities. The obstacle
lies in the curriculum, which teaches students across the
board, without taking into consideration the interest-area of
a student. For example, if a student is inclined towards
entrepreneurship, then train him in that field. Hone his
skills and encourage him to become a successful
entrepreneur. That way he will no longer have to depend on
the Government or other sectors for work. Such graduates
can generate their own employment.
22

COMPULSORY READING

Lazear, D. (1991). SEVEN WAYS OF

TEACHING: The Artistry of Teaching with
Multiple Intelligences. Palatine, Illinois:
IRI/Skylight Publishing, Inc.
Wilson, L. O. (1998). [Online]. The Eight
Intelligence: Naturalistic Intelligence. Accessible:
http://www.newhorizons.org/strategies/environme
ntal/wilson2.htm.
23