Transcript Mastery of a concept or theory requires repeated exposure to that

Utah 57th Annual Utah Career and Technical Education
Conference
ADDING MULTIPLE INTELLIGENCE THEORY TO YOUR
CLASSROOM ENVIRONMENT
JENNIFER L. NIELSON AND JOANN WILSON
UTAH STATE UNIVERSITY
HOW CAN INSTRUCTORS EFFECTIVELY TEACH?
The learning styles of students need to be
considered when teaching.
 All students are naturally inclined to favor a
particular learning style.

HOWARD GARDNER
 “Mastery
of a concept or theory requires
repeated exposure to that
material…understanding is far more likely
to be achieved if the student encounters
the material in a variety of guises and
contexts”
Interpersonal
Naturalistic
(people smart)
(outdoor smart)
Spatial
Musical
(patterns and
spaces smart)
(music smart)
Intrapersonal
(me smart)
Multiple Intelligences
Overview
(number smart)
Bodilykinesthetic
Existential
(big picture
smart)
Logicalmathematical
Linguistic
(language smart)
(movement
smart)
BODILY-KINESTHETIC INTELLIGENCE
Includes the potential of using one’s body or
parts of the body to solve problems or fashion
products.
 Dancing, acting, fashion design, obstacle
courses, presentations, show-and-tell,
experiments, hands-on projects.

EXISTENTIAL INTELLIGENCE
Is the potential to engage in transcendental
concerns.
 Judgment role play, responsibility rules,
personal philosophy, goal-setting, moral
debates, sensory association, service, selfreflection.

INTRAPERSONAL INTELLIGENCE
Involves the capacity to understand oneself, to
have an effective working model of oneself—
including one’s own desires, fears, and
capacities—and to use such information
effectively in regulating one’s own life.
 Questionnaires, journaling, self-reflection,
open-ended projects and research, prioritizing,
goal setting.

INTERPERSONAL INTELLIGENCE
A person’s capacity to understand the
intentions, motivations, and desires of other
people and, consequently, to work effectively
with others.
 Group projects, class discussions, debates,
student teaching, creating a commercial, acting
a scene, interviews, presentations, Q&A.

LINGUISTIC INTELLIGENCE
Is characterized by sensitivity to spoken and
written language, the ability to learn languages,
and the capacity to use language to accomplish
certain goals.
 Lectures, journaling, research papers,
presentation, student teaching, notes,
storytelling, class discussions.

LOGICAL-MATHEMATICAL INTELLIGENCE
Involves the capacity to analyze problems
logically, carry out mathematical operations,
and investigate issues scientifically.
 Debate, measurements, calculations, quizzes,
research, cause and effect, comparisons,
series of events.

MUSICAL INTELLIGENCE
Is evidenced by skill in the performance,
composition, and appreciation of musical
patterns.
 Songwriting, rhythmic learning, memorization,
pneumonic devices, set it to music, advertising
jingles, background music, auditory
recognition.

NATURALISTIC INTELLIGENCE
Is characterized by expertise in the recognition
and classification of the numerous species of
[one’s] environment.
 Identifying differences, naturalistic metaphors,
compare and contrast, classification, ranking
objects or ideas, auditory and visual
recognition.

SPATIAL INTELLIGENCE
Features the potential to recognize and
manipulate the patterns of space and area.
 Navigation, blueprints, drawing a picture, visual
recognition, reinvention, visual comparison,
creating a poster or visual presentation, video
clips.

APPLYING INTELLIGENCES

Set goals for learning methods using theory of
multiple intelligences
 My educational goal is….
 I know it has been achieved when students
can…
 Which intelligences do the students need to
accomplish the educational goal?
REFERENCES
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Birkeland, J. (2002). Design for Sustainability. London: Earthscan.
Gardner, H. (1999). Intelligence Reframed: Multiple Intelligences for the 21st Century. New York:
Basic Books.
Gardner, H. (2006). Multiple Intelligences: New Horizons. New York: Basic Books.
Garavalia, L., Hummel, J., Wiley, L., & Huitt, W. (1999). Constructing the course syllabus: Faculty and
student perceptions of important syllabus components. Journal of Excellence in College Teaching,
10(1), 5-22.
Guidry, K. (2004). How green is your building? An appraiser’s guide to sustainable design. The
Appraisal Journal 72 (1):57-69.
Huitt, W., (2009). Bloom et al.’s taxonomy of the cognitive domain. Educational Psychology
Interactive. Valdosta, GA: Valdosta State University. Retrieved January 20, 2011, from
http://www.edpsycinteractive.org/topics/cogsys/bloom.html
Jones, L. (2008). Environmentally Responsible Design. John Wiley & Sons,
Inc., Hoboken, New Jersey.
Nielson, J. L. (2009). Course Syllabus: ID 3730 - Interior materials and construction. Utah State
University, Logan.
Overbaugh, R.C., & Schultz, L. (n.d.). Bloom's Taxonomy. Retrieved from
http://www.odu.edu/educ/roverbau/Bloom/blooms_taxonomy.html