ERIC ED405376: Pocket Guide to Multiple Intelligences.

13 Pages·1996·0.47 MB·English

by  ERIC

DOCUMENT RESUME
TM 026 231
ED 405 376
Shirley, Linda J.
AUTHOR
Pocket Guide to Multiple Intelligences.
TITLE
National Dropout Prevention Center, Clemson, SC.
INSTITUTION
PUB DATE
96
NOTE
19p.
National Dropout Prevention Center, Clemson
AVAILABLE FROM
University, 205 Martin Street, Clemson, SC 29634-0726
(single copies and bulk orders of 25).
Reports
Non-Classroom Use (055)
PUB TYPE
Guides
Descriptive (141)
MF01/PC01 Plus Postage.
EDRS PRICE
*Cognitive Processes; Elementary Secondary Education;
DESCRIPTORS
*Intelligence; Interpersonal Competence; Kinesthetic
Perception; Linguistic Competence; Mathematical
Aptitude; Music; *Talent; *Teaching Methods; *Verbal
Ability; Visual Perception
*Gardner (Howard); Intrapersonal Skills; *Multiple
IDENTIFIERS
Intelligences
ABSTRACT
Howard Gardner's theory of multiple intelligences
(1983) suggests that human cognitive competence is best described as
a set of abilities, talents, or mental skills. All human beings
possess each of these intelligences to some extent, but individuals
differ in the levels of development and nature of their combination.
The seven intelligences identified by Gardner are: verbal/linguistic,
logical/mathematical, musical, visual/spatial, bodily/kinesthetic,
interpersonal, and intrapersonal. Applying this theory to teaching
allows previously unrecognized talents and abilities related to all
of these intelligences to be developed. The theory does not imply
that every concept or skill needs to be taught in seven different
ways, but it encourages teachers to incorporate a variety of
activities into a lesson or unit. If teachers show students that
there are different ways of learning by building on all of these
intelligences, students find new and creative ways to learn. Each of
these intelligences is reviewed, with a discussion of characteristic
strengths, the application of the type of intelligence, sample
assessment tools, and sample career options. (Contains 1 figure and
13 references.)
(SLD)
***********************************************************************
Reproductions supplied by EDRS are the best that can be made
from the original document.
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PREFACE
Under the leadership of researcher Dr. Howard Gardner, Harvard
University's Project Zero was begun in 1979 to investigate human
potential. It was from this project that Dr. Gardner developed the
Theory of Multiple Intelligences described in his 1983 book, Frames
of Mind. Gardner defines an intelligence as "the ability to solve
problems, or to create products, that are valued within one or more
cultural settings." Gardner believes that human cognitive compe-
tence is better described in terms of a set of abilities, talents, or mental
skills which he calls intelligences. All normal human beings possess
each of these intelligences to some extent; however, individuals differ in
the levels of development and nature of their combination.
The seven intelligences identified by Dr. Gardner are: verbal/
linguistic, logical/mathematical, musical, visual/spatial, bodily/ki-
nesthetic, interpersonal, and intrapersonal.
Traditional teaching tends to recognize and reward those students
who show strengths in verbal/linguistic and logical/mathematical
intelligences. Students weak in these intelligences are often identified
as slow learners or educationally at risk; however, when concepts are
presented through the intelligences in which they are strong, they are
In
as capable of learning as their traditionally successful peers.
addition, by applying this theory to teaching, previously unrecog-
nized talents and abilities related to the other intelligences can be
developed.
The theory does not imply that every concept, skill, or idea needs
to be taught in seven different ways. In fact, most activities easily
integrate one or more of the intelligences. However, it encourages
teachers to incorporate a variety of activities within a lesson, a unit,
and throughout the semester so that all students, but especially those
who are at risk, have increased chances for school success. When
educators show students that there are different ways of
learning by building upon all of the intelligences, students
new and creative ways to solve problems, achieve
find new
success, and become lifelong learners.
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