Multiple Intelligences for Classroom Teaching

Understanding multiple intelligences is crucial for teachers because it acknowledges that students learn in diverse ways. Howard Gardner’s theory of multiple intelligences identifies different types of intelligences—such as linguistic, logical-mathematical, spatial, bodily-kinesthetic, musical, interpersonal, intrapersonal, and naturalistic—through which students may excel. Recognizing these differences allows teachers to create a more inclusive and effective learning environment.

In a classroom, using the multiple intelligence approach helps teachers cater to the individual strengths of students. For instance, a student with strong bodily-kinesthetic intelligence may grasp concepts better through hands-on activities, while one with interpersonal intelligence may thrive in group discussions and collaborative work. By offering varied teaching strategies, such as visual aids for spatial learners, music for auditory learners, and logical puzzles for analytical thinkers, teachers can ensure that all students have access to learning in ways that resonate with them.

Additionally, this approach encourages student engagement. When students feel their unique strengths are acknowledged, they are more likely to participate actively and retain information. It also fosters self-awareness, as students begin to understand how they learn best, boosting confidence and academic performance.

In practice, teachers can incorporate multiple intelligence strategies by designing diverse lesson plans that include group activities, individual reflections, creative projects, physical movement, and problem-solving exercises. This variety not only accommodates different learners but also enriches the overall learning experience.

2. Theory of multiple intelligences
•Each person possesses all the eight .
•Everyone has the capacity to develop all the
intelligences.
•All the intelligences function together in ways
unique to each person.
•Intelligences usually work together in complex
ways.

4. Who are Auditory Learners?
•They learn through verbal lectures, discussions, talking things
through and listening to what others have to say.
•Interpret the underlying meanings of speech through listening to tone
of voice, pitch, speed.
•Make speeches and presentations
•Use a tape recorder during lectures instead of taking notes.
•Benefit from reading text aloud.
•Create musical jingles to aid memorization
•Create mnemonics to aid memorization
•Use verbal analogies, and story telling to demonstrate their point

5. Auditory Learning Styles

6. Who are Visual Learners?
•See the teacher's body language and facial expression to fully
understand the content of a lesson .
•Use visual materials such as pictures, charts, maps, graphs,
diagrams, illustrated text books, overhead transparencies, videos,
flipcharts and hand-outs etc.
•Use colour to highlight important points in text
•Take notes or asks teacher to provide handouts
•Illustrate their ideas as a picture or brainstorming bubble before
writing them down
•Often prefer to take detailed notes to absorb the information.
•Use multi-media (e.g. computers, videos, and filmstrips)
•Study in a quiet place away from verbal disturbances
•Visualize information as a picture to aid memorization

7. Diagrams

10. Illustrated Text Books

11. I
looklike
you

12. Tactile/Kinesthetic Learners
•learn through , moving, doing and touching
•Take frequent study breaks
•They learn through a hands-on approach, actively
exploring the physical world around them
•They may find it hard to sit still for long periods , chew gum
while studying
•Use bright colors to highlight reading material
•Dress up their work space with posters
•Listen to music while they study.
•Skim through reading material to get a rough idea what it is
about before settling down to read it in detail.
 Verbal/Linguistic This learner focuses
on words and language to express
themselves and to remember
information. The student will do best at
oral presentations and written tasks
Ideal Profession: a writer, lawyer or poet

14. Multisensory Methods

15. Tracing

16. The creative process and learning process, if not the same
thing are so closely associated, we will never be able to
separate them.
-Ron Davis

17. VAKT Spelling Method
•Say the word clearly
•Say the syllables while tracing the words
•Say the word clearly
•Turn the flashcard over and say the word clearly
•Write the word while saying the syllables
•Say the word clearly
•Check the spelling
• Repeat steps if the word is incorrect

20. What is Logical Intelligence?
Logical intelligence means ability to use
reason, logic and numbers.
Ability to think in patterns making
connections between pieces of
information.
It is generally associated with scientific
and mathematical thinking.

21. Characteristics of
Logical/Mathematical Learner
They tend to learn better by
Recording information systematically
Setting up experiments (“What if…?”)
Analyzing data
Asking logical questions

22. Students will be better equipped in
Listing or organizing facts
Applying deductive reasoning skills
Analyzing data
Using graphic organizers
Working with number sequences
Deciphering codes
Creating or finding pattern
Conducting an experiment

23. Compare & contrast different periods of
history

24. Create number sequences & have
a partner find the pattern

25. Use of "Math manipulatives," such as
pattern blocks, cubes, and geo-boards

26. Learn to read, write, & decipher
“code language”

27. Predict what will happen in
several current-event stories
Environmental movement
Narmada Bachao Andolan
Land reform movement

28. •Capacity to think in images
and pictures, to visualize
accurately and abstractly.
Visual-Spatial Intelligence

29. Characteristics of a visual/spatial
learner
These type of learners think in,
•creating pictures in their head to help
them remember information.
•Sometimes they enjoy looking at maps,
charts, pictures, videos, and movies.

30. Teaching Activities:: visual presentations, art
activities, imagination games, mind-mapping,
metaphor, visualization, etc.
Spatial Learners
Teaching Materials: graphs, maps, video, art
materials, optical illusions, cameras, picture library,
etc.
Instructional Strategies: see it, draw it, visualize
it, color it, mind-map it.

31. Using highlighters and markers to
colorize parts of a story

32. Feeling the visual patterns that
appear in the natural world.

33. Check list for Spatial Learner
If you have strong spatial intelligence
you might learn better by
• Studying pictures
• Watching videos
• Using visual, tangible aids
• Doing mazes, puzzles
• Making predictions
• Using the internet

34. Musical Intelligence
•Produce and appreciate rhythm, pitch and
timber

35. Why bring music in
our lessons?
Songs strengthens
the learning process
and
leads to PMA –
Permanent Memory
Acquisition.

37. Verbal Linguistic Intelligence
•Linguistic
Intelligence
(Word Smart)
is the capacity
to use
language.

38. •Pretend you're
a
newsreader/rep
orter- Read the
geographical
news, natural
phenomenon
and climatic
reports.
• Write song
lyrics
•Develop a
brochure on the
Industries of
India, Natural
Resources etc.
•Create Mock UN
Sessions ,Trade
Fairs.
• Create Jingles

39. Bodily-Kinesthetic Intelligence
•Ability to control one’s body movements
and to handle objects skillfully
•Use different parts of the body to as a
"rule" to measure different things
•Learn the alphabet and/or spelling through
body movements & physical gestures.
•Embody” ( Act out) the meaning of
vocabulary words.

41. Interpersonal
 Intelligence
Strengths: Understanding and
Relating to Other People
Those who have strong
interpersonal intelligence are
good understanding and
interacting with other people.
These individuals are skilled at
assessing the emotions,
motivations, desires and
intentions of those around them.

42. Ideas to bring out Interpersonal
Intelligence
•Experiment with joint story-writing- one
starts then pass it on.
•Analyze the message or moral of a story
with a group- reach an agreement.
•Teach & play a series of non-competitive
games.
•Have students work in pairs to learn &
improve sports skills.

43. Ideas to bring out Interpersonal
Intelligence
•Assume the perspective of another culture &
discuss a current news item.
•Find the relation of geography/climate to
customs/values.
•Solve complex story problems in a group.
•Conduct an “interviewing others” research
project & calculate result as percentages.
• “Each one teach one” new math
processes/operations

44. Intrapersonal Intelligence
•Capacity to be self-aware and in tune with
inner feelings, values beliefs and thinking
processes

45. Intrapersonal
•Teaching Activities: individualized instruction,
independent study, options in course of study, self-esteem
building, etc.

Teaching Materials:Teaching Materials: self-checking materials, self-checking materials,
journals, materials for projects, etc.journals, materials for projects, etc.

Instructional Strategies:Instructional Strategies: connect it to your connect it to your
personal life, make choices with regard to itpersonal life, make choices with regard to it

46. Naturalist Intelligence
•Ability to recognize and categorize plants,
animals and other objects in nature

47. LD CHECKLIST
•LEARNING DIFFICULTIES CHECKLIST
• 
•Check list for Identification of Learning Difficulties
• 

  GENERAL
1
Always needs individual instructions.
2
Finds it difficult to comprehends simple instructions
3
Finds it difficult to recall instructions and work on
assigned task.
4
Has trouble knowing how to share/express feelings
5
Cannot sit in one place for more than 2 mins.
6
Drops or bumps into things frequently.
7
Has difficulty with self-control when frustrated.
8
Rarely shows desire to learn new things.

48.  
SPEAKING SKILLS
1
Had delays in learning to speak [Pre-primary]
2
Modulates tone of voice inappropriately; speaks in monotone, or too
loud
3
Has problems naming objects or people
4
Uses vague, imprecise language; has a small vocabulary
5
Speech is slow or halting; uses verbal “stalling” mechanism (“uh,” “um,”
“you know”)
6
Frequently mispronounces words
7
Uses improper grammar.
8
Often uses hand gestures and body language to help convey
message
  
9Avoids talking (especially in front of strangers, authority figures, or
groups)

49. READING SKILLS
Is confused when identifying alphabets [both small and upper case letters]
Confused between similar letters e.g. b-d, m-w.
Has problems connecting letters to the sounds they make
Has trouble blending letters together
Has trouble blending sounds together to make words
Has difficulty recognizing and remembering common “sight words”
Reads very slowly and hesitantly/pauses frequently.
Often misses the syllable while reading.
Often misses words [omission] or adds extra words while reading.
Reads words in reverse e.g. on-no, pam-map.
Misreads words of similar visual appearance e.g. led-let, horse-house etc. [Uses
Substitutes]
Constantly loses place or misses out whole sentences. [Alignment]
Ignores Punctuations.
Has poor comprehension of main ideas and themes
Has poor retention of new vocabulary

50. HANDWRITING
Has awkward and uncomfortable pencil hold.
Has inappropriate writing posture and paper position.
Demonstrates poor ability to color or write “within the lines”
Finds it difficult to form letters correctly.
Writes mirror images/ reversals
Uses uneven spacing between letters and words, and has trouble staying “on
the line”.
Finds it difficult to copy correctly from the board/book.
Disregards punctuations/ capital letters
Has illegible handwriting.
Demonstrates delays in learning to copy and write.
Finds it difficult to complete any written work in allotted time.

51. WRITING SKILLS
Has difficulty in writing letters in correct sequence.
Spells words as they sound e.g. busy- bizzy.
Omits letters e.g. trip –tip.
Adds letters e.g. want – whant.
Is confused in spellings e.g. bad-bed, son-sun
Has difficulty with spellings in general.
Has difficulty in discriminating right from left and vice versa.
Cannot spot errors in his own work
Finds it difficult to frame and write simple complete sentences.
Has messy and incomplete writing,

52. MATHS SKILLS
Has difficulty in identifying and reading numerals correctly.
Has trouble in putting numerals in proper sequence.
Writes numbers in mirror images
Has trouble counting numbers backward and forward
Has difficulty recognizing quantities without counting
Has difficulty with comparisons (e.g., less than, greater than).
Has trouble positioning numbers in the correct places (e.g., one on top
of the other), resulting in computation errors
Has trouble distinguishing between symbols i.e. [<, >, =, +, --, ÷, ×]
Has difficulty in understanding the concept of carrying over.
Has difficulty in understanding the concept of borrowing
Is confused about basic arithmetic operations & applications. i.e. [+, --,
÷, × ]
Finds it difficult to decode word problems into mathematical symbols
and solve them.

53. STUDY SKILLS
Has difficulty sustaining attention in play activities and work
tasks Is able to pay attention and concentrate.
Does not appear to listen when spoken to directly
Does not follow through on instructions and fails to finish
schoolwork, activities or assigned task.
Has difficulty organizing tasks and activities
Finds it difficult to organize and integrate thoughts.
Consistently loses things. Does not take responsibility for his
belongings.
Is forgetful in daily/routine activities.
Gives up on assigned task easily.

54. BEHAVIOURAL DIFFICULTIES
Is constantly seeking attention.
Is impulsive
Is easily frustrated [Tends to get angry or cries easily]
Finds it difficult to wait for his turn.
Finds it difficult to interacts freely with his peers
Likes to mingle with children younger than him/her.

55. THANK YOUTHANK YOU