GARDNER’S MULTIPLE INTELLIGENCE People who have the Intelligence: Novelists,

Therapists, Sages, Psychologists &

Multiple Intelligence Philosophers
The theory of multiple intelligences is Howard
Gardner's theory that proposes that people are not 3. Linguistic
born with all the intelligences. It also says that - Ability to use language to excite, please,
everyone is intelligent in at least nine different ways convinces, stimulate or convey information.
and can develop each aspect of intelligence to an Involves not only ease in producing language, but
average level of competency. Intelligence, as also sensitivity to the nuances, order and rhythm of
defined by Gardner, is the ability to solve problems words.
that are valuable in one or more cultural settings Activities: Book reporting. Telling jokes, Writing
(Seemas Academy,2015). words, Reading, Journal writing & speaking
Gardner’s as cited in Seemas Academy (2015) Effects on Learning: The teachers stress a
identified nine multiple intelligences and break curriculum based on learning- reading,
down the intelligence which categorize the talents writing, and speaking
and skills of individual. Gardner said, “The kinds of People who have the Intelligence: Poet, Authors,
intelligence would allow different ways to teach, Reporters, Speakers, Attorneys, Talk-show
rather than one." hosts, Politicians, Teachers & Lecturers

The Type Of Multiple Intelligences 4. Interpersonal

1. Logical-Mathematical - Ability to understand other people, to
- Ability to explore patterns, categories, and notice their goals, motivations, intentions, and to
relationships by manipulating objects or symbols, work effectively with them. Empathize with others,
and to experiment in a controlled, orderly way. observe and understand others ‘moods, feelings,
Ability to reason either deductively or inductively temperament.
and to recognize and manipulate abstract patterns Activities: Debating with the team, Collaborating
and relationships. with peers, Participating in community
Activities: Analyzing, Reasoning, Logic Games, service, & Interviewing others
Synthesis, Numbers Outlining, Sequencing, Effects on Learning: The teacher should generally
Patterns, Rational Thinking, Problem use cooperative learning in the classroom.
Solving, Scientific Thinking & Statistics Students with this intelligence are free to
Effects on Learning: The teacher should interact and are expected to do so: perfect
concentrate on concepts that are both logical for the extrovert.
and abstract. People who have the Intelligence: Politicians,
People who have the Intelligence: Religious leaders, Counselors, & People in the
Mathematicians, Engineers, Physicists, helping professions
Researchers, Astronomers & Scientists
5. Bodily-Kinesthetic
2. Intrapersonal - Ability to use fine and gross motor skills in
- Ability to gain access to understand one's sports, the performing arts, or arts and crafts
inner feelings, dreams and ideas. Personal production. Bodily Intelligence involves using the
knowledge turned inward to the self. This form of body to solve problems, to create products, and to
intellect entails the ability to understand one's own convey ideas and emotions.
emotions, goals and intentions. Activities: Acting, Charades, Collections,
Activities: Journal writing, Making individualized Demonstrations, Experiments, Field Trips,
project, Writing autobiography, Evaluating & Gymnastics
own work, Creating goals & Independent Effects on Learning: The teacher should apply and
reading encourage experiential learning and have
Effects on Learning: The teacher should have a lots of movement in class. It may be a
great support for the student who has trouble challenge to both the logical learner and the
functioning in groups. intrapersonal learner.
People who have the Intelligence: Athletes. appreciation, and understanding of the natural
Jugglers, Instrumentalists, Artisans, Actors, environment.
Dancers, Swimmers, & Acrobats Activities Caring for plants and animals, Leading
beautification projects, Collaborating
6. Visual-Spatial environmental groups, & Researching or
- Ability to perceive and mentally reporting global issues
manipulate a form or object, and to perceive and Effects on Learning: The teacher should immerse
create tension, balance and composition in a visual students to the environment wherein they
or spatial display. Ability to create visual-spatial promote and protect it through their own
representations of the world and to transfer those initiative.
representations either mentally or concretely. People who have the Intelligence: Farmers,
Activities: Brochures, Painting, Collages, Ranchers, Hunters, Gardeners, Animal
Photography, Drawings, Posters, Flow handlers, Botanists, Geologists
Chart, Pretending, Mapping , Sculpting,
Molding Clay, Visualization, Patterns, Idea 9. Existential
Sketching, & Labelling - Existential Intelligence is concerned with
Effects on Learning: The teacher will provide a the inner life of mind and spirit and its relationship
great learning environment for visual to being in the world. It implies a capacity for a
learners. The artistic students will do well in deep understanding of existential questions and
this classroom. insight into multiple levels of consciousness; and
People who have the Intelligence: Sailors, also implies awareness of spirit as the creative life
Engineers, Surgeons, Sculptors, Painters, force of evolution.
Cartographers, & Architects Activities: Pondering the meaning of life, Working
with charity groups, Volunteering for community
7. Musical service, Journal writing, & Group discussion
- Ability to enjoy, perform or compose a Effects on Learning: The teacher should explore
musical piece. Includes sensitivity to pitch, rhythm students deep questions about human
of sounds, as well as responsiveness to the existence.
emotional implications of these elements. People who have the Intelligence: Philosopher,
Activities: Sing Ballads, Create Chants, Create Philanthropist, Pastor, Public speaker, Meditation
Concepts Songs, Discographies(lists of instructor, & Counselor
musical selections to enhance what you are
learning or teaching.), Environmental
Sounds, Humming, & Illustrate with Sounds Laws of Learning
Rhythms Edward Thorndike is famous in psychology for
Effects on Learning: The teacher should have a his work on learning theory that leads to the
relaxed classroom but may find it harder to development of operant conditioning within
relate to those students who are not “in tune” Behaviorism. Behaviorism focuses on the
with music. importance of learning from the consequences of
People who have the Intelligence: Singers, our behavior. He introduced the different Laws of
Composers, Instrumentalists, Conductors, Learning (Torqueza, 2017).
People who enjoy, understand, use, create, According to Torqueza (2017), the
perform, and appreciate music and/or following are the Laws of Learning:
elements of music. Primary Laws of Learning
1. Law of Readiness
8. Naturalist • The degree of preparedness and eagerness to learn
Ability to recognize flora and fauna, • Law of Action Tendency
communion with the natural world and its • Individuals learn best when they are ready to
phenomena. Involves the full range of knowing learn, and they will not learn much if they see no
what occurs in and through our encounters with the reason for learning.
natural world including our recognition,
Educational Implications 2. Law of Recency
The teacher should arouse curiosity for Things most recently learned are best
learning, so that the pupils feel ready to imbibe the remembered, while the things learned some time
new experiences. The teacher should, before taking ago are remembered with more difficulty. Frequent
up the new lesson arouse the interest and desire of review and summarization help fix in the mind the
the students to learn. material covered.
Educational Implications
2. Law of Exercise Instructors recognize the law of recency
• Things that are most often repeated are best when they plan a lesson summary or a conclusion of
remembered the lecture. Repeat, restate, or reemphasize
• Law of Use: the learning are strengthened with important matters at the end of a lesson to make
repeated trial or practice – Law of Disuse: learning sure that learners remember them instead of
are weakened when trial or practice is discontinued inconsequential details.
Educational Implications
The teacher should provide different 3. Law of Intensity
opportunities for learners to practice or repeat the The law of intensity states that if the
task. (recall, manual drill, review etc.) The teacher stimulus (experience) is real, the more likely there
should have constant practice in what has once been is to be a change in behavior (learning). A vivid,
learnt. Delayed use or long disuse may cause dramatic or exciting learning experience teaches
forgetfulness. more than a routine or boring experience.
Educational Implications
3. Law of Effect A learner will learn more from the real thing
• Learning is strengthened when it is accompanied than from a substitute. Demonstrations, skits, and
by a pleasant or satisfying feeling models do much to intensify the learning
• Learning is weakened when it is associated with experiences of learners.
an unpleasant feeling.
• The emotional state of the learner affects the Types of Learners
learning. Learning is the acquisition of habits,
Educational Implications knowledge & attitudes. It involves new ways of
As a failure is accompanied by a doing things and it operates in individuals attempts
discouraging emotional state, it should be avoided. to overcome barrier or to adjust new situations. It
Reward and recognition play a great role in represents progressive changes in behavior. It
encouraging the pupil. Punishments should be enables him to satisfy interests to attain goals
avoided as far as possible. Punishment produces (Rahman, 2018).
a negative effect, and it causes discouragement. Rahman (2018) identified the four types of
learners with the given descriptions.
Secondary Laws Of Learning 1. Visual learning style
1. Law of Primacy - This means you learn by seeing & looking.
“Learning that takes place in the beginning is the Characteristics:
best and lasting.” Learning should be done correctly a. Learning through seeing and reading
for the first time since it is difficult to “unlearn” or b. Observing rather than talks or acts
change an incorrectly learned material. c. Preferring written directions
Educational Implications d. Often good readers
The learning on the first day is most vivid e. Usually a good speller
and strong. The teacher also should be most serious f. Memorizing by seeing graphics and pictures
on the first day of teaching. For the instructor, this g. Remembering faces
means that what they teach the first time must be
correct. It is more difficult to un-teach a subject 2. Auditory learning style
than to teach it correctly the first time. – this means you learn by hearing and
listening.
Characteristics:
a. Learning through listening and talking
b. Remembering what they hear better than what
they see
c. Preferring to listen to instructions
d. Enjoys Talking
e. Enjoy music
f. Talking to self-aloud
g. They remember what they hear more clearly than
what they see or feel
h. Discussing what you have learned with other

3. Kinesthetic learning style

– this means you learn by touching and
doing.
Characteristics:
a. Learning through doing
b. Taking notes or lecture
c. Highlighting or underline
d. Enjoying doing activities
e. Reading is not a priority
f. Using hands while talking
g. Poor speller
h. Likes to solve problems by physically working
through them

4. Olfactory Learner
- refers to sense of smell and taste.
Characteristics:
a. Learning best though the sense of smell and taste
b. Associates a particular smell with specific past
memories
c. Finding that smells add to learning
d. They identify smells