By Maria J. Herrera and Sarah M. Kuntz

HOWARD GARDNER’S MULTIPLE

INTELLIGENCES AND ENGAGEMENT

Born July 11, 1943 in Scranton, Pennsylvania

Received his undergraduate degree (1965) and Ph.D (1971) from Harvard

Worked with Erik Erikson Inspired by Piaget to study

developmental psychology instead of law

Worked with gifted children and brain damaged adults

Published “Frames of Mind” which outlines the theory of multiple intelligences in 1983

MacArthur Prize Fellowship , 29 honorary degrees, 2011 Prince of Austria Award of Social Studies 

Currently continuing his research as a Professor of Cognition and Education at the Harvard Graduate School of Education

GARDNER

Hear it from him: 7 Minute VideoWhy Intelligences?

Feels IQ Tests are limited, ignore other abilitiesSeeks to define intelligence on a holistic scale

Intelligence:Set of skills used for solving genuine problemsCreates a productUsed to acquire new knowledge Important in the cultural context

THE MULTIPLE INTELLIGENCES THEORY

1. Isolation by Brain Damage2. Existence of Savants3. Core Operation4. Developed throughout History

5. Origin from Evolution6. Experimental Evidence7. Psychometric Findings8. Symbol System

CRITERIA OF AN INTELLIGENCE

MusicalVisual-SpatialVerbal-LingusticLogical-

MathematicalBodily-KinesteticInterpersonalIntrapersonal

THE INTELLIGENCES

He added the naturalist and the existential

(spiritual) intelligences later on.

Components

Identify and manipulate pitch, rhythm, timbre (tone)

Provide emotional effect

Criteria Met

1. Isolated in Brain2. Savants3. Core Operation4. Historical5. Evolutionary

MUSICAL

Activities: Music Composition, Percussion, Humming, Environmental Sounds, Singing, Tonal Patterns, Music Performance 

Eminem BeethovenMichael JacksonItzhak Perlman Mozart

Musicians, composer, band directors, disk jockeys, sound

board operator music teachers and conductors

Examples

ComponentsPerceive spatial

relationships accurately

Perform transformations

Ability to mentally rotate objects and think as if viewing from another angle

Produce a graphic representation

Criteria Met

1. Isolated in Brain2. Savants4. HistoricalCultural

VISUAL-SPATIAL

Activities: Guided Imagery, Active Imagination, Color Schemes, Patterns/Designs, Painting, Drawing, Mind-Mapping, Pretending, Sculpture, Pictures

Pablo PicassoLeonardo da VinciFrank Lloyd WrightSteven SpielbergStephen Wiltshire

Drawing cityscapes

Chess players, painters, architects, sculptors,

theoretical physicists, war strategists, cartographers or

film makers

Examples

ComponentsSemanticsPhonologySyntaxPragmatic function4 Aspects

Rhetorical Mnemonic Explanatory Words to describe

words

Criteria Met

1. Isolated in Brain2. Savants3. Core Operation4. HistoricalCultural

VERBAL-LINGUISTIC

Activities: Reading, Vocabulary, Formal Speech, Journal/Diary Keeping, Creative Writing, Poetry, Verbal Debate, Impromptu Speaking, Storytelling

Agatha ChristieMark TwainDanielle Steel

Poet, teacher, actor, politician, journalist , editor

and salesperson

Examples

Components

MathScienceLogicProblem SolvingPiaget

Object permanence Conservation of

Number

Criteria Met

2. Savants3. Core Operation5. EvolutionaryCultural

LOGICAL-MATHEMATICAL

Activities: Abstract Symbols, Outlining, Graphic Organizers Number Sequences, Calculation, Deciphering Codes, Syllogisms, Problem Solving, Pattern Games

Albert EinsteinStephen HawkingThomas EdisonBill GatesJake (Autistic Teen)

Scientists, engineers, mathematicians, computer

programmers, doctors, police investigators, researchers,

accountants, economists and lawyers

Examples

Components

Complete ability to manipulate the body

Fine motor movementsCoordinating neural

and muscle components

Memorization of sequences

Performing long sequences of motion quickly

Criteria Met

1. Isolated in Brain3. Core Operation4. Historical5. EvolutionaryCultural

BODILY-KINESTHETIC

Activities: Folk/Creative Dance, Role Playing, Physical Gestures, Drama, Martial Arts, Body Language, Physical Exercise, Inventing, Sports Games

Charlie ChaplinHarry HoudiniMichael JordanMichelle KwanBruce LeeBabe RuthMargot Fonteyn

Athletes, sports stars, actors, dancers, inventors, surgeons,

craftsmen, builders, mechanics, mime artists,

martial artists

Examples

The 2 personal intelligences are intrapersonal and interpersonal

They are centered around the way someone experiences themself in relation to others

The personal intelligences are “information processing capacities- one directed inward, the other outward” (243)

PERSONAL INTELLIGENCES

ComponentsDiscriminate between

a range of emotionsExplain emotions

through symbolic codes

Draw upon emotions to understand and guide their own behavior

Criteria Met

1. Isolated in Brain4. HistoricalCultural

INTRAPERSONAL

“To detect and to symbolize complex and

highly differentiated sets of feelings” (239)

Activities: Silent Reflection, Metacognition, Thinking Strategies, Emotional Processing, Mindfulness, Focusing/Concentration, Complex Guided Imagery 

Helen KellerFriedrich NietzschePlatoAristotleLao Tzu

Philosophers, gurus, mystics, sages, wise elders, novelists, counselors, poets,

song writers

Examples

Components

Read the desires of others and act on them

Sees hidden intentions of others

Ability to influence a group

Criteria Met

INTERPERSONAL

“The ability to notice and make distinctions among

other individuals’… moods, temperaments,

motivations and intentions” (239)

1. Isolated in Brain4. HistoricalCultural

Activities: Giving Feedback, Intuiting Others Feelings, Cooperative Learning, Communication, Empathy, Division of Labor, Collaboration, Receiving Feedback, Sensing Others Motives, Group Projects

Dr. PhilBill ClintonOprah WinfreyAnthony Robbins

Politicians, teachers, counselors, social workers, diplomats and

coaches

Examples

LOOKING AT GARDNER

Theories are not based off of studies, but off of other criteria

Many classroom work books are published with ideas on how to implement MI in the classroom Diffi cult to separate out the intelligences Most activities involved an intrapersonal or

interpersonal aspectOur study looks to implement some of

Gardner’s ideas in the classroom and measure them in a way that is practical for this small experiment

1. Will the students feel more engaged when working in a group or working by themselves based on their personal intelligence?2. Does the student’s level of engagement correlate with their Multiple Intelligence, as determined by the quiz?

2 BIG QUESTIONS

1. Maria hypothesized that, regardless of what the students were rated for intrapersonal or interpersonal, the trend will be that students feel more engaged in the group activities than the individual activities.2. Sarah hypothesized that the student’s level of engagement the during the activities will be based on their interpersonal and intrapersonal rating on the Multiple Intelligence quiz. There will be a trend that which activity they rate the highest will be dependent on which intelligences they scored the highest on.

THE TWO HYPOTHESIZES

1. The students take a Multiple Intelligence Quiz, to determine which of the intelligences are the most prominent for them.2. Students complete the 5 multiple intelligence activities by themselves.3. Students rate the individual activities.4. Students complete the 5 multiple intelligence activities in groups of 5.5. Students rate the group activities and how all the activities compare to each other as a whole.

EXAMINING THE ROLE OF MULTIPLE INTELLIGENCES IN THE CLASSROOM

For each group of options, rate each option as 1-5 based on how true they are for you. 1 means that this statement applies the most to you. 5 means the statement applies the least to you.

I like to listen to songs. 3 I like to draw, paint or make things with clay. 2I like to read books, magazines, and comic books. 1I like doing science experiments. 5I like to play sports or do physical activities such as dance, martial arts, running or biking. 4

THE M.I. QUIZ

I can usually tell how other people are feeling.

I am very aware of how I am feeling. X

THE M.I. ACTIVITIES

  Intrapersonal Interpersonal

Musical Create a rhythm with 3 instruments by yourself

Create a rhythm with a single instrument as a group of 5

Logic-Mathematical

Complete a math-worksheet by yourself

Complete a math-worksheet as a group of 5

Bodily Kinesthetic Relaxation techniques video by yourself

Relaxation techniques video as a group of 5

Visual-Spatial Complete a puzzle by yourself Complete a puzzle as a group of 5

Verbal-Linguistic Write a short story about an activity you personally do. How do you feel when doing this activity? –Answer by yourself

Write a short story about an activity you do as a class. How does the entire group feel while doing this activity? –Answer as a group of 5• Each activity lasted only 3 minutes

• Intrapersonal activities were done by four students at a time in an extra classroom

• Once every student completed the intrapersonal activities, we joined them in the classroom and completed the interpersonal activities in groups of five

For the following activities, rate each option as 1-5 based on how engaged you were in the activity.

5 Math Code Worksheet4 Relaxation Techniques Video3 Puzzle1 Creative Story2 Musical Rhythm

THE SURVEYS

Measuring retention is incredibly diffi cult when looking at all of the Multiple Intelligences

activities, especially when comparing intrapersonal and interpersonal, so we measured

engagement instead.“If you are very engaged in the activity you pay a lot of attention to it, were really focused on what you were doing and felt connected to the activity. If you aren’t engaged in an activity, it means that you aren’t paying much attention to it, you aren’t focused on it and you are thinking of something else or bored with the activity.” (As worded on the survey)

MEASURING ENGAGEMENT

THE STUDENTS

  Age Gender

1 10 F

2 11 M

3 10 M

4 11 F

5 11 M

6 11 F

7 10 M

8 11 M

9 11 F

10 10 F

The students were members of

5th Grade class at small Catholic

school.

Quiz

Activ

ities

Quiz

Activ

ities

Quiz

Activ

ities

Quiz

Activ

ities

Quiz

Activ

ities

Quiz

Activ

ities

Quiz

Activ

ities

Quiz

Activ

ities

Quiz

Activ

ities

Quiz

Activ

ities

1 2 3 4 5 6 7 8 9 10

0

20

40

60

80

100

120

MusicalVisual-SpatialVerbal-LingusticLogic-MathematicalBody-KinestheticInterpersonalIntrapersonal

According to the MI Quiz, all of the students were interpersonal, none were intrapersonal

8 of subjects rated the interpersonal activities as higher than the intrapersonal activities overall

2 subjects rated overall engagement in the intrapersonal activities as higher than the interpersonal activities

4 subjects rated overall participation in the intrapersonal activities as higher than the interpersonal activities

QUESTION ONE RESULTS

Quiz

Activ

ities

Quiz

Activ

ities

Quiz

Activ

ities

Quiz

Activ

ities

Quiz

Activ

ities

Quiz

Activ

ities

Quiz

Activ

ities

Quiz

Activ

ities

Quiz

Activ

ities

Quiz

Activ

ities

1 2 3 4 5 6 7 8 9 10

0

10

20

30

40

50

60

70

80

90

100

InterpersonalIntrapersonal

ENGAGEMENT AND PARTICIPATION

  Engagement Participation

1 Group Self

2 Group Group

3 Group Group

4 Group Self

5 Group Group

6 Self Group

7 Group Self

8 Self Self

9 Group Group

10 Group Group

3 students (3, 6, 10) ranked the intelligence they scored the highest on the MI Quiz as the highest average activity

3 students (2, 4, 9) ranked the intelligence they scored the 2nd highest on the MI Quiz as their highest average activity

2 students (4, 8) ranked the intelligence they scored the highest on the MI Quiz as their 2nd highest average activity

7 students (1, 2, 3, 4, 5, 8, 9) ranked the 2nd highest MI as their 2nd highest activity

QUESTION 2 RESULTS

EVIDENCE FOR

Musical

Visual-Spatial

Verbal-Lingustic

Logic-Mathematical

Body-Kinesthetic

Interp

ersonal

Intrap

ersonal

70 70

5465 65 69

5341.25

63.7570

80

6576

54

Student 7Quiz Activities

Musical

Visual-Spatial

Verbal-Lingustic

Logic-Mathematical

Body-Kinesthetic

Interp

ersonal

Intrap

ersonal

6482

4628

10082

41

77.5

50

77.5

50

100 95

21.5

Student 10Quiz Activities

Musical

Visual-Spatial

Verbal-Lingustic

Logic-Mathematical

Body-Kinesthetic

Interp

ersonal

Intrap

ersonal

47

95

32 29

57 55 50

83.75 86.25

16.25

36.2545

82

48

Student 3Quiz Activities

Musical

Visual-Spatial

Verbal-Lingustic

Logic-Mathematical

Body-Kinesthetic

Interp

ersonal

Intrap

ersonal

60 65 70

24

7078

34

90

56.2540

25

56.25 6070

Student 4Quiz Activities

EVIDENCE AGAINST

Musical

Visual-Spatial

Verbal-Lingustic

Logic-Mathematical

Body-Kinesthetic

Interp

ersonal

Intrap

ersonal

80 80

20

100

6070

40

97.581.25

28.75 32.5 40

76

54

Student 2Quiz Activities

Musical

Visual-Spatial

Verbal-Lingustic

Logic-Mathematical

Body-Kinesthetic

Interp

ersonal

Intrap

ersonal

2945

26

75 7051 49

88.75

58.75

3012.5

77.5 82

48

Student 5

Quiz Activities

Musical

Visual-Spatial

Verbal-Lingustic

Logic-Mathematical

Body-Kinesthetic

Interp

ersonal

Intrap

ersonal

67

18

41 4631

81

6.5

83.75 81.25

60

27.515

78

52

Student 6Quiz Activities

Musical

Visual-Spatial

Verbal-Lingustic

Logic-Mathematical

Body-Kinesthetic

Interp

ersonal

Intrap

ersonal

90 90

72

9580 78

44

81.25 75

50

31.2542.5

84

46

Student 9Quiz Activities

All the students, according to the MI Quiz, were interpersonal 2 of the students were ranked as interpersonal

with a margin of 5 points or less 2 students ranked the intrapersonal activities

higher than the interpersonal activities7 students gave music the highest average

ranking3 students had the Logical-Mathematical

scores on the quiz, but rated the activity very low

UNEXPECTED RESULTS

Larger test groupRange of agesCreate a truly intrapersonal environmentChoosing activities that are equally engagingDevelop a simpler quizUse observation in addition to the evaluationsGet outside input- eg. parents, teachersFurther experiments measuring participationFurther experiments measuring retention

ROOM FOR IMPROVEMENT

Thank you for your time.FIN