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