Diploma program on Multiple intelligences in Classroom and Blooms taxonomy is an exclusive training program launched by SNVP College & SOE for preparing experts on the use of multiple intelligences and blooms taxonomy in schools.

Using Blooms six levels of thinking, teachers can engage their students in high order of thinking that makes the lessons and activities more exciting and challenging. On the other hand, application of multiple intelligences allows teachers to provide different ways of engaging children in learning. SNVPs diploma course on Multiple Intelligences and Blooms Taxonomy will help teachers to come to regard to intellectual ability more broadly. It can allow them to plan authentic learning based on students’ needs, interests and talents.

It is important for every school to have a teaching staff that is well trained on the use of multiple intelligences and blooms taxonomy as the overall performance of students is based on these two approaches of learning. The training program on MI and BT can also be called learning enhancement program. MI and BT training urges a rethinking of how teachers should approach subjects and topics for enhancing students’ learning. Being trained on the use of MI and BT, teachers can successfully prepare unit lessons, work effectively on low order as well as high order of thinking skills and planning different activities based on MI and BT. The training on MI and BT will prepare teachers to use grid matrix for planning curriculum and doing comprehensive assessment. It will expose them to a range of thinking tools such as X Y W chart, LDC, TAP, concept map, mind map, KWLH, PMI chart, SOWC, etc. Planning an effective curriculum is the prime responsibility of teachers and MI and BT help teachers in planning a curriculum that has the characteristics of quality, depth and rigour.


    The theory of multiple intelligences was proposed by Howard Gardner in 1983 to more accurately define the concept of intelligence and to address the question whether methods which claim to measure intelligence (or aspects thereof) are truly scientific.

    Gardner’s theory argues that intelligence, particularly as it is traditionally defined, does not sufficiently encompass the wide variety of abilities humans display. In his conception, a child who masters multiplication easily is not necessarily more intelligent overall than a child who struggles to do so. The second child may be stronger in another kind of intelligence and therefore 1) may best learn the given material through a different approach, 2) may excel in a field outside of mathematics, or 3) may even be looking at the multiplication process at a fundamentally deeper level, which can result in a seeming slowness that hides a mathematical intelligence that is potentially higher than that of a child who easily memorizes the multiplication table.

    The Eight Intelligences :

    1) Verbal-Linguistic
    - The Writer/Speaker Children with strong Verbal-Linguistic intelligence will have a propensity to produce language and sensitivity to the nuances, order and rhythm of words. These students love to read, write and tell stories. They have good memories for names, places, dates and trivia. Professionals with strong VL intelligence will be writers, public speakers, teachers, and actors. Some historical examples include Abraham Lincoln, T.S. Elliot and Charlton Heston.

    2) Math-Logical – The Scientist
    Children with strong Math-Logical intelligence have the ability to reason deductively and can recognize and manipulate abstract patterns or relationships. Students who have strong problem-solving and reasoning skills will excel in this intelligence. Adults with this intelligence will work as scientists, mathematicians, computer programmers, lawyers or accountants. Some historical examples include Albert Einstein, Nicolae Tesla, Alexander Graham Bell.

    3) Spatial – The Builder
    Children with Spatial intelligence have the ability to create visual-spatial representations and can transfer them mentally or concretely. Students who exhibit this intelligence need a mental or physical “picture” to understand the information being presented. Professionals in this intelligence are typically graphic artists, architects, cartographers and sculptors. Some historical examples include Frank Lloyd Wright, Pablo Picasso, and Bobby Fischer.

    4) Musical – The Composer
    Children with strong Musical intelligence have great sensitivity to the rhythm of sounds (e.g. pitch, timbre, composition). Students strong in this intelligence will enjoy listening to music and may ultimately work as singers, songwriters, composers, or even music teachers. Some historical examples include Ludwig van Beethoven, J.S. Bach, and Mozart.

    5) Bodily-Kinesthetic – The Athlete
    Children with strong Bodily-Kinesthetic intelligence gravitate towards athletics; however, they also may use their bodies to solve problems, or convey ideas and emotions. Students with BK intelligence will be good at physical activities, have good hand-eye coordination and may have a tendency to move around a lot while expressing themselves. Professionals using BK intelligence will include athletes, surgeons, dancers and even inventors. Some historical examples include Michael Jordan, Tiger Woods, and Andre Agassi.

    6) Interpersonal – The Peacemaker
    Children with strong Interpersonal intelligence work effectively in a group and understand and recognize the goals, motivations and intentions of others. Students with this intelligence thrive in cooperative, group work situations and are skilled at communicating, mediating and negotiating. Professionals in this intelligence may be teachers, therapists, and salespeople. Some historical examples include Mohandas Gandhi, Mother Theresa and Ronald Reagan.

    7) Intrapersonal – The Philosopher
    Children who are strong in the Intrapersonal intelligence have the ability to understand one’s own emotions, goals and motivations. These students have good instincts about their strengths and abilities. This intelligence will be highly developed in professionals who work as philosophers, psychiatrists or religious leaders. Some historical examples include Eleanor Roosevelt and Sigmund Freud.

     8.) Naturalist – The Earth Lover

    Children with strong focus in this intelligence will exhibit an affinity for all things nature. These students will enjoy and thrive when learning about nature topics, such as flora and fauna. Some professions with focus on this intelligence will include forest rangers, botanists, farmers and biologists. Some historical examples include Charles Darwin, John Muir.


    In 1956, Benjamin Bloom headed a group of educational psychologists who developed a classification of levels of intellectual behavior important in learning. Bloom found that over 95 % of the test questions students encounter require them to think only at the lowest possible level…the recall of information.Bloom identified six levels within the cognitive domain, from the simple recall or recognition of facts, as the lowest level, through increasingly more complex and abstract mental levels, to the highest order which is classified as evaluation.

    Six levels of Blooms :

    1. Remembering / Knowledge or recall of data, expresses the natural urge to recall previously learned material. So knowledge, or being told, can be a foundation for very much learning. It provides a basis for higher levels of thinking, but is rote in nature. Insight rides on top of it.
    2. Understanding / Comprehension, the ability to grasp meaning, explain, restate ideas, means understanding the basic information and translating, interpreting, and extrapolating it.
    3. Application, or using learned material in new situations, involves using information, ideas, and skills to solve problems, then selecting and applying them appropriately.
    4. Analysis suggests separating items, or separate material into component parts and show relationships between parts. It also means breaking apart information and ideas into their component parts.
    5. Creating / Synthesis suggests the ability to put together separate ideas to form new wholes of a fabric, or establish new relationships. Synthesis involves putting together ideas and knowledge in a new and unique form. This is where innovations truly take place.
    6. Evaluation is the highest level in this arrangement. Here the ability to judge the worth of material against stated criteria will show itself. Evaluation involves reviewing and asserting evidence, facts, and ideas, then making appropriate statements and judegments.
  • Minimum Duration: 1 Year
    Maximum Duration: 1 year 4 Months
    Course Fee: Rs. 12,000
    Minimum Age: No bar
    Maximum Age: No bar

    10th or Equivalent

    Programme Duration

    The course for ‘Diploma in Multiple Intelligence in classroom and Blooms Taxonomy’ will be transacted in 1 Year ( 6 Modules to be covered)
    Extension can be given upto the period of 4 months (Only in special cases)
    Date of joining- You can join the course in any month

    Programme Structure

    Course Process
    Students will have their personal tutors who will guide them through course material. Students can make use of e-mail to correspond with tutors and all students will have the facility to interact with the tutors through the discussion forum and chat facility on our website. The course has 6 modules that have to be covered within 6 month duration. You can join the distance learning course in any month and there will be no specific beginning of the academic year. The 6-month duration will be counted from the date you have joined the course.

    Mode of Course
    The distance course will have two mode depending on the suitability of the applicants:

    Study materials ( CD / DVD ) will be couriered to you at your residential address. Personal tutors will be allotted to guide you through the course content. You can correspond with your tutor through email or chat facility at fixed intervals. Upon enrolling, you will be allotted a personal tutor, whom you may contact (through fax, or E-mail: mypersonaltutor@educatorstraining.in) when require any assistance.

    You can download the study material online from our website/email it to you. Personal tutors will be allotted for online mode too. You can correspond with your tutor through email or chat facility at fixed intervals. Upon enrolling, you will be allotted a personal tutor, whom you may contact (through fax +91-121-2621504, or E-mail: mypersonaltutor@educatorstraining.in) when require any assistance.

    The course content, eligibility, criteria and evaluation method will remain same for both the postal and online course.

    The course work will be assessed through Continuous and Comprehensive Evaluation and it will be based on different criteria and techniques. It would provide enough feedback and space for improvement. Scheme of Evaluation will involve assessment on the basis of Assignments and Test Papers.

    At the end of each module, students will be required to submit an assignment that will be subsequently evaluated and graded. The assignments have to be submitted latest by the due dates. Once you have submitted your assignment, your work will be assessed and graded. Your grades will be sent to your tutor, who will have the responsibility of notifying you of your grades (through e-mail as well as post) along with his/her personal comments on your work. There will be six assignments-one each for 6 modules. Students can submit their assignments through e-mail. There will be two test papers at the end of the course. Once you have completed all six assignments and two test papers, you will be awarded your Diploma in Multiple Intelligence in classroom and Blooms Taxonomy that will reflect an average of all assignments grades and test grades. You will be given your overall grade. The Diploma in Multiple Intelligence in classroom and Blooms Taxonomy will be issued within one month after course completion to the students who will successfully complete the course and have a pass grade in both test papers.

    Hands on Training
    We also conduct workshops and provide professional exposures to students during the course session in order to impart them hands on training.



    Chapter 1: Introduction to multiple intelligences theory.
    Chapter 2: Description of multiple intelligences.
    Chapter 3: Application of multiple intelligences in classrooms.
    Chapter 4: Reflection on multiple intelligences.
    Annexure I : Multiple intelligence test.
    Annexure II: Checklist for assessing students’ multiple intelligences.
    Comparison of Traditional View of Intelligence and Multiple Intelligences.
    Summary of the Eight Intelligence.
    Multiple Intelligences: Classroom Application.
    Eight Intelligences and Meaning.
    The Engaging Wheel (Seven Intelligences, 1983).
    Eighth Intelligence (added in 1999).
    Applying the Engaging Wheel.


    Chapter 1 Understanding bloom’s taxonomy.
    Chapter 2 Classroom application of bloom’s taxonomy.
    Chapter 3 Thinking tools for classroom application of bloom’s taxonomy.
    Chapter 4 Bloom’s taxonomy and rubrics.

    Tables and figures

    • Category, Examples and Key Words for Cognitive Domain.
    • Category, Examples and Key Words for Affective Domain.
    • Categories, Examples and Key Words for Psychomotor Domain.
    • Revised Bloom’s Taxonomy Table Matrix.
    • Thinking Tool Kit.
    • Using Bloom’s Taxonomy to Write Rubrics.
    • Model of Cognitive Domain.
    • Model of Affective Domain.
    • Model of Psychomotor Domain.
    • Models of Older and New Version of Blooms Taxonomy.
    • Combination of Original and Revised Bloom’s Taxonomy.
    • Building Applying and Transferring (BAT) Learning Model.
    • 5-Step Model to Move Students toward Critical Thinking.
    • Teaching Wheel.
    • Select Activity Wheel.

    APPENDIX 1: Levels of Learners’ Knowledge, Key Words and Questions.
    APPENDIX 2: Rubrics for Story Writing.
    APPENDIX 3: Science Project Development Rubric.
    APPENDIX 4: Short Response Rubric.


    Unit 1: Understanding differentiated instruction, integrated curriculum and authentic assessment.
    Unit 2: Integrating multiple intelligences and bloom’s taxonomy.
    Unit 3: Integrated grid matrix.
    ANNEXURE 1- Grid Matrix: Samples.
    ANNEXURE 2- Sample Rubrics.
    ANNEXURE 3- Checklists.
    ANNEXURE 4- MI TEST and SMART Class Record Sheet.
    ANNEXURE 5- Example Of Smart Activities.
    Figure 1.1 Model of Integrated Curriculum: An Example.
    Figure 2.1 Demonstration: Understanding of Volcanoes through Different MIs.
    Figure 2.2 Benefits of MI, RBT, and Integrated MI/RBT.


    Unit 1: introduction.
    Unit 2: multiple intelligences and technology.
    Unit 3: software applications for enhancing multiple intelligences.
    Unit 4: bloom’s digital taxonomy.
    ANNEXURE 1: Examples of technology integration.
    ANNEXURE 2: Software applications- games, simualtors and animations.
    ANNEXURE 3: Integrating technology with multiple intelligences: sample lesson plans.


    Unit 1: Multiple intelligences and assessment.
    Unit 2: Authentic assessment approach to multiple intelligences.
    Unit 3: Assessment methods for differently smart students.
    Unit 4: Multiple intelligences and portfolio assessment.
    ANNEXURE 1: Multiple Intelligence Based Assessment Sheets and Project Ideas.
    ANNEXURE 2: General Criteria for Evaluating the Portfolio Structure.
    ANNEXURE 3:Rating Scale for Portfolio Assessment.
    ANNEXURE 4: Multiple Intelligence Lesson Plan Guide.
    ANNEXURE 5: Presentation Assessment Ideas.
    ANNEXURE 6 : Learning Centres for Multiple Intelligence’s.


    Eight Intelligences Illustration Chart
    Eight Intelligences Summary Chart
    The Engaging Wheel for Multiple Intelligences
    Apply the Engaging Wheel
    Multiple Intelligence Teacher-centred and Child-centred Activity Table
    MI Project Ideas Chart for Teachers
    MI Unit Planning Template
    MI Project Planning Template
    MI Lesson Template
    Career Booklet for Multiple Intelligences
    Learning Pronunciation through Multiple Intelligences Activities
    Multiple Intelligences Test (MIT)
    Multiple Intelligence Quiz
    Curriculum Differentiation Guide
    THINK-TAC-TOE Planning Tool

    Bloom’s Taxonomy: Activity
    BAT Learning Wheel
    The Select Activity Wheel
    Thinking Tool Kit for SMART learning and High Order Thinking
    Self-Assessment Rubric for Thinking Skills
    Bloom’s Thinking Level Key Words and Question Chart
    Advanced Learning Strategies Guidebook

  • Diploma program on Multiple intelligences in Classroom and Blooms taxonomy at a glance

    Answer :
    Name of Diploma : Multiple intelligences in Classroom and Blooms taxonomy
    Duration : 1 Year
    No. of Modules : 6
    Assignments : 6
    No. of Tests : 2
    Extension for the completion : 4 months
    Date of Dispatch of modules : 20 of every month

    I am a not a teacher. Should i do the course for identifying my child capability?
    Answer : You are absolutely right. By doing this course the vision and Aim for your child shall be clear. Only 1% of the students otherwise are able to identify their inner potential and hence many people look for their intrest jobs. By doing this course your children shall be really proud of you.

    Why this course is good
    Answer :Multiple Intelligence is a great way to access learners capabilities and then learner study through them. It makes studies more and more intresting.

    How is the course / study material
    Answer : Self-explanatory, interactive and focused study material

    One teacher of our school has already done the course. Should i also do the course ?
    Answer : Yes. Don’t you want to be the best teacher in the School.

    Is it difficult to do the course ?
    Answer : Yes. Don’t you want to be the best teacher in the School.

    My age is above 50 should i do the course ?
    Answer : No, it is very easy as the course design is in a very simplified form.

    Will I get a teaching job after doing this course ?
    Answer : Yes. Teachers are learners for life and this course shall improve on teaching skills.

    I am not teaching right now. Will this course help me ?
    Answer : There is a huge demand of MIB trained teachers in the world. You shall be hand picked internatiolally after doing the course.You shall be in a great demand on a good salary on achieving the diploma.

    Can I work and do the course at same time.
    Answer : This shall be a wonderful opportunity to learn at this time. You should be able to concentrate more on this course.

    When shall i start the course.
    Answer : Yes. It shall make your teaching more interesting.

    Is your diploma recognized internationally?
    Answer : Yes

    What are the computer requirements to do the course
    Answer :

    Pentium IV or above
    Internet connection
    MS Word
    PDF reader ( download from http://get.adobe.com/uk/reader/ )
    Pendrive ( backup )

  • Admission Process

    Admission is open to all aspiring candidates. Aspirants need to fill up the application form. Application form can be downloaded from our website. Complete application form along with an enclosed bank draft for the course fee made in favour of “SNVP College of Professional Education”, payable at Meerut, U.P.- India or Pay Online through Buy Now Button, should be sent to our postal address through registered post or courier. On envelope you are required to mark the type of diploma program you wish to undergo. It should be distinctly marked as ”Admission for Diploma in Multiple Intelligences and Blooms Taxonomy.

    Postal/Correspondence Address:
    SNVP College of Professional Education
    381 W.K Road Below HDFC Bank
    Meerut-250001 U.P. – India

    Download Admission Form