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20-04-09, 04:57 am
multiple intelligences
The Theory of Multiple Intelligences (MI) put forward by Professor Howard Gardner of Harvard University provides a solid backing to educators from all over the world that human intelligences can be nurtured and improved. This theory debunks the myth that one's intelligence is fixed at birth. Teachers are therefore given the task of educating our future generations and developing their intelligences.
The MI Theory tells us that our intelligences are multifaceted. There are at least 8 types of intelligences in us: linguistic, logical-mathematical, spatial, bodily-kinesthetic, musical, interpersonal, intrapersonal and naturalist. Each of us possesses all of these intelligences but to varying degrees. These intelligences do not work in isolation but in concert.
He said,
I want my children to understand the world, but not just because the world is fascinating and the human mind is curious. I want them to understand it so that they will be positioned to make it a better place. Knowledge is not the same as morality, but we need to understand if we are to avoid past mistakes and move in productive directions. An important part of that understanding is knowing who we are and what we can do... Ultimately, we must synthesize our understandings for ourselves. The performance of understanding that try matters are the ones we carry out as human beings in an imperfect world which we can affect for good or for ill. (Howard Gardner 1999: 180-181)
What are Multiple Intelligences?
It has been claimed by some researchers that our intelligence or ability to understand the world around us is complex. Some people are better at understanding some things than others.
For some of us it is relatively easy to understand how a flower grows but it is immensely difficult for us to understand and use a musical instrument. For others music might be easy but playing football is difficult.
Instead of having one intelligence it is claimed that we have several different intelligences.
These are listed below:
THE ORIGINAL SEVEN INTELLIGENCES
Howard Gardner first identified and introduced to us seven different kinds of intelligence in Frames of Mind.
Linguistic intelligence involves sensitivity to spoken and written language, the ability to learn languages, and the capacity to use language to accomplish certain goals. This intelligence includes the ability to effectively use language to express oneself rhetorically or poetically; and language as a means to remember information. Writers, poets, lawyers and speakers are among those that Howard Gardner sees as having high linguistic intelligence.
Logical-mathematical intelligence consists of the capacity to analyze problems logically, carry out mathematical operations, and investigate issues scientifically. In Howard Gardner's words, it entails the ability to detect patterns, reason deductively and think logically. This intelligence is most often associated with scientific and mathematical thinking.
Musical intelligence involves skill in the performance, composition, and appreciation of musical patterns. It encompasses the capacity to recognize and compose musical pitches, tones, and rhythms. According to Howard Gardner musical intelligence runs in an almost structural parallel to linguistic intelligence.
Bodily-kinesthetic intelligence entails the potential of using one's whole body or parts of the body to solve problems. It is the ability to use mental abilities to coordinate bodily movements. Howard Gardner sees mental and physical activity as related.
Spatial intelligence involves the potential to recognize and use the patterns of wide space and more confined areas.
Interpersonal intelligence is concerned with the capacity to understand the intentions, motivations and desires of other people. It allows people to work effectively with others. Educators, salespeople, religious and political leaders and counsellors all need a well-developed interpersonal intelligence.
Intrapersonal intelligence entails the capacity to understand oneself, to appreciate one's feelings, fears and motivations. In Howard Gardner's view it involves having an effective working model of ourselves, and to be able to use such information to regulate our lives.
Then, Gardner identified an eighth intelligence, the naturalist intelligence.
HOWARD GARDNER TALKS ABOUT AN EIGHTH INTELLIGENCE
Gardner discussed the "eighth intelligence" with Kathy Checkley, in an interview for Educational Leadership, The First Seven... and the Eighth. Gardner said, "The naturalist intelligence refers to the ability to recognize and classify plants, minerals, and animals, including rocks and grass and all variety of flora and fauna. The ability to recognize cultural artifacts like cars or sneakers may also depend on the naturalist intelligence. …(S)ome people from an early age are extremely good at recognizing and classifying artifacts. For example, we all know kids who, at 3 or 4, are better at recognizing dinosaurs than most adults."
Gardner identified Charles Darwin as a prime example of this type of intelligence.
The naturalist intelligence meshed with Gardner's definition of intelligence as "…the human ability to solve problems or to make something that is valued in one or more cultures." And the naturalist intelligence met Gardner's specific criteria:
• "Is there a particular representation in the brain for the ability?
• "Are there populations that are especially good or especially impaired in an \intelligence?
• "And, can an evolutionary history of the intelligence be seen in animals other than human beings?"
IMPLEMENTING GARDNER'S THEORY IN THE CLASSROOM
When asked how educators should implement the theory of multiple intelligences, Gardner says, "(I)t's very important that a teacher take individual differences among kids very seriously … The bottom line is a deep interest in children and how their minds are different from one another, and in helping them use their minds well."
An awareness of multiple-intelligence theory has stimulated teachers to find more ways of helping all students in their classes. Some schools do this by adapting curriculum. In "Variations on a Theme: How Teachers Interpret MI Theory," (Educational Leadership, September 1997), Linda Campbell describes five approaches to curriculum change:
• Lesson design. Some schools focus on lesson design. This might involve team teaching ("teachers focusing on their own intelligence strengths"), using all or several of the intelligences in their lessons, or asking student opinions about the best way to teach and learn certain topics.
• Interdisciplinary units. Secondary schools often include interdisciplinary units.
• Student projects. Students can learn to "initiate and manage complex projects" when they are creating student projects.
• Assessments. Assessments are devised which allow students to show what they have learned. Sometimes this takes the form of allowing each student to devise the way he or she will be assessed, while meeting the teacher's criteria for quality.
• Apprenticeships. Apprenticeships can allow students to "gain mastery of a valued skill gradually, with effort and discipline over time." Gardner feels that apprenticeships "…should take up about one-third of a student's schooling experience."
With an understanding of Gardner's theory of multiple intelligences, teachers, school administrators, and parents can better understand the learners in their midst. They can allow students to safely explore and learn in many ways, and they can help students direct their own learning. Adults can help students understand and appreciate their strengths, and identify real-world activities that will stimulate more learning.
Benefits of Multiple Intelligences
Using Multiple Intelligences theory in the classroom has many benefits:
• As a teacher and learner you realize that there are many ways to be "smart"
• All forms of intelligence are equally celebrated.
• By having students create work that is displayed to parents and other members of the community, your school could see more parent and community involvement.
• A sense of increased self-worth may be seen as students build on their strengths and work towards becoming an expert in certain areas
• Students may develop strong problem solving skills that they can use real life situations
Multiple Intelligences: Classroom Application (Table added by Brandy Bellamy and Camille Baker, 2005)
Table 2. Multiple Intelligences: Classroom Application (Table added by Brandy Bellamy and Camille Baker, 2005)
Teacher Centered Student Centered
Verbal/Lingusitic • Present content verbally
• Ask questions aloud and look for student feedback
• Interviews • Student Presents Material
• Students read content and prepare a presentation for his/her classmates
• Students debate over an issue
Logical/Mathematical • Provide brain teasers or challenging questions to begin lessons.
• Make logical connections between the subject matter and authentic situations to answer the question "why?" • Students categorize information in logical sequences for organization.
• Students create graphs or charts to explain written info.
• Students participate in webquests associated with the content
Bodily/Kinesthetic • Use props during lecure
• Provide tangible items pertaining to content for students to examine
• Review using sports related examples (throw a ball to someone to answer a question) • Students use computers to research subject matter.
• Students create props of their own explaining subject matter (shadow boxes, mobiles, etc...)
• Students create review games.
Visual/Spatial When presenting the information, use visuals to explain content:</br>
PowerPoint Slides, Charts, Graphs, cartoons, videos, overheads, smartboards • Have students work individually or in groups to create visuals pertaining to the information:
• Posters; timelines; models; powerpoint slides; maps; illustrations, charts; concept mapping
Musical • Play music in the classroom during reflection periods
• Show examples or create musical rythms for students to remember things • Create a song or melody with the content embedded for memory
• Use well known songs to memorize formulas, skills, or test content
Interpersonal • Be aware of body language and facial expressions
• Offer assistance whenver needed
• Encourage classroom discussion • Encourage collaboration among peers
• Group work strengthens interpersonal connections
• Peer feedback and peer tutoring
• Students present to the class
• Encourage group editing
Intrapersonal • Encourage journaling as a positive outlet for expression
• Introduce web logging (blogs)
• Make individual questions welcome
• Create a positive environment. • Journaling
• Individual research on content
• Students create personal portfolios of work
Naturalistic • Take students outside to enjoy nature while in learning process (lecture)
• Compare authentic subject matter to natural occurrences.
• Relate subject matter to stages that occur in nature (plants, weather, etc) • Students organize thoughts using natural cycles
• Students make relationships among content and the natural environment (how has nature had an impact?)
• Students perform community service
Who are the critics of this theory and what do they say?
E.D. Hirsch Jr., author of CULTURAL LITERACY: WHAT EVERY AMERICAN NEEDS TO KNOW (1988), and others have argued that multiple intelligence theory doesn't encourage educators to teach "core knowledge" -- a common collection of "essential facts that every American needs to know."
Hirsch and Gardner most recently "debated" the state of education today in the New York Times (9/11/99). Each submitted an article responding to the issue of what and how students should be taught. You can find information about the article in the M.I. Resources section of this workshop.
Responding to advocates of core cultural knowledge, Gardner proposes that the K-12 curriculum be organized around the most fundamental questions of existence. Possible courses of study that he recommends would examine in depth profound topics such as Darwin's theory of evolution and the Holocaust. In his book THE DISCIPLINED MIND: WHAT ALL STUDENTS SHOULD UNDERSTAND, Gardner writes, "students should probe with sufficient depth a manageable set of examples so that they come to see how one thinks and acts in the manner of a scientist, a geometer, an artist, an historian."
Advocates of psychometric evaluation who criticize M.I. include Linda S. Gottfredson, Richard Lynn, Hans Eysenck, and Charles Murray. Linda Gottfredson, a sociologist by training, is currently professor of educational studies at the University of Delaware. She states that most mainstream psychologists have concluded that there is such a thing as "g", or general intelligence. In other words, Gottfredson argues that all of us do differ in intelligence and this difference can be scrupulously measured.
Critics of the theory say that:
• It's not new. Critics of multiple intelligence theory maintain that Gardner's work isn't groundbreaking -- that what he calls "intelligences" are primary abilities that educators and cognitive psychologists have always acknowledged.
• It isn't well defined. Some critics wonder if the number of "intelligences" will continue to increase. These opposing theorists believe that notions such as bodily-kinesthetic or musical ability represent individual aptitude or talent rather than intelligence. Critics also believe that M.I. theory lacks the rigor and precision of a real science. Gardner claims that it would be impossible to guarantee a definitive list of intelligences.
• It's culturally embedded. M.I. theory states that one's culture plays an important role in determining the strengths and weaknesses of one's intelligences. Critics counter that intelligence is revealed when an individual must confront an unfamiliar task in an unfamiliar environment.
• It defeats National Standards. Widespread adoption of multiple intelligence pedagogy would make it difficult to compare and classify students' skills and abilities across classrooms.
• It is impractical. Educators faced with overcrowded classrooms and lack of resources see multiple intelligence theory as utopian.
Table 1. Summary of the Eight Intelligences
Intelligence Area Strengths Preferences Learns best through Needs
Verbal / Linguistic Writing, reading, memorizing dates, thinking in words, telling stories Write, read, tell stories, talk, memorize, work at solving puzzles Hearing and seeing words, speaking, reading, writing, discussing and debating Books, tapes, paper diaries, writing tools, dialogue, discussion, debated, stories, etc.
Mathematical/ Logical Math, logic, problem-solving, reasoning, patterns Question, work with numbers, experiment, solve problems Working with relationships and patterns, classifying, categorizing, working with the abstract Things to think about and explore, science materials, manipulative, trips to the planetarium and science museum, etc.
Visual / Spatial Maps, reading charts, drawing, mazes, puzzles, imagining things, visualization Draw, build, design, create, daydream, look at pictures Working with pictures and colors, visualizing, using the mind's eye, drawing LEGOs, video, movies, slides, art, imagination games, mazes, puzzles, illustrated book, trips to art museums, etc.
Bodily / Kinesthetic Athletics, dancing, crafts, using tools, acting Move around, touch and talk, body language Touching, moving, knowledge through bodily sensations, processing Role-play, drama, things to build, movement, sports and physical games, tactile experience4s, hands-on learning, etc.
Musical Picking up sounds, remembering melodies, rhythms, singing Sing, play an instrument, listen to music, hum Rhythm, singing, melody, listening to music and melodies Sing-along time, trips to concerts, music playing at home and school, musical instruments, etc.
Interpersonal Leading, organizing, understanding people, communicating, resolving conflicts, selling Talk to people, have friends, join groups Comparing, relating, sharing, interviewing, cooperating Friends, group games, social gatherings, community events, clubs, mentors/ apprenticeships, etc.
Intrapersonal Recognizing strengths and weaknesses, setting goals, understanding self Work alone, reflect pursue interests Working alone, having space, reflecting, doing self-paced projects Secret places, time alone, self-paced projects, choices, etc.
Naturalistic Understanding nature, making distinctions, identifying flora and fauna Be involved with nature, make distinctions Working in nature, exploring living things, learning about plants and natural events Order, same/different, connections to real life and science issues, patterns
Theory of Multiple Intelligences
The Theory of Multiple Intelligences (MI) put forward by Professor Howard Gardner of Harvard University provides a solid backing to educators from all over the world that human intelligences can be nurtured and improved. This theory debunks the myth that one's intelligence is fixed at birth. Teachers are therefore given the task of educating our future generations and developing their intelligences.
The MI Theory tells us that our intelligences are multifaceted. There are at least 8 types of intelligences in us: linguistic, logical-mathematical, spatial, bodily-kinesthetic, musical, interpersonal, intrapersonal and naturalist. Each of us possesses all of these intelligences but to varying degrees. These intelligences do not work in isolation but in concert.
Educators have found that the different types of intelligences are synergistic: when one changes, others may be affected. In fact, one can harness the strength of one intelligence to awaken the weaker ones.
The traditional approach of education favours heavily the linguistic and logical-mathematical learners, and labels children of other intelligences learning disabled when in fact they are just learning different!
Gardner strongly advocates changes in curriculum design and delivery so that all the intelligences are addressed and children who are stronger in intelligences other than linguistic and logical-mathematical are not disadvantaged or ignored.
Every child is an individual. His background, exposure, experiences, aptitude and needs are unique, and educators must treat each and every one differently.
With this new understanding in mind, kindergartens and teachers cannot continue to adopt a "one-size-fits-all" mindset in education. Kindergartens are not teaching factories and teachers are not teaching machines. They should not and cannot churn out children with identical abilities.
Multiple intelligences test
Linguistic
Yes No
You enjoy word play. Making puns, tongue-twisters, limericks.
You read everything - books, magazines, newspapers, even product labels.
You can easily express yourself either orally or in writing, i.e. you’re a good story-teller or writer.
You pepper your conversation with frequent allusions to things you've read or heard.
You like to do crosswords, play Scrabble or have a go at other word puzzles.
People sometimes have to ask you to explain a word you’ve used.
In school you preferred subjects such as English, history and social studies.
You can hold your own in verbal arguments or debates.
You like to talk through problems, explain solutions, ask questions.
You can readily absorb information from the radio or audio cassettes.
Logical-Mathematical
Yes No
You enjoy working with numbers and can do mental calculations.
You’re interested in new scientific advances.
You can easily balance your cheque book; do the household budget.
You like to put together a detailed itinerary for vacations or business trips.
You enjoy the challenge of brain teasers or other puzzles that require logical thinking.
You tend to find the logical flaws in things people say and do.
Maths and science were among your favourite subjects in school.
You can find specific examples to support a general point of view.
You take a systematic, step-by-step approach to problem-solving.
You need to categorise, group or quantify things to properly appreciate their relevance.
Visual-Spatial
Yes No
You have an appreciation of the arts.
You tend to make a visual record of events with a camera or camcorder.
You find yourself doodling when taking notes or thinking through something.
You have no problem reading maps and navigating.
You enjoy visual games such as jigsaw puzzles and mazes.
You’re quite adept at taking things apart and putting them back together.
In school you liked lessons in art and preferred geometry to algebra.
You often make your point by providing a diagram or drawing.
You can visualize how things look from a different perspective.
You prefer reading material that is heavily illustrated.
Musical
Yes No
You can play a musical instrument.
You can manage to sing on key.
Usually, you can remember a tune after hearing it just a couple of times.
You often listen to music at home and in your car.
You find yourself tapping in time to music.
You can identify different musical instruments.
Theme music or commercial jingles often pop into your head.
You can’t imagine life without music.
You often whistle or hum a tune.
You like a musical background when you’re working.
Bodily-Kinesthetic
Yes No
You take part in a sport or regularly perform some kind of physical exercise.
You’re quite adept at ‘do-it-yourself.’
You like to think through problems while engaged in a physical pursuit such as walking or running.
You don’t mind getting up on the dance floor.
You like the most thrilling rides at the fun fair.
You need to physically handle something to fully understand it.
The most enjoyable classes in school were PE and any handicrafts lessons.
You use hand gestures or other kinds of body language to express yourself.
You like rough and tumble play with children.
You need to tackle a new learning experience ‘hands on’ rather than reading a manual or watching a video.
Interpersonal
Yes No
You enjoy working with other people as part of a group or committee.
You take great pride in being a mentor to someone else.
People tend to come to you for advice.
You prefer team sports—such as basketball, softball, soccer, football—to individual sports such as swimming and running.
You like games involving other people—bridge, Monopoly, Trivial Pursuit.
You’re a social butterfly. You would much prefer to be at a party rather than home alone watching television.
You have several very close personal friends.
You communicate well with people and can help resolve disputes.
You have no hesitation in taking the lead; showing other people how to get things done.
You talk over problems with others rather than trying to resolve them by yourself.
Intrapersonal
Yes No
You keep a personal diary or log to record your innermost thoughts.
You often spend ‘quiet time’ reflecting on the important issues in your life.
You have set your own goals—you know where you’re going.
You are an independent thinker—you know your own mind, make up your own mind.
You have a private hobby or interest which you don’t really share with anyone else.
You like to go fishing by yourself or take a solitary hike. You’re happy with your own company.
Your idea of a good vacation is an isolated hilltop cabin rather than a five-star resort and lots of people.
You have a realistic idea of your own strengths and weaknesses.
You have attended self-improvement workshops or been through some kind of counselling to learn more about yourself.
You work for yourself—or have seriously contemplated ‘doing your own thing.’
Naturalist
Yes No
You keep or like pets.
You can recognize and name many different types of trees, flowers and plants.
You have an interest in and good knowledge of how the body works—where the main internal organs are, for example, and you keep abreast on health issues.
You are conscious of tracks, nests and wildlife while on a walk and can ‘read’ weather signs.
You could envision yourself as a farmer or maybe you like to fish.
You are a keen gardener.
You have an understanding of, and interest in, the main global environmental issues.
You keep reasonably informed about developments in astronomy, the origins of the universe and the evolution of life.
You are interested in social issues, psychology and human motivations.
You consider that conservation of resources and achieving sustainable growth are two of the biggest issues of our times.
www.nedprod.com
The Theory of Multiple Intelligences (MI) put forward by Professor Howard Gardner of Harvard University provides a solid backing to educators from all over the world that human intelligences can be nurtured and improved. This theory debunks the myth that one's intelligence is fixed at birth. Teachers are therefore given the task of educating our future generations and developing their intelligences.
The MI Theory tells us that our intelligences are multifaceted. There are at least 8 types of intelligences in us: linguistic, logical-mathematical, spatial, bodily-kinesthetic, musical, interpersonal, intrapersonal and naturalist. Each of us possesses all of these intelligences but to varying degrees. These intelligences do not work in isolation but in concert.
He said,
I want my children to understand the world, but not just because the world is fascinating and the human mind is curious. I want them to understand it so that they will be positioned to make it a better place. Knowledge is not the same as morality, but we need to understand if we are to avoid past mistakes and move in productive directions. An important part of that understanding is knowing who we are and what we can do... Ultimately, we must synthesize our understandings for ourselves. The performance of understanding that try matters are the ones we carry out as human beings in an imperfect world which we can affect for good or for ill. (Howard Gardner 1999: 180-181)
What are Multiple Intelligences?
It has been claimed by some researchers that our intelligence or ability to understand the world around us is complex. Some people are better at understanding some things than others.
For some of us it is relatively easy to understand how a flower grows but it is immensely difficult for us to understand and use a musical instrument. For others music might be easy but playing football is difficult.
Instead of having one intelligence it is claimed that we have several different intelligences.
These are listed below:
THE ORIGINAL SEVEN INTELLIGENCES
Howard Gardner first identified and introduced to us seven different kinds of intelligence in Frames of Mind.
Linguistic intelligence involves sensitivity to spoken and written language, the ability to learn languages, and the capacity to use language to accomplish certain goals. This intelligence includes the ability to effectively use language to express oneself rhetorically or poetically; and language as a means to remember information. Writers, poets, lawyers and speakers are among those that Howard Gardner sees as having high linguistic intelligence.
Logical-mathematical intelligence consists of the capacity to analyze problems logically, carry out mathematical operations, and investigate issues scientifically. In Howard Gardner's words, it entails the ability to detect patterns, reason deductively and think logically. This intelligence is most often associated with scientific and mathematical thinking.
Musical intelligence involves skill in the performance, composition, and appreciation of musical patterns. It encompasses the capacity to recognize and compose musical pitches, tones, and rhythms. According to Howard Gardner musical intelligence runs in an almost structural parallel to linguistic intelligence.
Bodily-kinesthetic intelligence entails the potential of using one's whole body or parts of the body to solve problems. It is the ability to use mental abilities to coordinate bodily movements. Howard Gardner sees mental and physical activity as related.
Spatial intelligence involves the potential to recognize and use the patterns of wide space and more confined areas.
Interpersonal intelligence is concerned with the capacity to understand the intentions, motivations and desires of other people. It allows people to work effectively with others. Educators, salespeople, religious and political leaders and counsellors all need a well-developed interpersonal intelligence.
Intrapersonal intelligence entails the capacity to understand oneself, to appreciate one's feelings, fears and motivations. In Howard Gardner's view it involves having an effective working model of ourselves, and to be able to use such information to regulate our lives.
Then, Gardner identified an eighth intelligence, the naturalist intelligence.
HOWARD GARDNER TALKS ABOUT AN EIGHTH INTELLIGENCE
Gardner discussed the "eighth intelligence" with Kathy Checkley, in an interview for Educational Leadership, The First Seven... and the Eighth. Gardner said, "The naturalist intelligence refers to the ability to recognize and classify plants, minerals, and animals, including rocks and grass and all variety of flora and fauna. The ability to recognize cultural artifacts like cars or sneakers may also depend on the naturalist intelligence. …(S)ome people from an early age are extremely good at recognizing and classifying artifacts. For example, we all know kids who, at 3 or 4, are better at recognizing dinosaurs than most adults."
Gardner identified Charles Darwin as a prime example of this type of intelligence.
The naturalist intelligence meshed with Gardner's definition of intelligence as "…the human ability to solve problems or to make something that is valued in one or more cultures." And the naturalist intelligence met Gardner's specific criteria:
• "Is there a particular representation in the brain for the ability?
• "Are there populations that are especially good or especially impaired in an \intelligence?
• "And, can an evolutionary history of the intelligence be seen in animals other than human beings?"
IMPLEMENTING GARDNER'S THEORY IN THE CLASSROOM
When asked how educators should implement the theory of multiple intelligences, Gardner says, "(I)t's very important that a teacher take individual differences among kids very seriously … The bottom line is a deep interest in children and how their minds are different from one another, and in helping them use their minds well."
An awareness of multiple-intelligence theory has stimulated teachers to find more ways of helping all students in their classes. Some schools do this by adapting curriculum. In "Variations on a Theme: How Teachers Interpret MI Theory," (Educational Leadership, September 1997), Linda Campbell describes five approaches to curriculum change:
• Lesson design. Some schools focus on lesson design. This might involve team teaching ("teachers focusing on their own intelligence strengths"), using all or several of the intelligences in their lessons, or asking student opinions about the best way to teach and learn certain topics.
• Interdisciplinary units. Secondary schools often include interdisciplinary units.
• Student projects. Students can learn to "initiate and manage complex projects" when they are creating student projects.
• Assessments. Assessments are devised which allow students to show what they have learned. Sometimes this takes the form of allowing each student to devise the way he or she will be assessed, while meeting the teacher's criteria for quality.
• Apprenticeships. Apprenticeships can allow students to "gain mastery of a valued skill gradually, with effort and discipline over time." Gardner feels that apprenticeships "…should take up about one-third of a student's schooling experience."
With an understanding of Gardner's theory of multiple intelligences, teachers, school administrators, and parents can better understand the learners in their midst. They can allow students to safely explore and learn in many ways, and they can help students direct their own learning. Adults can help students understand and appreciate their strengths, and identify real-world activities that will stimulate more learning.
Benefits of Multiple Intelligences
Using Multiple Intelligences theory in the classroom has many benefits:
• As a teacher and learner you realize that there are many ways to be "smart"
• All forms of intelligence are equally celebrated.
• By having students create work that is displayed to parents and other members of the community, your school could see more parent and community involvement.
• A sense of increased self-worth may be seen as students build on their strengths and work towards becoming an expert in certain areas
• Students may develop strong problem solving skills that they can use real life situations
Multiple Intelligences: Classroom Application (Table added by Brandy Bellamy and Camille Baker, 2005)
Table 2. Multiple Intelligences: Classroom Application (Table added by Brandy Bellamy and Camille Baker, 2005)
Teacher Centered Student Centered
Verbal/Lingusitic • Present content verbally
• Ask questions aloud and look for student feedback
• Interviews • Student Presents Material
• Students read content and prepare a presentation for his/her classmates
• Students debate over an issue
Logical/Mathematical • Provide brain teasers or challenging questions to begin lessons.
• Make logical connections between the subject matter and authentic situations to answer the question "why?" • Students categorize information in logical sequences for organization.
• Students create graphs or charts to explain written info.
• Students participate in webquests associated with the content
Bodily/Kinesthetic • Use props during lecure
• Provide tangible items pertaining to content for students to examine
• Review using sports related examples (throw a ball to someone to answer a question) • Students use computers to research subject matter.
• Students create props of their own explaining subject matter (shadow boxes, mobiles, etc...)
• Students create review games.
Visual/Spatial When presenting the information, use visuals to explain content:</br>
PowerPoint Slides, Charts, Graphs, cartoons, videos, overheads, smartboards • Have students work individually or in groups to create visuals pertaining to the information:
• Posters; timelines; models; powerpoint slides; maps; illustrations, charts; concept mapping
Musical • Play music in the classroom during reflection periods
• Show examples or create musical rythms for students to remember things • Create a song or melody with the content embedded for memory
• Use well known songs to memorize formulas, skills, or test content
Interpersonal • Be aware of body language and facial expressions
• Offer assistance whenver needed
• Encourage classroom discussion • Encourage collaboration among peers
• Group work strengthens interpersonal connections
• Peer feedback and peer tutoring
• Students present to the class
• Encourage group editing
Intrapersonal • Encourage journaling as a positive outlet for expression
• Introduce web logging (blogs)
• Make individual questions welcome
• Create a positive environment. • Journaling
• Individual research on content
• Students create personal portfolios of work
Naturalistic • Take students outside to enjoy nature while in learning process (lecture)
• Compare authentic subject matter to natural occurrences.
• Relate subject matter to stages that occur in nature (plants, weather, etc) • Students organize thoughts using natural cycles
• Students make relationships among content and the natural environment (how has nature had an impact?)
• Students perform community service
Who are the critics of this theory and what do they say?
E.D. Hirsch Jr., author of CULTURAL LITERACY: WHAT EVERY AMERICAN NEEDS TO KNOW (1988), and others have argued that multiple intelligence theory doesn't encourage educators to teach "core knowledge" -- a common collection of "essential facts that every American needs to know."
Hirsch and Gardner most recently "debated" the state of education today in the New York Times (9/11/99). Each submitted an article responding to the issue of what and how students should be taught. You can find information about the article in the M.I. Resources section of this workshop.
Responding to advocates of core cultural knowledge, Gardner proposes that the K-12 curriculum be organized around the most fundamental questions of existence. Possible courses of study that he recommends would examine in depth profound topics such as Darwin's theory of evolution and the Holocaust. In his book THE DISCIPLINED MIND: WHAT ALL STUDENTS SHOULD UNDERSTAND, Gardner writes, "students should probe with sufficient depth a manageable set of examples so that they come to see how one thinks and acts in the manner of a scientist, a geometer, an artist, an historian."
Advocates of psychometric evaluation who criticize M.I. include Linda S. Gottfredson, Richard Lynn, Hans Eysenck, and Charles Murray. Linda Gottfredson, a sociologist by training, is currently professor of educational studies at the University of Delaware. She states that most mainstream psychologists have concluded that there is such a thing as "g", or general intelligence. In other words, Gottfredson argues that all of us do differ in intelligence and this difference can be scrupulously measured.
Critics of the theory say that:
• It's not new. Critics of multiple intelligence theory maintain that Gardner's work isn't groundbreaking -- that what he calls "intelligences" are primary abilities that educators and cognitive psychologists have always acknowledged.
• It isn't well defined. Some critics wonder if the number of "intelligences" will continue to increase. These opposing theorists believe that notions such as bodily-kinesthetic or musical ability represent individual aptitude or talent rather than intelligence. Critics also believe that M.I. theory lacks the rigor and precision of a real science. Gardner claims that it would be impossible to guarantee a definitive list of intelligences.
• It's culturally embedded. M.I. theory states that one's culture plays an important role in determining the strengths and weaknesses of one's intelligences. Critics counter that intelligence is revealed when an individual must confront an unfamiliar task in an unfamiliar environment.
• It defeats National Standards. Widespread adoption of multiple intelligence pedagogy would make it difficult to compare and classify students' skills and abilities across classrooms.
• It is impractical. Educators faced with overcrowded classrooms and lack of resources see multiple intelligence theory as utopian.
Table 1. Summary of the Eight Intelligences
Intelligence Area Strengths Preferences Learns best through Needs
Verbal / Linguistic Writing, reading, memorizing dates, thinking in words, telling stories Write, read, tell stories, talk, memorize, work at solving puzzles Hearing and seeing words, speaking, reading, writing, discussing and debating Books, tapes, paper diaries, writing tools, dialogue, discussion, debated, stories, etc.
Mathematical/ Logical Math, logic, problem-solving, reasoning, patterns Question, work with numbers, experiment, solve problems Working with relationships and patterns, classifying, categorizing, working with the abstract Things to think about and explore, science materials, manipulative, trips to the planetarium and science museum, etc.
Visual / Spatial Maps, reading charts, drawing, mazes, puzzles, imagining things, visualization Draw, build, design, create, daydream, look at pictures Working with pictures and colors, visualizing, using the mind's eye, drawing LEGOs, video, movies, slides, art, imagination games, mazes, puzzles, illustrated book, trips to art museums, etc.
Bodily / Kinesthetic Athletics, dancing, crafts, using tools, acting Move around, touch and talk, body language Touching, moving, knowledge through bodily sensations, processing Role-play, drama, things to build, movement, sports and physical games, tactile experience4s, hands-on learning, etc.
Musical Picking up sounds, remembering melodies, rhythms, singing Sing, play an instrument, listen to music, hum Rhythm, singing, melody, listening to music and melodies Sing-along time, trips to concerts, music playing at home and school, musical instruments, etc.
Interpersonal Leading, organizing, understanding people, communicating, resolving conflicts, selling Talk to people, have friends, join groups Comparing, relating, sharing, interviewing, cooperating Friends, group games, social gatherings, community events, clubs, mentors/ apprenticeships, etc.
Intrapersonal Recognizing strengths and weaknesses, setting goals, understanding self Work alone, reflect pursue interests Working alone, having space, reflecting, doing self-paced projects Secret places, time alone, self-paced projects, choices, etc.
Naturalistic Understanding nature, making distinctions, identifying flora and fauna Be involved with nature, make distinctions Working in nature, exploring living things, learning about plants and natural events Order, same/different, connections to real life and science issues, patterns
Theory of Multiple Intelligences
The Theory of Multiple Intelligences (MI) put forward by Professor Howard Gardner of Harvard University provides a solid backing to educators from all over the world that human intelligences can be nurtured and improved. This theory debunks the myth that one's intelligence is fixed at birth. Teachers are therefore given the task of educating our future generations and developing their intelligences.
The MI Theory tells us that our intelligences are multifaceted. There are at least 8 types of intelligences in us: linguistic, logical-mathematical, spatial, bodily-kinesthetic, musical, interpersonal, intrapersonal and naturalist. Each of us possesses all of these intelligences but to varying degrees. These intelligences do not work in isolation but in concert.
Educators have found that the different types of intelligences are synergistic: when one changes, others may be affected. In fact, one can harness the strength of one intelligence to awaken the weaker ones.
The traditional approach of education favours heavily the linguistic and logical-mathematical learners, and labels children of other intelligences learning disabled when in fact they are just learning different!
Gardner strongly advocates changes in curriculum design and delivery so that all the intelligences are addressed and children who are stronger in intelligences other than linguistic and logical-mathematical are not disadvantaged or ignored.
Every child is an individual. His background, exposure, experiences, aptitude and needs are unique, and educators must treat each and every one differently.
With this new understanding in mind, kindergartens and teachers cannot continue to adopt a "one-size-fits-all" mindset in education. Kindergartens are not teaching factories and teachers are not teaching machines. They should not and cannot churn out children with identical abilities.
Multiple intelligences test
Linguistic
Yes No
You enjoy word play. Making puns, tongue-twisters, limericks.
You read everything - books, magazines, newspapers, even product labels.
You can easily express yourself either orally or in writing, i.e. you’re a good story-teller or writer.
You pepper your conversation with frequent allusions to things you've read or heard.
You like to do crosswords, play Scrabble or have a go at other word puzzles.
People sometimes have to ask you to explain a word you’ve used.
In school you preferred subjects such as English, history and social studies.
You can hold your own in verbal arguments or debates.
You like to talk through problems, explain solutions, ask questions.
You can readily absorb information from the radio or audio cassettes.
Logical-Mathematical
Yes No
You enjoy working with numbers and can do mental calculations.
You’re interested in new scientific advances.
You can easily balance your cheque book; do the household budget.
You like to put together a detailed itinerary for vacations or business trips.
You enjoy the challenge of brain teasers or other puzzles that require logical thinking.
You tend to find the logical flaws in things people say and do.
Maths and science were among your favourite subjects in school.
You can find specific examples to support a general point of view.
You take a systematic, step-by-step approach to problem-solving.
You need to categorise, group or quantify things to properly appreciate their relevance.
Visual-Spatial
Yes No
You have an appreciation of the arts.
You tend to make a visual record of events with a camera or camcorder.
You find yourself doodling when taking notes or thinking through something.
You have no problem reading maps and navigating.
You enjoy visual games such as jigsaw puzzles and mazes.
You’re quite adept at taking things apart and putting them back together.
In school you liked lessons in art and preferred geometry to algebra.
You often make your point by providing a diagram or drawing.
You can visualize how things look from a different perspective.
You prefer reading material that is heavily illustrated.
Musical
Yes No
You can play a musical instrument.
You can manage to sing on key.
Usually, you can remember a tune after hearing it just a couple of times.
You often listen to music at home and in your car.
You find yourself tapping in time to music.
You can identify different musical instruments.
Theme music or commercial jingles often pop into your head.
You can’t imagine life without music.
You often whistle or hum a tune.
You like a musical background when you’re working.
Bodily-Kinesthetic
Yes No
You take part in a sport or regularly perform some kind of physical exercise.
You’re quite adept at ‘do-it-yourself.’
You like to think through problems while engaged in a physical pursuit such as walking or running.
You don’t mind getting up on the dance floor.
You like the most thrilling rides at the fun fair.
You need to physically handle something to fully understand it.
The most enjoyable classes in school were PE and any handicrafts lessons.
You use hand gestures or other kinds of body language to express yourself.
You like rough and tumble play with children.
You need to tackle a new learning experience ‘hands on’ rather than reading a manual or watching a video.
Interpersonal
Yes No
You enjoy working with other people as part of a group or committee.
You take great pride in being a mentor to someone else.
People tend to come to you for advice.
You prefer team sports—such as basketball, softball, soccer, football—to individual sports such as swimming and running.
You like games involving other people—bridge, Monopoly, Trivial Pursuit.
You’re a social butterfly. You would much prefer to be at a party rather than home alone watching television.
You have several very close personal friends.
You communicate well with people and can help resolve disputes.
You have no hesitation in taking the lead; showing other people how to get things done.
You talk over problems with others rather than trying to resolve them by yourself.
Intrapersonal
Yes No
You keep a personal diary or log to record your innermost thoughts.
You often spend ‘quiet time’ reflecting on the important issues in your life.
You have set your own goals—you know where you’re going.
You are an independent thinker—you know your own mind, make up your own mind.
You have a private hobby or interest which you don’t really share with anyone else.
You like to go fishing by yourself or take a solitary hike. You’re happy with your own company.
Your idea of a good vacation is an isolated hilltop cabin rather than a five-star resort and lots of people.
You have a realistic idea of your own strengths and weaknesses.
You have attended self-improvement workshops or been through some kind of counselling to learn more about yourself.
You work for yourself—or have seriously contemplated ‘doing your own thing.’
Naturalist
Yes No
You keep or like pets.
You can recognize and name many different types of trees, flowers and plants.
You have an interest in and good knowledge of how the body works—where the main internal organs are, for example, and you keep abreast on health issues.
You are conscious of tracks, nests and wildlife while on a walk and can ‘read’ weather signs.
You could envision yourself as a farmer or maybe you like to fish.
You are a keen gardener.
You have an understanding of, and interest in, the main global environmental issues.
You keep reasonably informed about developments in astronomy, the origins of the universe and the evolution of life.
You are interested in social issues, psychology and human motivations.
You consider that conservation of resources and achieving sustainable growth are two of the biggest issues of our times.
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