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Multiple Intelligences

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Renel Bernal, Quinsay
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24 views2 pages

Multiple Intelligences

discussion

Uploaded by

Renel Bernal, Quinsay
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© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Multiple Intelligences:

The theory of multiple intelligences (MI) was first described by Howard Gardner in Frames of
Mind (1983). Gardner defines intelligence as “an ability or set of abilities that allows a person to
solve a problem or fashion a product that is valued one or more cultures”. Gardner believes that
different intelligences may be independent abilities- a person can be low in one domain area but
high in another. All of us possess the intelligences but in varying degrees of strength. His most
current research indicates that there are nine distinct forms of intelligence. These are the tails
leading to children’s learning that teachers should address in their classroom all the time. They
are:

Visual/Spatial Intelligence (Picture Smart)- learning visually and organizing ideas spatially.
Seeing concepts in action in order to understand them. The ability to “see” things in one’s mind
in planning to create a product or solve a problem.

Verbal/Linguistic (Word Smart) – learning through the spoken and written word. this
intelligence is always valued in the traditional classroom and in traditional assessments of
intelligence and achievement.

Mathematical/Logical (Number Smart/Logic Smart)- learning through reasoning and problem


solving. Also highly valued in the traditional classroom, where students are asked to adapt to
logically sequenced delivery of instruction.

Bodily/Kinesthetic (Body Smart)- learning through interaction with one’s environment. This
intelligence is not the domain of “overly active” learners. It promotes understanding through
concrete experience.

Musical (Music Smart)- learning through patterns, rhythms and music. This includes not only
auditory learning, but the identification of patterns through all the senses.

Intrapersonal (Self Smart)- learning through feelings, values and attitudes. This is a decidedly
affective component of learning through which students place value on what they learn and take
ownership for their learning.

Interpersonal (People Smart)- learning through interaction with others. Not the domain of
children who are simply “talkative” or “over social”. This intelligence promotes collaboration
and working cooperatively with others.

Naturalist (Nature Smart)- learning through classification, categories and hierarchies. The
naturalist intelligence picks up on subtle differences in meaning. It is not simply the study of
nature; it can be used in all areas of study.

Existential (Spirit Smart)- learning by seeing the “big picture”: “Why are we here?” “What is
my role in the world?” This intelligence seeks connections to real world understanding and
application of new learning. It is important for teacher to use their knowledge about
thinking/learning style and multiple intelligences in planning activities to help their students to
learn effectively. While researches on these typologies continue, it is clear that the teachers can
no longer just text the text book and it is sensible practice to teach each child according to his/her
thinking/learning styles and multiple intelligence.

Teaching Strategies guided by Thinking/Learning Styles and Multiple Intelligence

1. Use questions of all types to stimulate various levels of thinking from recalling factual
information to drawing implications and making value judgments.

2. Provide a general overview of materials to be learned, i.e., structured overviews, advance


organizers, etc., so that students’ past experiences will be associated with the new ideas.

3. Allow sufficient time for information to be processed and then integrate using both the right-
and left=brain hemispheres.

4. Set clear purposes before any listening, viewing, or reading experienced.

5. Warm up before the lesson development by using brainstorming, set induction, etc.

6. Use multisensory means for both processing and retrieving information. (Write directions on
the board and give them orally).

7. Use a variety of review and reflection strategies to bring closure to learning (writing
summaries, creating opinion surveys, etc.).

8. Use descriptive feedback rather than simply praising (“The example you’ve provided is an
excellent one to point to the concept of…”) (From Cornett, C.E (1983). What you should know
about teaching and learning style. Bloomington, IN: Phi Delta Kappa Educational Foundation).

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