Howard Gardner’s theory of Multiple Intelligences

Howard Gardner’s theory of Multiple Intelligences

R. Edin Brow

Assistant Professor in English 

Dhanalakshmi College of Engineering

Howard Gardner, a professor at Harvard’s Graduate School of Education, theorizes that people are intelligent in different ways. This is a relatively new way of looking at intelligence, as schools have traditionally measured it by IQ scores. According to Gardner’s theory, each person is born with a full range of capacities and aptitudes; though some are naturally stronger, and some naturally weaker in each individual. These differences do not indicate that one person is more or less intelligent than the next, but simply that each one learns, thinks, processes, and produces differently.

A person’s preference for a particular intelligence greatly influences how that person learns. For example, a verbal learner learns by using words, while a kinesthetic learner learns and expresses him/herself best through physical movement. Your goal should be to recognize and take advantage of the natural learning styles of all of your students, while helping them to improve the skills that are weaker. The more skillful you become at working with multiple intelligences, the more your students will learn, and the more lively and engaging your classroom will be.

Research has shown that many discipline “problems” can also be understood and dealt with by applying the theory of multiple intelligences. What teachers used to think of as “petty annoyances” can tell you a great deal about a student’s intelligence profile. Not all students will be quiet when you request it, and if they are, they may not all be giving you their full attention. Some students have difficulty sitting still even for short periods of time. Others tap their feet or pencils without even realizing they are doing it, or that it is disturbing to other students. Some are constantly daydreaming. Some are extremely quiet and do not participate in class. Others are always whispering to their neighbours. If you think of these behaviours not simply as discipline problems, but as learning challenges, you can help your students channel their natural tendencies into productive means for learning.

 The theory of multiple Intelligences suggest that there are a number of distinct forms of intelligence that each of us have in varying degrees. Gardner proposes seven primary forms: Linguistic, musical, logical-mathematical, spatial, body-kinesthetic, interpersonal and intra-personal. The implication of the theory is that learning/teaching should focus on the particular intelligences of each person.

For example, if an individual has strong spatial or musical intelligence, she should be encouraged to develop these abilities. Gardner points out that the different intelligences represent not only different content domains but also learning styles.

A further implication of the theory is that assessment of abilities should measure all forms of intelligence, not just linguistic and logical-mathematical. Gardner points out that each culture tends to emphasize particular intelligences. Which intelligence does our culture emphasize?

 Though this theory is not supported by empirical evidence, it has greatly influenced learning programmes. They are:

• Learners should be encouraged to use their preferred intelligences in learning

• Instructional activities should appeal to difference forms of intelligence.

• Assessment of learning should measure multiple forms of intelligence.

Multiple Intelligences

1. Linguistic Intelligence: the capacity to use language to express what's on your mind and to understand other people. Any kind of writer, orator, speaker, lawyer, or other person for whom language is an important stock in trade has great linguistic intelligence.

2. Logical/Mathematical Intelligence: the capacity to understand the underlying principles of some kind of causal system, the way a scientist or a logician does; or to manipulate numbers, quantities, and operations, the way a mathematician does.

3. Musical Rhythmic Intelligence: the capacity to think in music; to be able to hear patterns, recognize them, and perhaps manipulate them. People who have strong musical intelligence don't just remember music easily, they can't get it out of their minds, it's so omnipresent.

4. Bodily/Kinesthetic Intelligence: the capacity to use your whole body or parts of your body (your hands, your fingers, your arms) to solve a problem, make something, or put on some kind of production. The most evident examples are people in athletics or the performing arts, particularly dancing or acting.

5. Spatial Intelligence: the ability to represent the spatial world internally in your mind -- the way a sailor or airplane pilot navigates the large spatial world, or the way a chess player or sculptor represents a more circumscribed spatial world. Spatial intelligence can be used in the arts or in the sciences.

6. Naturalist Intelligence: the ability to discriminate among living things (plants, animals) and sensitivity to other features of the natural world (clouds, rock configurations). This ability was clearly of value in our evolutionary past as hunters, gatherers, and farmers; it continues to be central in such roles as botanist or chef.

7. Intrapersonal Intelligence: having an understanding of yourself; knowing who you are, what you can do, what you want to do, how you react to things, which things to avoid, and which things to gravitate toward. We are drawn to people who have a good understanding of themselves. They tend to know what they can and can't do, and to know where to go if they need help.

8. Interpersonal Intelligence: the ability to understand other people. It's an ability we all need, but is especially important for teachers, clinicians, salespersons, or politicians -- anybody who deals with other people.

9. Existential Intelligence: the ability and proclivity to pose (and ponder) questions about life, death, and ultimate realities. (Gardner is still not convinced about this one)

Before we plan a lesson, we could ask a few questions….

Multiple Intelligences Lesson Plans

Math-Logic	How can I include numbers, classification, critical-thinking and calculations?
Spatial	How can I include visuals, colours, art, graph and pictures?
Intrapersonal	How can I include private learning time and student choice?
Interpersonal	How can I include group work, peer sharing , project work, and discussions?
Bodily-Kinesthetics	How can I include movement, exercise, drama and crafts?
Musical	How can I include music, sounds, rhythms and dance?
Verbal - Linguistic	How can I include reading, writing and speaking?

References:

Gardner, H. (1983). Frames of Mind. New York: Basic Books.

Gardner, H. (1993). Multiple Intelligences: The Theory in practice. NY: Basic Books. 

Website: http://www.connectionsacademy.com/blog/posts/2013-01-18/Understanding-Your-Student-s-Learning-Style-The-Theory-of-Multiple-Intelligences.aspx