Multiple Intelligence Theory in the Classroom
The theory of Multiple Intelligences was first introduced by Harvard Psychologist Howard Gardner in his 1983 book, Frames of Mind. Prior to Gardner's work it was thought that there were only two intelligences: verbal/linguistic and logical/mathematical. Only these two areas were covered in intelligence testing as they were relatively easy to measure. Through Project Zero at Harvard, seven intelligences were identified (Gardner, 1985). In 1998, and eighth intelligence was added . The intelligences are tools for learning and are cross-cultural in nature in that all people possess different degrees of each intelligence.
Here is a brief description of each intelligence:
1. Verbal/linguistic: These students will think and express themselves in words and to use language to express their ideas. These students tend to be good storytellers and excel in debating teams. This student has usually developed a good vocabulary. Authors, journalists, speakers, and teachers are common careers for verbal/linguistic learners.
2. Logical/mathematical : This is a student who uses reasoning and problem solving skills in arriving at solutions. They are able to work easily with numbers and carry out complex mathematical problems. Scientists, accountants, engineers, and computer programmers demonstrate this intelligence.
3. Visual/spatial : These students create images and are able to manipulate objects in space. They may draw, doodle, and enjoy puzzles. Architects, pilots, and designers have this intelligence
4. Musical/rhythmic : These students are sensitive to music, such as pitch, tone, melody, and rhythm. These students many hum, sing, or tap their foot to a beat (sometimes heard only in their own heads!) Musician, composers, and audiologists are appropriate careers for those with this type of intelligence.
5. Bodily/kinesthetic : This intelligence is exhibited by good motor and coordination skills. This intelligence is evident in surgeons, athletes, and dancers, athletes.
6. Interpersonal Intelligence : This student will be sensitive to the emotions and needs of others. This type of person will with others, is good at sharing, and is a good team player. This intelligence is evident in social workers, teachers, counselors, and actors.
7. Intrapersonal Intelligence : This refers to the ability to accurately describe oneself and to use such knowledge in planning and directing their life course. Writers and philosophers often possess this intelligence.
8. Naturalist: The naturalist likes animals and plants. They are able to observe patterns in nature and classify/categorize objects. The outdoors is their preferred milieu. Florists, naturalists, veterinarians, and landscapers are appropriate careers for those exhibiting this intelligence.
Gardner claims that instruction should primarily focus on the development of linguistic and logical-mathematical intelligence. However, Gardner also states that schools should pay equal attention to those students who display evidence of the other intelligences: the artists, musicians, dancers, counselors, and naturalists, It is unfortunate that many children who display these other intelligences are often under-appreciated and, indeed, may be classified as learning disabled or as having attention deficit disorder (this last is especially true with regard to kinesthetic learners who frequently need to move about in order to learn the material.) Their unique ways of approaching new material are simply not well understood in those classroom in which there is a strong linguistic or logical-mathematical bent.
The theories of multiple intelligence (and differentiation) propose a major transformation in the way instruction is carried out. This is where differentiated instruction meshes with multiple intelligences: it is through differentiation with its emphasis on learning styles that teachers accommodate each of the eight intelligences. Teachers should be trained to present their lessons using a variety of methods to include the use of music, cooperative learning, debating, role play, dance, art, journal writing, and field trips. There are hundreds of schools throughout the country that use this approach in educating their students. However, there remain thousands of schools which utilize a traditional approach and teach through lectures, worksheets, and textbooks. The challenge facing forward-thinking educators is to disseminate the benefits of this approach to many more teacher, school administrators, parents, and others in the community who work with children, so that each child has the opportunity to learn in a way bet suited to their unique style.
How to Teach to the Eight Intelligences
One of the most rewarding features of multiple intelligence theory is that it provides teachers with eight potential pathways to learning so that all students can experience success! If a teacher is having difficulty getting a student to understand material via traditional linguistic or logical-mathematical methods, the theory of multiple intelligences provides several other methods in which the material may be presented to facilitate a positive learning outcome. Indeed, once teachers create a learning profile for each student, there is no need for trial at error at all since instruction can be geared to the student's strengths. This approach can be used at all grade levels, whether kindergarten, middle school, or high school. Whatever subject matter is being taught, keep in mind the following characteristics of each of the eight intelligences:
Characteristics of Verbal/Linguistic Intelligence
 Reads a range of materials for a variety of purposes.
Learns and readily applies multiple reading strategies.
Acquires a working knowledge of language structure and variation,
Creates written work.
Adept with print and Internet-based research
Uses literacy skills to learn more about topics of academic and personal interest.
Uses language to direct learning and communication goals.
Characteristics of Logical-Mathematical Intelligence
Learns concepts of quantity, time, and cause and effect.
Uses abstract symbols to represent concrete objects, and concepts.
Perceives patterns and relationships.
Uses varied mathematical tools such as calculating, estimating, interpreting, and presenting information in graph and charts.
Things mathematically by gathering evidence, making hypotheses, formulating models, and building strong arguments.
Uses technology to solve mathematical problems.
Characteristics of Kinesthetic Intelligence
Explores the environment and objects through touch and physical activity.
Learns best by direct involvement and participation. Remembers best what was done rather than was said.
Enjoys concrete learning experiences such as field trips, role-playing, assembling objects, physical exercise, and dance.
Displays good balance, grace, and dexterity and skilled in dance, sports, and keyboarding.
Creates new forms of dance, sports, or other physical activities.
May express interest in such careers as athlete, dancer, surgeon, or builder.
Characteristic of Visual-Spatial Intelligence
Learns best by seeing or observing. Recognizes faces, objects, shapes, colors, and details.
Navigates well through space; e.g. finding the way on a hiking trail, moving a car through traffic, or paddling a kayak on a river.
Thinks in pictures. Has a photographic memory and uses visual images to aid in recalling information.
Decodes graphs, charts, maps, and diagrams.
Enjoys doodling, drawing, painting, and otherwise reproducing observed objects.
Capable of mentally manipulating objects-such as turning an object in space and visualizing its new form. Can also move objects to determine how they will interact with other objects, such as gears turning on a part of machinery.
Is able to perceive things in different ways or from "new perspective" such as the negative space around a painting, as well as the painting itself. Can detect one form hidden in another as in those "hidden the picture" games; e.g. locate hidden objects within a given drawing-"find the embedded striped cat" in a picture of a zoo.
Perceives both subtle as well as obvious patterns; e.g. can easily see both old and young woman in one popular image.
Characteristics of Musical Intelligence
Listens and responds with interest to a variety of sounds to include the human voice, environmental sounds, music. Is able to organize those sounds into patterns.
Seeks out opportunities to hear music in the learning environment. Is eager to be around musicians and learn from them.
Responds to music kinesthetically but performing or dancing; emotionally by responding to the mood and tempo of the music; intellectually by discussing and analyzing the music; and/or aesthetically by evaluating and exploring the meaning of the piece and music in general.
Recognizes and discusses different musical styles, periods and cultural influences.
Develops the ability to sing or play an instrument alone or with others.
Easily learns the notations and vocabulary of music.
Offers interpretation for what a musician or composer is trying to communicate through their music.
Expresses an interest in such careers as singer, instrumentalist, producer, teacher or composer.
Characteristics of Interpersonal Intelligence
Bonds well with parents and teachers.
Able to form and sustain social relationships.
Recognizes and uses a variety of ways in relating to others.
Acknowledges the feelings, thoughts, and moods of others and is able to adjust their style to accommodate these changes.
Influences the opinion of others.
Communicates effectively in verbal and nonverbal ways.
Considers alternative perspectives in any social or political issue.
Develops skills in mediation, organizing others for a common cause, or working effectively with others of diverse backgrounds.
Expresses an interest in such careers as teaching, social work, management, or sales.
Characteristics of Intrapersonal Intelligence
Bonds well with parents and teachers.
Able to form and sustain social relationships.
Recognizes and uses a variety of ways in relating to others.
Acknowledges the feelings, thoughts, and moods of others and able to adjust their style to accommodate these changes.
Influences the opinion of others.
Communicates effectively in verbal and nonverbal ways.
Considers alternative perspectives in any social or political issue.
Develops skills in mediation, organizing others for a common cause, or working effectively with others of diverse backgrounds.
Expresses an interest in such careers as teaching, social work, management, or sales.
Characteristics of Naturalist Intelligence
Explores the human and natural environment with interest and enthusiasm.
Seeks out opportunities to observe, classify, and care for plants or animals.
Recognizes patterns among species or classes of plant life.
Shows interest how species are interrelated and the interdependence of human and natural systems.
Wants to understand "how things work".
Uses tools such as microscopes, binoculars, telescopes and takes notes based on observations.
Learns taxonomies for plants and animals.
May show interest in such careers as biology, ecology, chemistry, zoology, or wilderness guide.
TEACHING TIP! Let's take one lesson and see how we can apply it to each of the intelligences:
Lesson/Unit Title: Solving Algebraic Equations
Lesson Objective : Students will develop skills in solving algebraic equations.
Anticipated Learning Outcome : Students will be able to understand and apply the concepts of solving equations.
Classroom Resource Materials: Textbooks, colored pencils, cassette player, floor mats, and tape for class song.
Assessment of Learning Outcome: Use Authentic Assessment principles so that each student is evaluated in the learning modality for which they are most suited.
Verbal/Linguistic: Students will explain the process of solving the test equations.
Logical/Mathematical: Students create flowcharts for problem-solving equations.
Visual/Spatial: Provide students with algebraic equations and ask them to color code as in example.
Kinesthetic: Students will walk through the equation, as they talk about how to solve it.
Musical: Students sing the steps in solving the test questions.
Interpersonal: Students tutors their peers in solving test problems.
Intrapersonal: Student leads a group in solving the equation.
Naturalistic: Student will use principles of categorization and classification to solve algebraic equations.
Learning Activities
Verbal-Linguistic:
Divide students into pairs to read, discuss, and outline textbook chapter. Allow students to talk about the problem solving process.
Mathematical-Logical:
In small groups student will outline the equation and develop a flowchart for each step in solving the problem.
Kinesthetic:
Teacher works with small group of students at a multicolored rubber mats placed on the floor. Teacher works through the problem with students, allowing them to move from color to color upon completion of each step
Visual-Spatial:
Teacher works with small group of students to color-code each step in solving the equation. Allow students to observe equation is solved.
Musical:
Students compose song lyrics to the song picked by the class that explains vocabulary terms such as sets, exponents, factors, variables, and constants, etc. Students solve the problem by singing the steps.
Interpersonal:
Students are selected as tutors/mentors for other students having difficulty in solving the equation.
Intrapersonal:
Using the concept of variables, individual students are given the opportunity to explain two variables in their own lives and how this relates to the variables in the equation (i.e. the solution depends on the variables provided.)
Naturalist:
In pairs, students create algebraic equations based on such variables in nature as different species of small mammals (rabbits, cats, foxes, etc) or plants.
Summary of Multiple Intelligence
The theory of multiple intelligences serves to expand the repertoire of teachers beyond the traditional linguistic and logical methods (e.g. textbooks, worksheets, rote writing assignments, etc.) Here are several key benefits of using a multiple intelligence approach:
You may take a broader perspective when considering intellectual ability. Drawing a picture, building a model, playing an instrument, or acting in play can be seen as legitimate methods for students to learn and are just as important as mathematics and writing. Studies have shown that many students who perform poorly on traditional tests are highly successful when their classroom experiences incorporate artistic, athletic, or musical activities.
You will provide opportunities for authentic learning based on student needs, interests and talents. A classroom based on multiple intelligence, results in more active and engaged learners.
Parent and community involvement in your school may increase as students demonstrate classroom experiences before a broader audience.
Students will be able to demonstrate their strengths which will serve to motivate their increased participation. This can in turn result in enhanced self-esteem.
When "teaching to the need" students feel valued and accepted for who they are and gain the confidence to experiment and create solutions when faced with new challenges. |
