The Theory Of Multiple Intelligences

Howard Gardner’s theory of multiple intelligence’s (MI theory) is a valuable resource for teachers, if they understood how they could apply this in the classroom (Snowman & McCown, 2012). In this class, there are multiple intelligences observed amongst the students; however, there is minimal differentiated instruction to allow the students the best opportunities for success. It is critical that teachers understand that their teaching methods may not be wrong, but they

Howard Gardner introduced the theory of multiple intelligences stating that each person possesses a blend of at least eight different kinds of intelligence: verbal/linguistic, logical/mathematical, visual/spatial, bodily/kinesthetic, musical, interpersonal, intrapersonal, and environmental/naturalistic (Bruno, 2009).

In “A Rounded Version: The Theory of Multiple Intelligences”, Howard Gardner illustrates how there are a variety of intelligences. Gardner starts off with an example how IQ tests may predict achievement in school but may not predict achievement in life. After finding out certain parts of the brain are responsible for certain functions, such as “Broca’s Area” which is responsible for sentence production, Gardner proposes the existence of multiple intelligences. Multiple studies later led him to propose seven distinct intelligences; Musical, bodily-kinesthetic, logical-mathematical, linguistic, spatial, interpersonal, and intrapersonal. Each intelligence has certain classifications. According to Gardner’s classifications, I realized my intelligences are bodily-kinesthetic, logical-mathematical, and intrapersonal.

Charles Spearman's model of intelligence and Howard Gardner's multiple intelligence theory are two of the most widely used theories of intelligence. In order to understand how similar the two theories are we must first understand their differences. These two men differed in opinion on how IQ and intelligence should be measured, and they differed in opinion on what made a person "smart". In order to examine these things they first had to understand the human brain and how it works. They had to examine the human study habits and rituals, along with the human test taking habits.

You’re a genius! As this compliment rings in your head imagine that someone is referring to your ability to understand yourself, or even your ability to interact with other people. Under Gardner’s Theory of multiple intelligences each and every one of us have different intelligence strengths, our individual strengths are important in how we develop. Possibly making more unconventional geniuses. Knowing and acknowledging our strengths can help us to excel in life at different levels. Most of us are a combination of many different intelligences. Normally with one or two that are stronger than the others. Like many others you might be thinking intelligence only in reference to a high IQ, and knowledge these other so called “intelligences” are too broad, but I believe you couldn’t be more incorrect. These are possible new ideas for you but consider the fact that we all learn differently if we all had the same type of intelligence than we would all learn the exact same way. As we know this clearly not true. After deep reflection and some research I believe my strongest intelligence is Interpersonal intelligence. Strong interpersonal intelligence are people who are good at understanding and interacting with others nonverbally and verbally. Usually more talented in assessing the emotions and desires of those around them. My second strongest intelligence is intrapersonal intelligences describe as one’s ability to know and understand them self. It is believed that these

Albert Einstein stated that “everyone is a genius, but if you judge a fish by its ability to climb a tree, it will live its whole life believing that it is stupid”. At Highland Middle School, we understand that each student contain personal strengths and weaknesses in aspects of education. For this reason, we place a high amount of focus on incorporating Howard Gardner’s multiple intelligences concept in our classrooms, lesson plans, assessments, and learning objectives. Essential elements that are conducive to implementing Gardner’s concept include allows students to have choices and let their curiosity direct their learning, incorporating technology that increases student learning outcomes, and incorporating hands-on learning opportunities throughout the school day.

‘‘Gardner’s multiple intelligences theory can be used for curriculum development, planning instruction, selection of course activities, and related assessment strategies. Instruction which is designed to help students develop their strengths can also trigger their confidence to develop areas in which they are not as strong. Students’ multiple learning preferences can be addressed when instruction includes a range of meaningful and appropriate methods, activities, and assessments. Gardner’s early work in psychology and later in human cognition and human potential’ led to the development of the initial six intelligences. Today there are nine intelligences and the possibility of others may eventually expand the list. These intelligences (or competencies) relate to a person’s unique aptitude set of capabilities and ways they might prefer to demonstrate intellectual abilities’’ ( (Armstrong, T., 2010). Gardner’s Multiple Intelligences

A strategy to be implemented in the classroom will be by including multiple opportunities for students to take in the core information or concepts and utilising Gardner’s Multiple Intelligence Theory in learning centres. The students’ interest and developmental needs dictate their learning, as they are able to draw on prior experiences. To implement Gardner’s Theory in my classroom, seven learning centres will be organised, each dedicated to one of the seven intelligences. The students will spend time moving through the centres, dedicating fifteen to twenty

Gardner, H. E. (2000). Intelligence Reframed: Multiple Intelligences for the 21st Century. New York: Basic Books.

Implementing the multiple intelligences theory will support the children in the scenario by catering to the children’s interests and abilities at the time, consequently engaging the children and causing fewer distractions in the classroom (Whitebread & Coltman, 2008). The EYLF states that when educators are responsive to a child’s strength, ability, needs, and interests, they build on the child’s skills and knowledge (DEEWR, 2009). This forms an important basis for curriculum decision making and allows the use of spontaneous teaching moments to scaffold children’s learning (DEEWR, 2009). This interactive approach is effective because it allows for social, emotional and physical growth alongside intellectual development to occur (Scott,

If a teacher is having difficulty reaching a student in the more traditional linguistic or logical ways of instruction, the theory of multiple intelligences suggests several other ways in which the material might be presented to facilitate effective learning.

In the middle of the spectrum, there is just the intelligences as a whole. These are based on the criteria of frames of mind (Gardner, 1999). These frames of mind are directly associated with a certain type of information. Linguistic, logical-mathematical, musical, spatial, bodily kinesthetic, naturalistic, interpersonal, and intrapersonal. It has puzzled some researchers that Waterhouse (2006) come to the conclusion that the multiple intelligence theory is not asked on empirical findings when in fact the theory was originated from empirical literature. On this side of the controversy it is thought that Waterhouse has a very naïve view of science which in contemporary research is very rare. After looking at both sides of this controversy it has become clear that the theory of multiple intelligence still needs to be researched in more depth. This theory could bring about many advancements in the world of education which could open up opportunities to become more evolved as a civilization. With the idea that an IQ test is highly unreliable this begs the question of IQ based education and its effectiveness. This was Water house's point all along. Basing his research on

Most believe that all students think the same, and should be graded equally. The only views people have in regards to intelligence according to Gardner (2011) is a “single, general capacity every human being possesses a greater or lesser extent ; that it can be defined or measured by standardized verbal instruments” (pg. xxviii). These notions initiated to pose the question if everyone actually thinks alike? If one test could accurately give a measurement of someone’s intelligence and help them adapt to overall society? After many years of research and testing it is believed that the Multiple Intelligences (MI) theory is the most effective teaching and educational method in this modern day and age. Although there has been mass debate over

Howard Gardner recognizes that intelligence is more than the single logical-mathematical processing of stored facts that intelligence tests assess. He views intelligence as problem-solving, problem-creating, and problem-finding across a range of situations. There are a total of eight Multiple Intelligences: Logical-Mathematical, Linguistic, Musical, Spatial, Bodily-Kinesthetic, Interpersonal, Intrapersonal, and lastly, Naturalist Intelligence. These Intelligences allow educators to carefully integrate several content areas within a specific curricula.

Students are more positive about each other when they learn co-operatively than when they learn alone, competitively, or individualistically. Students are more effective interpersonally as a result of working together (Johnson and Johnson, 1984). My two lessons reflect good practice primarily because of the use of group work and the consideration of students’ differing learning styles. Good practice – Multiple Intelligences Howard Gardner is an American psychologist who came up with the theory of Multiple Intelligences. Multiple Intelligences are different ways to demonstrate intellectual ability. Gardner proposes seven different intelligences: linguistic, logic-mathematical, musical, spatial, bodily kinesthetic, interpersonal and intrapersonal (http://www.infed.org/thinkers/gardner.htm). Seven kinds of intelligence allow seven ways to teach, rather than one. Teachers, therefore, should to attend to all intelligences. Students should have opportunities to work on tasks where their style of intelligence can be utilised best.