theory of multiple intelligences

 

The theory of multiple intelligences was developed in 1983 by Dr. Howard Gardner, professor of education at Harvard University. It suggests that the traditional notion of intelligence, based on I.Q. testing, is far too limited. Instead, Dr. Gardner proposes eight different intelligences to account for a broader range of human potential in children and adults. These intelligences are: 

*Linguistic intelligence ("word smart"):
*Logical-mathematical intelligence ("number/reasoning smart")
 *Spatial intelligence ("picture smart")
 *Bodily-Kinesthetic intelligence ("body smart")
 *Musical intelligence ("music smart")
 *Interpersonal intelligence ("people smart")
 *Intrapersonal intelligence ("self smart")
 *Naturalist intelligence ("nature smart")

   

Each page of this very brief paper will be devoted to defining an "intelligence" and outlining associated lesson ideas and classroom activities such as learning centers, uses of computer technology, writing activities, etc. that enable teachers to implement MI theory in their classrooms. The implication is that by properly implementing MI theory and teaching challenging content to all student’s intelligences and preferred learning styles, students will:
 *Show increased independence, self esteem, responsibility and self direction. 
 *Show greatly reduced behavioral/attention/learning problems at school and home. 
 *Have improved cooperative skills. 
 *Show increased ability to work "multimodally" (use multiple intelligences), when doing school 
reports, multimedia projects, etc. 
 *Demonstrate improved leadership skills. 
 *Retain information better. 

Further, the teachers role in the classroom should become less directive and more facilitative. Along with their students, teachers will also become more multimodal in their approach to teaching and learning.

Verbal/Linguistic Intelligence 

The capacity to use words effectively, either orally or in writing. A well developed linguistic intelligence shows itself in attention to word, syntax and style. Linguistic intelligence embodies both left and right hemispheric processing of language- both language in a linear sense and language in the enfolded, holistic sense. Students with a high degree of linguistic intelligence think in words, learn by listening, reading and verbalizing. They enjoy writing, reading, telling stories, poetry, books, records, tapes, etc. They learn best by saying, hearing and seeing words.

Learning Activities:
 *Performing poetry read aloud. 
 *Dictionary Game (find an unfamiliar word, challenge everyone to write imaginary definitions, read 
imaginary definitions along with real ones). 
 *Exploring a dictionary of synonyms to attune writers to fine differences in word meanings. 
 *Write a modern day sequel to a classical piece of literature. 
 *Write critical analyses of famous art, music or drama. 
 *Debate controversial political or historical decisions, for example, the Dred Scott Decision Supreme Court 
decision. 
 *Write math story problems for others to solve. 

Visual/Spatial Intelligence

The ability to comprehend shapes and images in three dimensions. Spatial intelligence is often relied upon by designers, architects, sculptors, engineers, etc.. It is also the "more abstract intelligence of a chess master, a battlefield commander or a theoretical physicist", as well as the familiar ability to recognize objects, faces and details. A sharp distinction can be seen between visual acuity and spatial ability. For example, a blind person may feel and identify a shape with ease, but be unable to see it. Males typically score more highly than females in this category of intelligence.

Learning Activities:
 *Examine alternate endings to a story to see which one gives a "sense of wholeness". 
 *Examine the language of architects, sculptors and other visual thinkers to see how it differs from common 
usage.  
 *Students create visual metaphors (charts, posters, etc.), representing historical and current events. 
 *Analyze art, posters and other visual media for evidence of political distortion, faulty logic, etc. 
 *Demonstrate and compare games of strategy from different cultures. 
 *Create 3D models that show the changing positions of the constellations through the year. 
 *Create murals that depict the story of an historical period. 
 *Illustrate a piece of literature with color, images and patterns. 
 *Draw patterns/images to illustrate different natural processes. 
 *Work with manipulatives to learn math operations. 
 *Study other cultures through painting and sculpture.

Musical Intelligence

The capacity to perceive, compose, discriminate, transform and express musical forms (rhythm, pitch, harmony, timbre, etc.). Musical ability functions according to Gardner like an intelligence- what composers call logical musical thinking- thinking involving both left and right hemispheres.

Learning Activities:
   
  Learn about different periods of history by analyzing their music. 
  Illustrate a piece of literature with music, sound and rhythm. 
  Make a music tape to accompany different natural processes. 
  Write math operations, formulas and problem solving raps. 
  Learn about math concepts embedded in musical/dance pieces. . 
  A music learning center where students listen to music while studying spelling words. 
  Study songs and their uses from different cultures. 
  Analyze and study song lyrics to gain greater cultural and historical understanding. 
  

Logical/Mathematical Intelligence

The ability to mentally process logical problems and mathematical equations. Examples of such reasoning might include a mathematician working through the implications of a theorem or a reader unraveling a mystery story. According to Gardner, the most successful application of logical-mathematical intelligence is the scientific method as applied for example, in the work of Newton, Einstein and other great scientists. 

Learning Activities:  
*Interview someone doing work in the forefront of physics, biology, etc. 
 *Have students write about the use of logical/mathematical thinking on the news and in science reporting.  
 *Use the scientific method for discovery (science lab). 
*Analyze a culture’ development chronologically. 
 *Play "Math Jeopardy" and explain operations for arriving at answers. 
 *Use a graphic organizer to analyze a scene/character in a play. . 
 *Students construct a timeline of historical events. 

Bodily-Kinesthetic Intelligence

Expertise in using one’s body to express ideas and feelings as well as the facility to handle objects skillfully. Bodily-Kinesthetic intelligence involves the control of movement to exhibit fine motor control and characteristics such as grace, balance and agility. It involves a natural sense of how one’s body should act and react in a demanding physical situation, including a sense of timing, a clear sense of goal and the ability to train responses so they become "automatic". Often dancers and actors will talk about a "feeling in their bodies"- an intelligence unto itself yet integrated with one’s entire being.

Learning Activities:

 *Writing that closely describes an action or characterizes a person through gesture, rhythm and ways 
of moving. 
 *Interrupt a period of writing with a kinesthetic experience such as a breathing exercise or simple closed eye movement exercises and note the differences before and after the "interruption".  
 *Interview people with kinesthetic gifts such as athletes, gymnasts, dance artists, etc. 
 *Act out great moments or historical events from the past. 
 *Act out sun/lunar/planetary rotation/revolution. 
 *Learn to play games that are popular in different cultures. 
 *Physically embody geometry formula/fractions. 
 *Create a living painting/sculpture of an idea or feeling. 

Interpersonal Intelligence

The ability to perceive and make distinctions in the moods, intentions, motivations and feelings of other people. The ability to interact with others, understand them and interpret their behavior. Interpersonal intelligence and intrapersonal intelligence are "inextricably" interconnected since true self knowledge requires a sensitivity to others and vice versa. Interpersonal and intrapersonal intelligences are often found strongly developed in politicians, religious leaders, therapists, shamans, etc. 

Learning Activities (all of these are also shared by Intrapersonal category):
  
*Writing from personal experience (journals), writing about another person, writing to a specific audience 
and presenting an issue in terms of its impact on a single person. 
 *Composing of notebooks, diaries, journals for personal reflection and coming to terms with other’s 
behaviors. 

Intrapersonal Intelligence 

The cognitive ability to understand our self- access to one’s own feeling life, the capacity to discriminate feelings, to find symbols for them and to draw upon them to guide one’s own life. Again, intrapersonal is closely related to interpersonal intelligence since both are required to fully develop self knowledge and a sensitivity to others. Self esteem, self-enhancement and strength of character are all associated with intrapersonal intelligence and the ability to use this intelligence to solve life problems.

Learning Activities (all of these are also shared by Interpersonal category):

 *All activities listed for interpersonal intelligence. 
 *Imagine having dialogues with past historical figures. 
 *Write a reflection on a life lesson derived from some piece of class literature or reading. 
 *Brainstorm spiritual gifts of different cultures. 
 *Think and write about how math concepts help in daily living. 
 *Write a reflection on personal tastes in art, music, dance and/or drama. 
  .