The Theory of Multiple Intelligences and how can it be applied in the classroom

 

The Theory of Multiple Intelligences and how can it be applied in the classroom

Hello everyone! 👋This is my second blog post. This week we've dealt with a lot of things, but what caught my attention was “The Theory of Multiple Intelligences (MI)”. But what is this theory about? 

The one who proposed this theory was Howard Gardner in 1983, though he has continued to revise his theory over the years. According to Gardner, this theory, which emerged from cognitive research, “documents the extent to which students possess different kinds of minds and therefore learn, remember, perform, and understand in different ways.” He stated that these differences “challenge an educational system that assumes that everyone can learn the same materials in the same way and that a uniform, universal measure suffices to test student learning.”

He felt that the traditional concept of intelligence was incomplete and instead proposed a variety of different types of intelligence, more precisely 9 types of intelligences that I’ve illustrated through the following table with also

                                The 9 Intelligences of MI Theory

 

	Intelligence	Skills and Career Preferences
1.	Verbal-Linguistic Intelligence  Well-developed verbal skills and sensitivity to the sounds, meanings and rhythms of words	Skills - Listening, speaking, writing, teaching. Careers - Poet, journalist, writer, teacher, lawyer, politician, translator
2.	Mathematical-Logical Intelligence Ability to think conceptually and abstractly, and capacity to discern logical or numerical patterns	Skills - Problem solving (logical & math), performing experiments Careers - Scientists, engineers, accountants, mathematicians
3.	Musical Intelligence Ability to produce and appreciate rhythm, pitch and timber	Skills - Singing, playing instruments, composing music Careers - Musician, disc jockey, singer, composer
4.	Visual-Spatial Intelligence Capacity to think in images and pictures, to visualize accurately and abstractly	Skills - puzzle building, painting, constructing, fixing, designing objects Careers - Sculptor, artist, inventor, architect, mechanic, engineer
5.	Bodily-Kinesthetic Intelligence Ability to control one's body movements and to handle objects skillfully	Skills - Dancing, sports, hands on experiments, acting Careers - Athlete, PE teacher, dancer, actor, firefighter
6.	Interpersonal Intelligence Capacity to detect and respond appropriately to the moods, motivations and desires of others	Skills - Seeing from other perspectives, empathy, counseling, co-operating Careers - Counselor, salesperson, politician, business person, minister
7.	Intrapersonal Intelligence Capacity to be self-aware and in tune with inner feelings, values, beliefs and thinking processes	Skills - Recognize one’s S/W, reflective, aware of inner feelings Careers - Researchers, theorists, philosophers
8.	Naturalist Intelligence Ability to recognize and categorize plants, animals and other objects in nature	Skills - Recognize one’s connection to nature, apply science theory to life Careers – Scientist, naturalist, landscape architect
9.	Existential Intelligence Sensitivity and capacity to tackle deep questions about human existence, such as the meaning of life, why do we die, and how did we get here	Skills – Reflective and deep thinking, design abstract theories Careers – Scientist, philosopher, theologian

 

Multiple Intelligences in the Classroom

What I discovered through my research is that Multiple intelligences (MI) when compared to other theories of minds or human potential is no doubt the most effective platform upon which to develop educational and instructional methodologies for the classroom of the 21st century. We are living in a truly global society where diversity has become the most defining aspect of social life. This diversity is reflected in the 21st century school and classroom where students from all walks of life (representing diverse languages, cultures, ethnicities, nationalities, religions, and socialization-backgrounds—not to mention unique individual personalities) meet in a singular place where the instructor must be able to facilitate vast differences.

Having such diversity means that we have different types of learners that learn in ways that are identifiably distinctive. For this reason, the broad spectrum of students—and perhaps the society as a whole—would be better served if disciplines could be presented in a number of ways and learning could be assessed through a variety of means.”

Now, let’s focus on these main questions:

1.What brings the multiple intelligences theory in the classroom?

2.How can we favor or take advantage of it?

• Here are some different types of activities and techniques we as teachers can use in the classroom for each type of intelligence:

Teaching for Verbal-Linguistic Intelligence:

1.Use creative writing activities: Ask students to write a story about what they’re studying or an original text with no limits. If they’re learning a process, have them write an instruction manual or give a “how to” speech. Writing poetry, scripts, making videos, or designing a brochure are other good activities for this intelligence.

2.Set up class debates: show several sides of a topic in a convincing way on various topics.

3.Use humor-jokes: create word games, humorous pairings, jokes about academic

4.Allow for formal speaking opportunities

5.Make sure there are plenty of reading opportunities

 

Teaching for Logical-Mathematical Intelligence:

1.For English or history classes, use a debate to teach the basics of logic and rhetoric. Ask students to function the way a real-life scientist does – using logic and/or math to solve a problem or propose a hypothesis.

2.Create activities that involve deciphering a code: to understand and communicate with symbol language.

3.Use pattern or logic games: puzzles, games, etc.

4.Organize new information in an outline format

5.Involve calculations

 

Teaching for Visual-Spatial Intelligence: 

1.Use mind mapping techniques

2.Use guided visualizations or verbal imagery

3.Provide opportunities for artistic expression using a variety of mediums (paint, clay, etc.)

4.Allow for make-believe or fantasy

5.Create collages for visual representations

 

Teaching for Bodily-Kinesthetic Intelligence:

1.Use body sculpture/table: order (as a sculpture) a group of people to express an idea, concept or process.

2.Use of role playing, miming, or charade games

3.Allow for physical exercise, dance, or martial arts

4.Create opportunities for dramatic arts such as skits

4.Use human graphs: create a continuous line; on one side those who agree and on the other side those who disagree, to express the composition of a concept, idea or process.

 

Teaching for Musical Intelligence: 

1.Use instruments and instrument sounds

2.Use environmental sounds to illustrate a concept

3.Allow for musical composition and performance

4.Allow students to create songs about a topic

5. Tonal schemes: tones associated with a theme

 

Teaching for Interpersonal Intelligence:

1.Teach collaborative skills

2.Provide plenty of group work opportunities or cooperative learning

3.Use face to face communication

4.Offer feedback: give a honest answer to someone’s performance or opinion

5.Use empathy

 

Teaching for Intrapersonal Intelligence:

1.Practice meditation

2.Allow for plenty of silent self-reflection: working with reflection instruments like diaries of thought, personal journals, etc.

3.Use mindfulness

4.Practice reaching altered states of consciousness

5.Independent projects: work alone to express feelings and thoughts about something.

 

Teaching for Naturalist Intelligence:

1.Practice conservation

2.Have a classroom plant or animals to care of

3.Observe nature, go on nature walks

4.Use species classification

5.Provide hands-on labs of natural materials

 

Teaching for Existential Intelligence:

1.Make connections between what is being learned and the world outside the classroom.

2.Provide students with overviews to support their desire to see the big picture.

3.Have students look at a topic from different points of view.

4.Have students summarize the information learned in a lesson.

5.Have students create lessons to teach their classmates information.

 

Conclusion: I strongly believe that as a teacher, it is important to use multiple intelligences in the classroom, but first we must understand the multiple intelligence theory and know which intelligences our students have to be able to teach them in the best way possible. It’s in our hands if we want to nurture and strengthen these multiple intelligences or ignore and weaken them.