Multiple Intelligences in the Classroom

The Theory of Multiple Intelligences

The Theory of Multiple Intelligences was presented by Professor Howard Gardner (1943-present), Professor of Cognition and Education, Harvard Graduate School of Education in his book Frames of Mind: The Theory of Multiple Intelligence in 1983.

In his book, Prof Gardner defines intelligence as “the ability to solve problems, or to create products, that are valued within one or more cultural settings.” He claims that there are actually eight different types of intelligences that all human beings can present, to different degrees of ability.

His ideas were initially greeted with skepticism by academia (and still are to some extent today) but the teaching faculty embraced his ideas readily – for too long they have observed in their students the truth behind his ideas.

The Eight Intelligences

Prof Garner defines 8 intelligences that a person may have. Some of his students have suggested other possibilities, but he has been hesitant to adopt them and add to the list of “recognized intelligences”.

1. Linguistic
2. Logical-Mathematical
3. Visual-Spatial
4. Bodily-Kinesthetic
5. Musical
6. Interpersonal
7. Intrapersonal
8. Naturalist (Intelligence Reframed, 1999)

These 8 intelligences are present in all persons in varying degrees. Some may exhibit a particularly strong degree of a certain intelligence, and be particularly weak in another intelligence. Some are blessed with strengths in many intelligences, and be very weak in few. We tend to call such people “gifted”, not recognizing that others simply have narrower or less valued “gifts”.

This article will attempt to suggest possible means for an educator (whether in the classroom or at home, for parents who want to help their children) to tap on the child’s strength in his favoured intelligence to help him learn better.

Linguistic Intelligence

Linguistic Intelligence is the ability to read, write and communicate with words. It is present in abundance in authors, journalists, poets, orators and comedians and of course language teachers!

People strong in this intelligence learn best by paraphrasing, summarising and writing notes. If your child is strong in this intelligence, let him take notes and repeat to you in his own words what he has learnt.

The modern educational system places a lot of emphases on this intelligence.

Logical-Mathematical Intelligence

Logical-Mathematical Intelligence is the ability to reason and calculate, and to think things through in a logical, systematic manner. Professionals strong in this intelligence include engineers, scientists, economists, accountants, detectives and legal, and of course Math and Science teachers!

People strong in this intelligence learn best by reorganising, questioning, making links and drawing personal conclusions. If your child is strong in this intelligence (even if he’s learning a language!), give him time to think through and make logical links in his studies. For example, you may want him to understand how a verb can be converted to a noun (gerunds!) by adding “-ing”.

The modern educational system places a lot of emphases on this intelligence.

Visual-Spatial Intelligence

Visual-Spatial Intelligence is the ability to think in pictures, visualize a future result, imagine, or get a sense of direction. It is present in abundance in architects, artists, sculptors, sailors, photographers and strategic-planners, and of course Math and Art teachers!

People strong in this intelligence learn best by watching the real thing, by colour or pictorial coding and using symbols instead of words. If your child is strong in this intelligence, help him by using plenty of colours and pictures (symbols – need not be the real picture). Help him see as much as possible, rather than talk.

Teachers who employ chalk-and-talk or flashcards tend to rely a lot on this intelligence in transmitting information.

Musical Intelligence

Musical Intelligence is the ability to make or compose music, to sing well, or understand and appreciate music, and to keep rhythm. It is an obvious intelligence in musicians, composers and recording engineers, and of course Music and PE teachers!

People strong in this intelligence learn best through rhymes, beats and musical association. If your child is strong in this intelligence, try to put his learning items (multiplication tables for example) into rhymes or music. The author used to do that when he was studying for his Engineering and Teaching exams!

Interestingly, most children in modern cultures learn best through this method, but appear to outgrow it as they get older. Many tribal cultures still use this intelligence as a means of transmitting and retaining information all the way to adulthood.

Bodily-Kinesthetic Intelligence

Bodily-Kinesthetic Intelligence is the ability to use the body skillfully to solve problems, create products or present ideas and emotions. It is abundant in athletes, dancers, actors, building and construction and surgeons, and of course PE and Art teachers!

People strong in this intelligence learn best by doing, by moving, by handling models. If your child is strong in this intelligence, try to reduce their learning items into physical manipulatives (like in the teaching of Math).

Many children who are strong in this intelligence tend to have a strong need to move around a lot, rather than remain seated. This does not fit into the paradigm of most classrooms, resulting in frustration for such children during their learning.

Interpersonal Intelligence

Interpersonal Intelligence is the ability to work effectively with others, to relate to other people and display empathy and understanding, and to notice their motivations and goals. It is quite obvious which professions have this intelligence in abundance – teachers, facilitators, therapists, politicians, religious leaders and salespersons.

People strong in this intelligence learn best through discussions and debates. If your child is strong in this intelligence, allow him to discuss and debate his ideas (deliberating throw a “curve-ball” to stimulate his thinking – works well for Logical-Mathematical types as well when used alone) with others, especially in a group of close and focused friends.

It is unfortunate that the modern educational system, with its exams, do not allow for students who exhibit strong Interpersonal Intelligence to thrive. The author does not know of any exams where students can collaborate on an answer!

Intrapersonal Intelligence

Intrapersonal Intelligence is the ability to self-analyse and reflect, and to know oneself. It is present in abundance in philosophers, counsellors and generally peak performers.

People strong in this intelligence learn best by making connections to personal life and by self-study. Like the Logical-Mathematical type, children strong in this intelligence tend to do better when allowed to reflect and reorganize their thinking. They tend to get interested in the topic introduced when it is related to their own life and when linked to history (etymology of words, for instance).

Naturalist Intelligence

Naturalist Intelligence is the ability to recognise flora and fauna, to make distinctions in the natural world and to use that ability productively. It is present abundantly in farmers, botanists, conservationists, biologists and environmentalists, and of course PE and Science teachers!

People strong in this intelligence learn best when outdoors, among life. Teachers who have taken such students out into the sunshine, among the grass, trees and lakes would find a great increase in learning output from such students! In this case, it’s not because of “learning styles” but simply that the student is placed in a position of great comfort and relaxation, which aids learning greatly.

Conclusion

Many children in traditional school systems suffer precisely because only a few “accepted” intelligences were being engaged. Not many educators are able to teach each child as an individual, and to frame their lessons accordingly.

While it introduces complications into the lesson planning of educators, teachers who have adopted different teaching styles to accommodate the many intelligences within the classroom would surely benefit their students.

Michael Chan is the Senior Head of Department at Xuhui campus. He is strong in Linguistic, Musical and Interpersonal Intelligences. His Achilles’ Heel is Visual-Spatial Intelligence (which explains why he failed Art in high school). His love of learning has seen him through careers spanning the military, managing a private investment fund, running an educational consultancy, and now teaching.

References:
Frames of Mind: The Theory of Multiple Intelligence, Howard Gardner, 1983
Intelligence Reframed, Howard Gardner, 1999
Accelerated Learning for the 21st Century, Colin Rose and Malcolm J Nicholl, 1997