Howard Gardner’s Theory of Multiple Intelligences.

When considering differences in how each student learns, teachers may reflect on the multiple intelligences theory developed in 1983 by Howard Gardner. In this theory, the idea of a single intelligence quotient (IQ) is challenged. This theory instead proposes that each person has multiple types of intelligence. Each of these different types represents specialized ways of processing and interpreting information, informing in turn how each of us learn.

Howard Gardner, Ph.D. is the founding father of the Multiple Intelligences Theory. According to Gardner's Theory of Multiple Intelligences in his 1983 book, Frames of Mind, each human being is capable of multiple relatively independent forms of information processing, with individuals differing from one another. Harvard professor Howard Gardner proposed a new view of intelligence that is rapidly being incorporated in school curricula. In his Theory of Multiple Intelligences, Gardner expanded the concept of intelligence to also include areas as music, spatial relations, and interpersonal knowledge in addition to mathematical and linguistic ability.

Eight Intelligences

Gardner defines intelligence as "the capacity to solve problems or to fashion products that are valued in one or more cultural setting" (Gardner & Hatch, 1989). The idea of multiple intelligences is important because it allows for educators to identify differing strengths and weaknesses in students and also contradicts the idea that intelligence can be measured through IQ.

1. Visual / Spatial Intelligence: The ability to manipulate and create mental images in order to solve problems. This intelligence is not limited to visual domains because Gardner affirms we may include blind children.

2. Linguistic Intelligence: Involves having a mastery of language. Includes reading, writing, speaking, and conversing in one's own or foreign languages. It also allows one to use language as a means to remember information.

3. Logical-Mathematical Intelligence: Involves math and computer skills and consists of the ability to detect patterns, reason deductively and think logically. This intelligence is most often associated with scientific and mathematical thinking.

4. Bodily-Kinesthetic Intelligence: Involves physical coordination, using fine and gross motor skills, and expressing oneself or learning through physical activities. This intelligence challenges the popular belief that mental and physical activities are unrelated.

5. Musical Intelligence: Involves understanding and expressing oneself through music and rhythmic movements or dance, or composing, playing, or conducting music. Describes the capability to recognize and compose music, tones, and rhythms. (Auditory functions are required for a person to develop this intelligence in relation to pitch and tone, but it is not needed for the knowledge of rhythm.)

6. Interpersonal Intelligence: Involves understanding how to communicate with and understand other people and how to work well and collaboratively with others.

7. Intrapersonal Intelligence: Involves understanding one's inner world of emotions and thoughts, and growing in the ability to control them and work with them consciously. These two intelligences are separate from each other. Nevertheless, because of their close association in most cultures, they are often linked together.

8. Naturalist Intelligence: Involves understanding the natural world of plants and animals, noticing their characteristics, and categorizing them.

Gardner claims that the eight intelligences very rarely operate independently. Rather, the intelligences are used concurrently and typically complement each other as individuals develop skills or solve problems. Everyone is born possessing the eight intelligences. Nevertheless, all students that we can find into the classroom come with different intelligences. Depending on each child’s intellectual strengths and weaknesses, determine how easy or difficult it is for a student to learn information when it is presented in a particular manner. What we know as a learning style.

Since it is almost impossible for the teachers to adapt each lesson to all the learning styles found in a classroom, teacher can help students how to use their more developed intelligences. (Lazear, 1992).

In my personal opinion, Multiple Intelligences is a fascinating theory because an educator cannot target his audience unless he realizes that each and every person in that audience possesses a different intelligence. Therefore it is the educator’s job to make sure all intelligences are equally addressed in the instruction that will make the instructional design beneficial for the audience regardless their intelligence.

Since children do not learn in the same way, they cannot be assessed in a uniform fashion. Therefore, it is important that a teacher create an "intelligence profiles" for each student. Knowing how each student learns will allow the teacher to properly assess the child's progress (Lazear, 1992). This individualized evaluation practice will allow a teacher to make more informed decisions on what to teach and how to present information.

References

• Gardner, H. (1983). Frames of Mind. New York: Basic Books Inc.

• Gardner, H. (1991) The unschooled mind: how children think and how schools should teach. New York: Basic Books Inc.

• Gardner, H., & Hatch, T. (1989). Multiple intelligences go to school: Educational implications of the theory of multiple intelligences. Educational Researcher, 18(8), 4-9.

• Lazear, David. (1999). Eightn ways of teaching: The artistry of teaching with multiple intelligences. Palatine, IL: IRI Skylight Publishing Inc. (highly recommended) [Amazon]

• Lazear, David (1992). Teaching for Multiple Intelligences. Fastback 342 Bloomington, IN: Phi Delta Kappan Educational Foundation. (ED 356 227) (highly recommended) [abstract]