What is the Multiple Intelligences Theory?

The Multiple Intelligences Theory throws away the idea that

intelligence is one sort of general ability and argues that there
are actually eight types of intelligence. One is not more
important than the other, but some may help people succeed at
different things.
 
For example, a person with high musical intelligence and low
visual-spatial intelligence may succeed in music class, but may
struggle in art class.

Howard Gardner’s Theory of Multiple Intelligence

Howard Gardner of Harvard University first came up with the
theory of multiple intelligences in 1983. Gardner argues that
there are eight types of intelligence, far more than the standard
I.Q. test can account for.
 
He goes on to say that these multiple intelligences “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.”
 
Gardner argues that schools and teachers should teach in a way
that supports all types of intelligences, not just the traditional
ones such as linguistic and logical intelligences.

The Eight Intelligences

1. Linguistic Intelligence (“word smart”)
 
2. Logical-Mathematical Intelligence (“number/reasoning
smart”)
 
3. Visual-Spatial Intelligence (“picture smart”)
 
4. Bodily-Kinesthetic Intelligence (“body smart”)
 
5. Musical Intelligence (“music smart”)
 
6. Interpersonal Intelligence (“people smart”)
 
7. Intrapersonal Intelligence (“self smart”)
 
8. Naturalist Intelligence (“nature smart”)
 
 
Linguistic Intelligence
Linguistic intelligence, also called verbal-linguistic intelligence,
is about knowledge of language use, production, and
possibilities.
 
Those with this type of intelligence have the ability to use
language to express themselves and assign meaning by way of
poetry, humor, stories, and metaphors. It is common for
comedians, public speakers, and writers to be high in linguistic
intelligence.

Teaching for Linguistic Intelligence:

 
Use the following activities and techniques for students and
groups with high linguistic intelligence:
 

 Use creative writing activities such as poetry or script

writing
 Set up class debates
 Allow for formal speaking opportunities
 Use humor, such as joke writing or telling
 Make sure there are plenty of reading opportunities
Learning with Linguistic Intelligence:
 
Learn your best by writing, practicing speeches, creating jokes,
journaling, and reading.

Logical-Mathematical Intelligence
Logical-mathematical intelligence is commonly thought of as
“scientific thinking,” or the ability to reason, work with abstract
symbols, recognize patterns, and see connections between
separate pieces of information. It makes it possible to go through
the scientific process of calculating, quantifying, hypothesizing,
and concluding.
 
This type of intelligence is high in scientists, mathematicians,
computer programmers, lawyers, and accountants.

Teaching for Logical-Mathematical Intelligence:

Use the following activities and techniques for students and
groups with high logical-mathematical intelligence:
 
  Provide opportunities for problem solving
 Involve calculations
 Create activities that involve deciphering a code
 Use pattern or logic games
 Organize new information in an outline format
Learning with Logical-Mathematical Intelligence:
 
Learn your best by creating information outlines with points,
and making patterns of the information.

Visual-Spatial Intelligence
Visual-spatial intelligence is all about the visual arts, graphics,
and architecture. This type of intelligence allows people to
visualize objects from different perspectives and in different
ways, use objects within space, form mental images, and think
in three-dimensions.
 
People high in visual-spatial intelligence include painters,
architects, graphic designers, pilots, and sailors.
 
Teaching for Visual-Spatial Intelligence:
Use the following activities and techniques for students and
groups with high visual-spatial intelligence:
 

 Use mind mapping techniques

 Use guided visualizations or verbal imagery
 Provide opportunities for artistic expression using a variety
of mediums (paint, clay, etc.)
 Allow for make-believe or fantasy
  Create collages for visual representations
Learning with Visual-Spatial Intelligence:
 
Learn your best by creating something visual using space such
as a collage, art piece, or written map of the information.

Bodily-Kinesthetic Intelligence
Bodily-kinesthetic intelligence is the ability to use the body to
express emotion, play games, or create new products. It is
commonly referred to as “learning by doing.” This type of
intelligence enables people to manipulate objects and the body.
 
High bodily-kinesthetic intelligence is common in dancers,
athletes, surgeons and artisans.
Teaching for Bodily-Kinesthetic Intelligence:
 
Use the following activities and techniques for students and
groups with high bodily-kinesthetic intelligence:
 

 Use body sculpture

 Use of role playing, miming, or charade games
 Allow for physical exercise, dance, or martial arts
 Create opportunities for dramatic arts such as skits
 Use human graphs
Learning with Bodily-Kinesthetic Intelligence:
 
To learn at your best, try creating a movement routine or role
play to learn a concept or remember information.

Musical Intelligence
Musical intelligence is all about music. Individuals with high
musical intelligence have a greater knowledge of and sensitivity
to tone, rhythm, pitch, and melody. But this type of intelligence
isn’t just about music — it’s also about sensitivity to the human
voice, audio patterns, and sounds in the environment.
 
Composers, musicians, conductors, and sound directors all have
high musical intelligence.

Teaching for Musical Intelligence:

 
Use the following activities and techniques for students and
groups with high musical intelligence:
 

 Use instruments and instrument sounds

 Use environmental sounds to illustrate a concept
 Allow for musical composition and performance
 Allow students to create songs about a topic
Learning with Musical Intelligence:
 
To learn best with your musical intelligence, try making a song
with content you need to know.
 
Interpersonal Intelligence
Interpersonal intelligence is all about working with others and
communicating effectively with others both verbally and
nonverbally. It involves the ability to notice distinctions in
others’ moods, temperaments, intentions, and motivations.
 
High interpersonal intelligence is often found in teachers,
counselors, politicians, and religious leaders.
 
Teaching for Interpersonal Intelligence:
 
Use the following activities and techniques for students and
groups with high interpersonal intelligence:
 

 Teach collaborative skills

 Provide plenty of group work opportunities
 Use person-person communication
 Use empathy
Learning with Interpersonal Intelligence:
 
To learn best with high interpersonal intelligence, try doing most
of your work in a group or with another person. Try to put
yourself in the shoes of people or situations you are learning
about.
 
 
Intrapersonal Intelligence
Intrapersonal intelligence involves knowledge of the self in
ways such as feelings, range of emotional responses, and
intuition about spirituality. This type of intelligence allows
people to be conscious of the unconscious and to discern higher
patterns of connection between things in our world.
 
Psychologists, philosophers, and theologists have high
intrapersonal intelligence
Teaching for Intrapersonal Intelligence:
 
Use the following activities and techniques for students and
groups with high intrapersonal intelligence:
 

 Practice meditation
 Allow for plenty of self reflection
 Use mindfulness
 Practice reaching altered states of consciousness
Learning with Intrapersonal Intelligence:
 
To learn best with intrapersonal intelligence, try using mindful
walks, meditation, and metacognition.

Naturalist Intelligence
Naturalist intelligence is about discerning, comprehending, and
appreciating plants, animals, atmosphere, and the earth. It
involves knowing how to care for animals, live off the land,
classify species, and understand systems in nature.
 
High naturalist intelligence is seen in farmers, zookeepers,
botanists, nature guides, veterinarians, cooks, and
landscapers/gardeners.

Teaching for Naturalist Intelligence:

 
Use the following activities and techniques for students and
groups with high naturalist intelligence:
 

 Practice conservation
 Have a classroom plant or animals to care of
 Observe nature, go on nature walks
 Use species classification
 Provide hands-on labs of natural materials
Learning with Naturalist Intelligence:
 
To learn at your best, do your learning outdoors. Work with
natural materials or animals as much as possible to work through
concepts.

Educational Benefits of Applying Multiple Intelligences Theory

The benefits of this theory are many, and they can be applied
across all ages and in all subjects. Students who are given ways
to learn and perform at their best are more likely to enjoy school
and are more likely to succeed academically.
Planning With Intelligence:
 
Variation Approach: When students are first made aware of the
types of intelligences, they must complete activities of all types
to better select their intelligence types.
 
Choice Approach: Students can be given the option to complete
some activities of a long list of activities suited for different
types of intelligences.
 
Bridge Approach: If most or all of the students in a classroom or
group are high in the same type of intelligence, an activity or
classroom layout can be focused on that one type.
 
What Multiple Intelligences Theory Can Teach Us:
 
Additional research may be needed in order to understand the
best possible methods to assess and support a range of
intelligences in the classroom. For now, the theory has already
taught students, teachers, parents, and administrators to broaden
their definition of intelligence and to include all types in the
equation.

Multiple Intelligences in the Classroom:

 
There are many ways to use the theory of multiple intelligences
in the classroom.
 
How can the Multiple Intelligences be Implemented in the Classroom?

Classroom Layout
The best way to layout a classroom to support multiple
intelligences is to have places in the room that work for each
type of intelligence.
 
For linguistic intelligence, there should be a quiet area for
reading, writing, and practicing speeches.
 
For logical-mathematical intelligence, there should be an area
where students can conduct scientific experiments.
 
For visual-spatial intelligence, include an open area for object
manipulation or art creation.
 
For bodily-kinesthetic intelligences, an open area for body
movement could be provided.
 
For musical intelligences, include a separate area for music
listening and creating, perhaps with soundproofing or
headphones.
 
For naturalistic intelligences, an outdoor space or indoor
aquarium or terrarium could be provided.
 
For interpersonal intelligences, there should be an area with
large tables for group work, while for intrapersonal intelligences
there should be areas for individual activities.

How to Identify the Intelligences in Your Classroom

It can be hard to identify which intelligences are in the
classroom. Observation and working together with the students
to understand what is working for them is key. University of the
People offers a Master’s in Education, where you are taught to
identify the types of intelligences and how to implement them.
 
Expand Upon Traditional Activities:
 
Traditional activities in the classroom tend to focus on linguistic
and logical-mathematical types of intelligence. These should be
expanded to include other types of intelligence as well. For
example, teachers can use debate to teach logic or use clay
manipulatives for math learning.
 
 
Results of This Program:
 
When multiple intelligences theory is implemented properly in
the classroom, it can have very positive results. Students
develop increased sense of responsibility, self-direction and
independence, discipline problems are reduced, students develop
and apply new skills, cooperative learning skills increase, and
overall academic achievement increases.

The Teacher’s Role:

The teacher’s role is extremely important in making sure
students get the most out of multiple intelligences theory in the
classroom. Teachers should work with the students, rather than
for the students, to develop the best activities, projects, and
layouts. Teachers should continuously observe students’
interests and successes in different areas and continually change
the classroom layout and plan accordingly.
 
 
Teaching in the Way the Child Learns:
 
Teaching using the multiple intelligence theory is essentially
teaching in the way the child learns. It involves giving up long-
held traditional beliefs about how to teach and instead puts the
child first at the center of the planning.
 

Conclusion
As a teacher, it is important to use multiple intelligences in the
classroom, but first you must understand the multiple
intelligence theory and know which intelligences your students
have to be able to teach them in the best way possible.
 
As a student, it is important to know which intelligences you
have so you know the most effective way to learn.
 
Hopefully you now have a better understanding of what the
multiple intelligences are and how you can use them to your
benefit to help both yourself and others learn better and faster
than ever before.