Educational emphases Multiple Intelligences Howard Gardner of Harvard has identified seven distinct intelligences. This theory has emerged from recent cognitive research and "documents the extent to which students possess different kinds of minds and therefore learn, remember, perform, and understand in different ways," according to Gardner (1991). According to this theory, "we are all able to know the world through language, logical-mathematical analysis, spatial representation, musical thinking, the use of the body to solve problems or to make things, an understanding of other individuals, and an understanding of ourselves. Where individuals differ is in the strength of these intelligences - the so-called profile of intelligences -and in the ways in which such intelligences are invoked and combined to carry out different tasks, solve diverse problems, and progress in various domains." Gardner says 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. Indeed, as currently constituted, our educational system is heavily biased toward linguistic modes of instruction and assessment and, to a somewhat lesser degree, toward logical-quantitative modes as well." Gardner argues that "a contrasting set of assumptions is more likely to be educationally effective. Students learn in ways that are identifiably distinctive. The broad spectrum of students - and perhaps the society as a whole - would be better served if disciplines could be presented in a numbers of ways and learning could be assessed through a variety of means." The learning styles are as follows: Visual-Spatial - think in terms of physical space, as do architects and sailors. Very aware of their environments. They like to draw, do jigsaw puzzles, read maps, daydream. They can be
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Educational emphases
Multiple Intelligences
Howard Gardner of Harvard has identified seven distinct intelligences. This theory has emerged from recent cognitive research and "documents the extent to which students possess different kinds of minds and therefore learn, remember, perform, and understand in different ways," according to Gardner (1991). According to this theory, "we are all able to know the world through language, logical-mathematical analysis, spatial representation, musical thinking, the use of the body to solve problems or to make things, an understanding of other individuals, and an understanding of ourselves. Where individuals differ is in the strength of these intelligences - the so-called profile of intelligences -and in the ways in which such intelligences are invoked and combined to carry out different tasks, solve diverse problems, and progress in various domains."
Gardner says 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. Indeed, as currently constituted, our educational system is heavily biased toward linguistic modes of instruction and assessment and, to a somewhat lesser degree, toward logical-quantitative modes as well." Gardner argues that "a contrasting set of assumptions is more likely to be educationally effective. Students learn in ways that are identifiably distinctive. The broad spectrum of students - and perhaps the society as a whole - would be better served if disciplines could be presented in a numbers of ways and learning could be assessed through a variety of means." The learning styles are as follows:
Visual-Spatial - think in terms of physical space, as do architects and sailors. Very aware of their environments. They like to draw, do jigsaw puzzles, read maps, daydream. They can be taught through drawings, verbal and physical imagery. Tools include models, graphics, charts, photographs, drawings, 3-D modeling, video, videoconferencing, television, multimedia, texts with pictures/charts/graphs.
Bodily-kinesthetic - use the body effectively, like a dancer or a surgeon. Keen sense of body awareness. They like movement, making things, touching. They communicate well through body language and be taught through physical activity, hands-on learning, acting out, role playing. Tools include equipment and real objects.
Musical - show sensitivity to rhythm and sound. They love music, but they are also sensitive to sounds in their environments. They may study better with music in the background. They can be taught by turning lessons into lyrics, speaking rhythmically, tapping out time. Tools include musical instruments, music, radio, stereo, CD-ROM, multimedia.
Interpersonal - understanding, interacting with others. These students learn through interaction. They have many friends, empathy for others, street smarts. They can be taught through group activities, seminars, dialogues. Tools include the telephone, audio conferencing, time and attention from the instructor, video conferencing, writing, computer conferencing, E-mail.
Intrapersonal - understanding one's own interests, goals. These learners tend to shy away from others. They're in tune with their inner feelings; they have wisdom, intuition and motivation, as well as a strong will, confidence and opinions. They can be taught through independent study and introspection. Tools include books, creative materials, diaries, privacy and time. They are the most independent of the learners.
Linguistic - using words effectively. These learners have highly developed auditory skills and often think in words. They like reading, playing word games, making up poetry or stories. They can be taught by encouraging them to say and see words, read books together. Tools include computers, games, multimedia, books, tape recorders, and lecture.
Logical -Mathematical - reasoning, calculating. Think conceptually, abstractly and are able to see and explore patterns and relationships. They like to experiment, solve puzzles, ask cosmic questions. They can be taught through logic games, investigations, mysteries. They need to learn and form concepts before they can deal with details.
At first, it may seem impossible to teach to all learning styles. However, as we move into using a mix of media or multimedia, it becomes easier. As we understand learning styles, it becomes apparent why multimedia appeals to learners and why a mix of media is more effective. It satisfies the many types of learning preferences that one person may embody or that a class embodies. A review of the literature shows that a variety of decisions must be made when choosing media that is appropriate to learning style.
Visuals: Visual media help students acquire concrete concepts, such as object identification, spatial relationship, or motor skills where words alone are inefficient.
Printed words: There is disagreement about audio's superiority to print for affective objectives; several models do not recommend verbal sound if it is not part of the task to be learned.
Sound: A distinction is drawn between verbal sound and non-verbal sound such as music. Sound media are necessary to present a stimulus for recall or sound recognition. Audio narration is recommended for poor readers.
Motion: Models force decisions among still, limited movement, and full movement visuals. Motion is used to depict human performance so that learners can copy the movement. Several models assert that motion may be unnecessary and provides decision aid questions based upon objectives. Visual media which portray motion are
best to show psychomotor or cognitive domain expectations by showing the skill as a model against which students can measure their performance.
Color: Decisions on color display are required if an object's color is relevant to what is being learned.
Realia: Realia are tangible, real objects which are not models and are useful to teach motor and cognitive skills involving unfamiliar objects. Realia are appropriate for use with individuals or groups and may be situation based. Realia may be used to present information realistically but it may be equally important that the presentation corresponds with the way learner's represent information internally.
Instructional Setting: Design should cover whether the materials are to be used in a home or instructional setting and consider the size what is to be learned. Print instruction should be delivered in an individualized mode which allows the learner to set the learning pace. The ability to provide corrective feedback for individual learners is important but any medium can provide corrective feedback by stating the correct answer to allow comparison of the two answers.
Learner Characteristics: Most models consider learner characteristics as media may be differentially effective for different learners. Although research has had limited success in identifying the media most suitable for types of learners several models are based on this method.
Reading ability: Pictures facilitate learning for poor readers who benefit more from speaking than from writing because they understand spoken words; self-directed good readers can control the pace; and print allows easier review.
Categories of Learning Outcomes: Categories ranged from three to eleven and most include some or all of Gagne's (1977) learning categories; intellectual skills, verbal information, motor skills, attitudes, and cognitive strategies. Several models suggest a procedure which categorizes learning outcomes, plans instructional events to teach objectives, identifies the type of stimuli to present events, and media capable of presenting the stimuli.
Events of Instruction: The external events which support internal learning processes are called events of instruction. The events of instruction are planned before selecting the media to present it.
Performance: Many models discuss eliciting performance where the student practices the task which sets the stage for reinforcement. Several models indicate that the elicited performance should be categorized by type; overt, covert, motor, verbal, constructed, and select. Media should be selected which is best able to elicit these responses and the response frequency. One model advocates a behavioral approach so that media is chosen to elicit responses for practice. To provide feedback about the student's response, an interactive medium might be chosen, but any medium can provide
feedback. Learner characteristics such as error proneness and anxiety should influence media selection.
Testing which traditionally is accomplished through print, may be handled by electronic media. Media are better able to assess learners' visual skills than are print media and can be used to assess learner performance in realistic situations.
from "The Distance Learning Technology Resource Guide," by Carla Lane
Like most teachers, you're probably familiar with Howard Gardner's theory on multiple intelligences — that there are
eight different types of intelligence and that these intelligences guide the way we learn and process information. What
you may not be as familiar with is how to apply a multiple intelligence approach to learning in your classroom.
Start with this checklist. Use it to refresh your memory on each of the intelligences and pinpoint learning activities that
will appeal to your students based on their particular strengths. To involve students in identifying their multiple
intelligences, invite them to complete The Connell Multiple Intelligence Questionnaire for Children. They will find
it exciting to see the areas they are strongest in, and to understand how these might be affecting their schoolwork.
Verbal-Linguistic Intelligence (Word Smart)
Description: Verbal-linguistic students love words and use them as a primary way of thinking and solving problems.
They are good writers, speakers, or both. They use words to persuade, argue, entertain, and/or teach.
Learning Activities and Project Ideas:
Completing crossword puzzles with vocabulary words.
Playing games like Scrabble, Scrabble Junior, or Boggle.
Writing short stories for a classroom newsletter.
Writing feature articles for the school newspaper.
Writing a letter to the editor in response to articles.
Writing to state representatives about local issues.
Using digital resources such as electronic libraries, desktop publishing, word games, and word processing.
Creating poems for a class poetry book.
Entering their original poems in a poetry contest.
Listening to a storyteller.
Studying the habits of good speakers.
Telling a story to the class.
Participating in debates.
Logical-Mathematical Intelligence (Math Smart)
Description: Logical-mathematical students enjoy working with numbers. They can easily interpret data and analyze
abstract patterns. They have a well-developed ability to reason and are good at chess and computer programming.
They think in terms of cause and effect.
Learning Activities and Project Ideas:
Playing math games like mancala, dominoes, chess, checkers, and Monopoly.
Searching for patterns in the classroom, school, outdoors, and home.
Conducting experiments to demonstrate science concepts.
Using math and science software such as Math Blaster, which reinforces math skills, or King's Rule, a logic game.
Description: Students strong in spatial intelligence think and process information in pictures and images. They have
excellent visual receptive skills and excellent fine motor skills. Students with this intelligence use their eyes and
hands to make artistic or creatively designed projects. They can build with Legos, read maps, and put together 1,000-
piece jigsaw puzzles.
Learning Activities and Project Ideas:
Taking photographs for assignments and classroom newsletters.
Taking photographs for the school yearbook, school newsletter, or science assignments.
Using clay or play dough to make objects or represent concepts from content-area lessons.
Using pictorial models such as flow charts, visual maps, Venn diagrams, and timelines to connect new material to
known information.
Taking notes using concept mapping, mind mapping, and clustering.
Using puppets to act out and reinforce concepts learned in class.
Using maps to study geographical locations discussed in class.
Illustrating poems for the class poetry book by drawing or using computer software.
Using virtual-reality system software.
Musical Intelligence (Music Smart)
Description: Musical students think, feel, and process information primarily through sound. They have a superior
ability to perceive, compose, and/or perform music. Musically smart people constantly hear musical notes in their
head.
Learning Activities and Project Ideas:
Writing their own songs and music about content-area topics.
Putting original poems to music, and then performing them for the class.
Setting a poem to music, and then performing it for the class.
Incorporating a poem they have written with a melody they already know.
Listening to music from different historical periods.
Tape recording a poem over "appropriate" background music (i.e., soft music if describing a kitten, loud music if they
are mad about pollution).
Using rhythm and clapping to memorize math facts and other content-area information.
Listening to CDs that teach concepts like the alphabet, parts of speech, and states and capitals (i.e.,Schoolhouse
Rock!).
Bodily-Kinesthetic (Body Smart)
Description: Bodily-kinesthetic students are highly aware of the world through touch and movement. There is a
special harmony between their bodies and their minds. They can control their bodies with grace, expertise, and
athleticism.
Learning Activities and Project Ideas:
Creating costumes for role-playing, skits, or simulations.
Performing skits or acting out scenes from books or key historical events.
Designing props for plays and skits.
Playing games like Twister and Simon Says.
Using charades to act out characters in a book, vocabulary words, animals, or other content-area topics.
Participating in scavenger hunts, searching for items related to a theme or unit.
Acting out concepts. For example, for the solar system, "student planets" circle around a "student sun." Students line
up appropriately to demonstrate events in a history timeline.
Participating in movement breaks during the day.
Building objects using blocks, cubes, or Legos to represent concepts from content-area lessons.
Using electronic motion-simulation games and hands-on construction kits that interface with computers.
Interpersonal (People Smart)
Description: Students strong in interpersonal intelligence have a natural ability to interact with, relate to, and get
along with others effectively. They are good leaders. They use their insights about others to negotiate, persuade, and
obtain information. They like to interact with others and usually have lots of friends.
Learning Activities and Project Ideas:
Working in cooperative groups to design and complete projects.
Working in pairs to learn math facts.
Interviewing people with knowledge about content-area topics (such as a veteran to learn about World War II, a lab
technician to learn about life science, or a politician to understand the election process).
Tutoring younger students or classmates.
Using puppets to put on a puppet show.
Intrapersonal Intelligence (Self Smart)
Description: People with a strong intrapersonal intelligence have a deep awareness of their feelings, ideas, and
goals. Students with this intelligence usually need time alone to process and create.
Learning Activities and Project Ideas:
Writing reflective papers on content-area topics.
Writing essays from the perspective of historical figures, such as Civil War soldiers or suffragettes.
Writing a literary autobiography, reflecting on their reading life.
Writing goals for the future and planning ways to achieve them.
Using software that allows them to work alone, such as Decisions, Decisions, a personal choice software, or the
Perfect Career, a career choice software.
Keeping journals or logs throughout the year.
Making a scrapbook for their poems, papers, and reflections.
Naturalistic Intelligence (Nature Smart)
Description: This intelligence refers to a person's natural interest in the environment. These people enjoy being in
nature and want to protect it from pollution. Students with strong naturalistic intelligence easily recognize and
categorize plants, animals, and rocks.
Caring for classroom plants.
Caring for classroom pets.
Sorting and classifying natural objects, such as leaves and rocks.
Researching animal habitats.
Observing natural surroundings.
Organizing or participating in park/playground clean-ups, recycling drives, and beautification projects.
Technology and Multiple Intelligences
What are the multiple intelligences?
What do they have to do with technology?
How can I incorporate these ideas into teaching and learning?
In his 1983 book called Frames of Mind, Howard Gardner of Harvard University identified seven intelligences we all possess. Because our understanding of the brain and human behavior is constantly changing, the number of intelligences is expanding. Two to three new intelligences had been added recently. Gardner claims that we all have all the intelligences, but that no two people are exactly alike.
Read Concept to Classroom: Multiple Intelligences.This web project answers a series of common questions about Howard Gardner's Multiple
Intelligences.
Go to Project Zero to learn more about Howard Gardner's projects at Harvard. Then learn more about Howard Gardner. For some insights into the way the theory has evolved, read his PDF article titled Multiple Intelligences after Twenty Years.
Originally, Gardner developed the list as a theoretical model about the psychology of the mind, rather than a practical way to address individual differences. However, by understanding a student's strengths and weaknesses in each intelligence, we can help students become more successful. He also notes that integrating multiple intelligences into the classroom involves changing our idea about teaching and learning. It requires addressing individual differences and providing a range of activities and experiences to facilitate learning. Technology can be used to facilitate learning in each intelligence area. There is no "right way" to integrate intelligences or technology into the classroom. The key is to provide the most effective learning environment for students.
Read The Key Learning Community: Cultivating "Multiple Intelligences" from Edutopia. Watch the Quicktime videos. You'll need aQuickTime player to view videos.
Currently, Howard Gardner has identified nine intelligences. Click on each intelligence below to learn more about it and technology tools that support classroom activities (Teacher Tap Pages.
If you'd like to learn more about Multiple Intelligence, use the following resources.
Creating 'Windows into Learner's Minds': Multiple Intelligences and Portfolios - This article highlights a new book and provides some examples.
Project Zero - About Howard Gardner - This page provides basic information about Howard Gardner and his ideas
M.I. Smart! Program - This is the best place to start your exploration of Multiple Intelligences. It contains a great overview, links to each intelligence, a MI Diagram and Links to Multiple Intelligence articles.
Multiple Intelligences - This single page site provides an overview of each intelligence and examples for teachers and parents.
Multiple Intelligences: A Theory for Everyone - This Education World page provides an overview of Multiple Intelligences.
Multiple Intelligences: It's Not How Smart You Are, It's How You're Smart! - Another Education World Article:
NEA Today Interview with Howard Gardner - This interview provides a nice overview of the model and the perspectives of Howard Gardner.
Research Results of a Multiple Intelligences Classroom by Bruce Campbell - This short article provides an overview of research in multiple intelligences in the classroom.
Some MI Links - This page provides some great links.
Tapped Into Multiple Intelligences - This online workshop takes you through descriptions, examples, and discussion.
Use All Your Smarts: Multiple Intelligences for Diverse Library Learners - This website by Katherine Holmes of Lesley University Library explores how to use multiple intelligences to address diverse needs.
Technology and Multiple Intelligences
Activity Chart - Explore this Multiple Intelligences activity chart.
Do Technology Based Lessons Meet the Needs of Student Learning Styles? - This article focuses on learning styles, technology, and lesson planning.
How Technology Enhances Howard Gardner's Eight Intelligences - This article focuses on each intelligence and provide technology ideas.
Match Multiple Intelligences with Technology - This page was designed for a workshop in matching multiple intelligences with technology.
Multimedia and Multiple Intelligences - In this excellent 1996 article, Shirley Veenema and Howard Gardner describe the potential of technology and multiple intelligences.
Multiple Intelligences Activities - Lesson plans with lots of ideas.
Multiple Intelligences and Technology - Find ways to link technology and multiple intelligences
Multiple Intelligences and Technology - This online article focuses on the theory behind multiple intelligences and technology.
Science, Multimedia, & Multiple Intelligences - This page defines multimedia and multiple intelligences and gives examples of these in the classroom.
Using Multiple Intelligences in Project-based Learning - This website provides checklists, ideas, and assessments related to multiple intelligences and project-based learning.
Student Projects and Lessons Based on Multiple Intelligences Ideas
A Journey through the Rainforest - Explore this elementary project about the rainforest that incorporates aspects of multiple intelligences.
Best Practices of Technology Integration - This Michigan project contains wonderful, technology-rich lessons for all grade levels.
Harvard Project Zero - This Harvard University Project focuses on understanding learning and specifically multiple intelligences. The research project section contains links to information about to past and present research projects.
Multiple Intelligences by Lesson - This website provides great examples of combining multiple intelligences and technology into meaningful lessons.
Project SUMIT (Schools Using Multiple Intelligence Theory) - This website documents how schools are using multiple intelligence theory.
Utilizing Technology to Address the Multiple Intelligences - This project was done by teacher education students to demonstrate how multiple intelligences and technology could be integrated into the a project on the Civil War.
Multiple Intelligences Surveys
Multiple Intelligences Self-Profile Playground Games Project Teacher Inventory
Build A Project
Select a topic and brainstorm outcomes and technology-rich activities that fit all the intelligences.
Multiple Intelligences ChartHow do you ensure all of your students' intelligences are being tapped? Here is a list of activities that speak to each intelligence.
Students with naturalist intelligence are those who seem to be in love with the natural world. They like to spend time there, they thrive there, they are skilled and confident and comfortable there, and they learn best there — in short, they
are nature smart.Helping all students develop their "nature smarts" is a transformative gift we
teachers can give to the world.
Many educators know of young students who know all there is to know about dinosaurs, butterflies, fish, rocks, etc. They have a deep interest in and fascination with something in nature and are driven to investigate and become an "expert" in a particular natural subject. These are the students who exhibit naturalist intelligence.— Karen Roth, in The Naturalist Intelligence: An Introduction to Gardner's Eighth Intelligence
In 1983, Harvard University's Howard Gardner proposed a theory that there are multiple intelligences, seven in all. He has since added an eighth, the naturalist intelligence (and more recently, the "existential intelligence": the ability and proclivity to pose and ponder questions about life, death, and ultimate realities).
1. verbal/linguistic intelligence or "word smart"
2. bodily/kinesthetic intelligence or "body smart"
3. logical/mathematical intelligence or "number smart"
4. visual/spatial intelligence or "art/design/space smart"
5. interpersonal intelligence or "people smart"
6. intrapersonal intelligence or "self smart"
7. musical/rhythmic intelligence or "music smart"
8. naturalist intelligence or "nature smart"
9. existential intelligence or "spirituality smart"
There are three main reasons for understanding multiple intelligences:
1. teachers can extend their teaching repertoire to honour all the intelligences, and teach in ways that help students develop strength in all the intelligences
2. the curriculum can be broadened to give value and status to all the intelligences (not just verbal/linguistic and logical/mathematical)
3. every student's gifts can be validated by recognizing their unique pattern of intelligences (again, not just those gifted in literacy and numeracy)
Students demonstrate naturalist intelligence when they
are very comfortable outdoors
are aware of their natural surroundings
feel a definite sense of connection to the rest of nature
have an affinity for natural habitats such as forests, deserts, oceans/lakes or streams, wetlands
feel renewed by visiting these natural settings
discriminate different flora and fauna
recognize patterns and colours
are good at sorting and classifying
have keen observational skills and observe patiently
feel satisfaction in learning names of flowers, trees, rocks and minerals, dinosaurs, birds, volcanoes, cloud formations, etc.
enjoy exploring and touching outdoors, including "yucky things"
understand and can explain natural phenomena
show a sense for detail, noticing and delighting in the smallest of nature's gifts
nurture living things, through gardening or taking care of pets or bringing home stray animals
set up bird feeders and other feeding stations for animals
choose to read books and watch programs about animals and ecosystems
seek music related to nature
make crafts and projects out of natural materials (using shells, driftwood, plant presses)
like using equipment to find out more about the natural environment (butterfly nets, water and soil quality testing kits)
readily follow cyclic patterns in nature such as tides, seasons, moon phases, and climate
enjoy collections of rocks, leaves, flowers, shells, feathers, etc.
name zoos, farms, wildlife parks, aquariums and pet stores as "special places" for them
enjoy recreational activities in the outdoors, such as hiking, rock climbing, cross country skiing, camping, sailing, scuba diving, etc.
(adapted from Discovering the Naturalist Intelligence: Science in the School Yard, with thanks to Jenna Glock, Susan Wertz and Maggie Meyer)
Students show they are nature smart when they have a keen awareness of the natural world and phenomena, discriminate natural items like animals, insects, birds, fish, rocks, minerals, plants, trees, flowers, stars, [or] planets.... They often learn best when the content may be sorted and classified or is related to the natural world.— Kagan Publishing, Multiple Intelligences Smart Card
Strategies for Teaching to the Naturalist Intelligence
performing role plays or skits about cycles in nature, animal behaviour, plants growth, etc.
reading stories or articles about the natural world or the fields of biology and ecology
Falling in love with the earth is one of life's great adventures. It is an affair of the heart like no other; a rapturous experience that remains endlessly repeatable throughout life. This is no fleeting romance, it's an uncommon affair, one unconstrained by age or custom, and strengthened rather than diminished through sharing. The moreone gives it away, the stronger it grows.
— Steve Van Matre, Institute for Earth Education
Multiple Intelligences In The ClassroomOf the seven different ways we learn, schools focus on only two.
Add the other five, and you increase the chances of success
By Bruce Campbell
One of the articles in The Learning Revolution (IC#27)
Originally published in Winter 1991 on page 12
Copyright (c)1991, 1996 by Context Institute
The story of much recent innovation in education follows a familiar pattern: the
theory of an innovative thinker (in this case, Harvard’s Howard Gardner) gets
applied by an innovative practitioner (third grade teacher Bruce Campbell),
who puts the flesh of action on the bones of thinking. Along the way, theories
get substantiated, the subjects of the successful experiment benefit greatly –
and, as Bruce Campbell reports in this self-interview, the experimenter is
forever altered.
Bruce, together with his wife Linda MacRae-Campbell and Dee Dickinson (Dee
and Linda are guest editors for this issue), is currently co-authoring a book
titled LearningWorks: Teaching and Learning through the Multiple
Intelligences. Contact the Campbells at 19614 Soundview Drive, Stanwood, WA
98292, 206/652-9502.
If we are to achieve a richer culture, rich in contrasting values, we must
recognize the whole gamut of human potentialities, and so weave a less
arbitrary social fabric, one in which each diverse human gift will find a fitting
place.
- Margaret Mead
In recent years, new definitions of intelligence have gained acceptance and
have dramatically enhanced the appraisal of human competencies. Howard
Gardner of Harvard University in his book, Frames of Mind: The Theory of
Multiple Intelligences, suggests that there are at least seven human
intelligences, two of which, verbal/linguisticintelligence
and logical/mathematical intelligence, have dominated the traditional pedagogy
of western societies.
The five non-traditional intelligences, spatial, musical, kinesthetic,
interpersonal andintrapersonal, have generally been overlooked in education.
However, if we can develop ways to teach and learn by engaging all seven
intelligences, we will increase the possibilities for student success and create
the opportunity to, in Margaret Mead’s words, "weave a social fabric in which
each diverse human gift will find a fitting place."
How can the Multiple Intelligences be implemented in the classroom?
To implement Gardner’s theory in an educational setting, I organized my third
grade classroom in Marysville, Washington, into seven learning centers, each
dedicated to one of the seven intelligences. The students spend approximately
two-thirds of each school day moving through the centers – 15 to 20 minutes at
each center. Curriculum is thematic, and the centers provide seven different
ways for the students to learn the subject matter.
Each day begins with a brief lecture and discussion explaining one aspect of
the current theme. For example, during a unit on outer space, the morning’s
lecture might focus on spiral galaxies. In a unit about the arts of Africa, one
lecture might describe the Adinkra textile patterns of Ghana. After the morning
lecture, a timer is set and students – in groups of three or four – start work at
their centers, eventually rotating through all seven.
What kinds of learning activities take place at each center?
All students learn each day’s lesson in seven ways. They build models, dance,
make collaborative decisions, create songs, solve deductive reasoning
problems, read, write, and illustrate all in one school day. Some more specific
examples of activities at each center follow:
In the Personal Work Center (Intrapersonal Intelligence), students
explore the present area of study through research, reflection, or
individual projects.
In the Working Together Center (Interpersonal Intelligence), they
develop cooperative learning skills as they solve problems, answer
questions, create learning games, brainstorm ideas and discuss that day’s
topic collaboratively.
In the Music Center (Musical Intelligence), students compose and sing
songs about the subject matter, make their own instruments, and learn in
rhythmical ways.
In the Art Center (Spatial Intelligence), they explore a subject area using
diverse art media, manipulables, puzzles, charts, and pictures.
In the Building Center (Kinesthetic Intelligence), they build models,
dramatize events, and dance, all in ways that relate to the content of that
day’s subject matter.
In the Reading Center (Verbal/Linguistic Intelligence), students read,
write, and learn in many traditional modes. They analyze and organize
information in written form.
In the Math & Science Center (Logical/ Mathematical Intelligence), they
work with math games, manipulatives, mathematical concepts, science
experiments, deductive reasoning, and problem solving.
Following their work at the centers, a few minutes are set aside for groups and
individual students to share their work from the centers. Much of the
remainder of the day is spent with students working on independent projects,
either individually or in small groups where they apply the diverse skills
developed at the centers. The daily work at the seven centers profoundly
influences their ability to make informative, entertaining, multimodal
presentations of their studies. Additionally, it is common for parents to
comment on how much more expressive their children have become at home.
What are some of the results of this program?
During the 1989-1990 school year, an action research project was conducted in
my classroom to assess the effects of this multimodal learning format. A daily
teacher’s journal was kept with specific entries recording the following:
general daily comments
a daily evaluation of how focused or "on-task" students were
an evaluation of the transitions between centers
an explanation of any discipline problems
a self-assessment – how the teacher’s time was used
tracking of three individuals, previously identified as students with
behavior problems.
In addition, a Classroom Climate Survey was administered 12 times during the
year, a Student Assessment Inventory of work at the seven centers was
administered nine times during the year, and a Center Group Survey was
administered eight times during the year.
The research data revealed the following:
1. The students develop increased responsibility, self-direction and
independence over the course of the year. Although no attempt was made to
compare this group of students with those in other third grade classes, the self-
direction and motivation of these students was apparent to numerous
classroom visitors. The students became skilled at developing their own
projects, gathering the necessary resources and materials, and making well-
planned presentations of all kinds.
2. Discipline problems were significantly reduced. Students previously
identified as having serious behavior problems showed rapid improvement
during the first six weeks of school. By mid-year, they were making important
contributions to their groups. And by year’s end, they had assumed positive
leadership roles which had not formerly been evident.
3. All students developed and applied new skills. In the fall, most students
described only one center as their "favorite" and as the one where they felt
confident. (The distribution among the seven centers was relatively even.) By
mid-year, most identified three to four favorite centers. By year’s end, every
student identified at least six centers which were favorites and at which they
felt skilled. Moreover, they were all making multimodal presentations of
independent projects including songs, skits, visuals, poems, games, surveys,
puzzles, and group participation activities.
4. Cooperative learning skills improved in all students. Since so much of the
center work was collaborative, students became highly skilled at listening,
helping each other, sharing leadership in different activities, accommodating
group changes, and introducing new classmates to the program. They learned
not only to respect each other, but also to appreciate and call upon the unique
gifts and abilities of their classmates.
5. Academic achievement improved. Standardized test scores were above state
and national averages in all areas. Retention was high on a classroom year-end
test of all areas studied during the year. Methods for recalling information
were predominantly musical, visual and kinesthetic, indicating the influence of
working through the different intelligences. Students who had previously been
unsuccessful in school became high achievers in new areas.
In summary, it is clear that students’ learning improved. Many students said
they enjoyed school for the first time. And as the school year progressed, new
skills emerged: some students discovered musical, artistic, literary,
mathematical and other new-found capacities and abilities. Others became
skilled leaders. In addition, self-confidence and motivation increased
significantly. Finally, students developed responsibility, self-reliance and
independence as they took an active role in shaping their own learning
experiences.
What is the teacher’s role in a Multiple Intelligences program?
The teacher’s role also transforms in this type of program. I developed skills
different from those I would develop by standing in front of a class lecturing
each day. I need to observe my students from seven new perspectives. In
planning the centers, I find I am pushing my students from behind rather than
pulling them from in front. Also I am working withthem, rather than for them. I
explore what they explore, discover what they discover, and often learn what
they learn. I find my satisfaction in their enthusiasm for learning and
independence, rather than in their test scores and ability to sit quietly. And
most importantly, because I am planning for such a diversity of activities, I
have become more creative and multimodal in my own thinking and my own
learning. I can now comfortably write and sing songs. I am learning to draw
and paint. I see growth and development within myself. I sometimes wonder
who is changing the most, my students or myself.
Why is a Multiple Intelligences model successful?
The reasons for the academic and behavioral success of the program appear to
be twofold. First, every student has an opportunity to specialize and excel in at
least one area. Usually, however, it is three or four. In the two years since this
program was initiated, I have not had one student who was unable to find an
area of specialty and success. Secondly, each student learns the subject matter
in a variety of different ways, thereby multiplying chances of successfully
understanding and retaining that information.
Many student needs are met through this program. Their intellectual needs are
met by constantly being challenged and frequently exercising their creativity.
At the same time, their emotional needs are met by working closely with
others. They develop diverse strengths, and they understand themselves better
as individuals.
The emphasis in such a program is upon learning rather than teaching. The
students’ interests and developmental needs dictate the direction of the
program. Such a model adapts to students, rather than expecting students to
adapt to it. From my own classroom experiences, I believe that teaching and
learning through the multiple intelligences helps solve many common school
problems and optimizes the learning experience for students and teachers
alike. Again following Margaret Mead, if we educate to engage the "whole
gamut of human potentialities" in the classroom, society will benefit by
enabling "each diverse human gift to find its fitting place."
Four Factors In Educational Reformby Howard Gardner
Many of us interested in efforts at educational reform have focused on the
learner or student, be she a young child in preschool or an adult bent on
acquiring a new skill. It is clarifying to have such a focus and, indeed, any
efforts at reform are doomed to fail unless they concentrate on the properties
and potentials of the individual learner. My own work on multiple intelligences
has partaken of this general focus; colleagues and I have sought to foster a
range of intellectual strengths in our students.
But after several years of active involvement in efforts at educational reform, I
am convinced that success depends upon the active involvement of at least four
factors:
Assessment * Unless one is able to assess the learning that takes place in
different domains, and by different cognitive processes, even superior
curricular innovations are destined to remain unutilized. In this country,
assessment drives instruction. We must devise procedures and instruments
which are "intelligence-fair" and which allow us to look directly at the kinds of
learning in which we are interested.
Curriculum * Far too much of what is taught today is included primarily for
historical reasons. Even teachers, not to mention students, often cannot explain
why a certain topic needs to be covered in school. We need to reconfigure
curricula so that they focus on skills, knowledge, and above all, understandings
that are truly desirable in out country today. And we need to adapt those
curricula as much as possible to the particular learning styles and strengths of
students.
Teacher Education * While most teacher education institutions make an
honest effort to produce teaching candidates of high quality, these institutions
have not been at the forefront of efforts at educational improvement. Too often
they are weighted down by students of indifferent quality and by excessive –
and often counterproductive – requirements which surround training and
certification. We need to attract stronger individuals into teaching, improve
conditions so that they will remain in teaching, and use our master teachers to
help train the next generation of students and teachers.
Community Participation * In the past, Americans have been content to
place most educational burdens on the schools. This is no longer a viable
option. The increasing cognitive demands of schooling, the severe problems in
our society today, and the need for support of students which extends well
beyond the 9-3 period each day, all make it essential that other individuals and
institutions contribute to the educational process. In addition to support from
family members and other mentoring adults, such institutions as business, the
professions, and especially museums need to be involved much more intimately
in the educational process.
Too often, Americans have responded to educational needs only in times of
crisis. This is an unacceptable approach. Education works effectively only when
responsibility is assumed over the long run. We have made significant progress
in this regard over the past decade. There is reason to be optimistic for
students of the future, as dedicated individuals continue to collaborate in
solving the challenging educational problems of our time.
Dr. Howard Gardner is a Professor of Education and Co-chair of Project Zero at
Harvard University. He is the author of nine books, including Frames of Mind:
The Theory of Multiple Intelligences (1983), and To Open Minds: Chinese Clues
to the Dilemma of Comtemporary Education (1989).
How do I apply multiple intelligences (M.I.) theory in my classroom?
There are many different ways to apply multiple intelligences theory in the classroom. You probably employ a variety of intelligences already.
At all levels of education, teachers are transforming subject-specific lessons and curriculum units into meaningful M.I. experiences.
History courses study period music and art. Science units incorporate visual, musical and kinesthetic experiences. Language arts classes reading Civil War literature visit re-enactments and build a
topographical map.
As educators explore more effective methods of assessment, they frequently encourage their students to demonstrate understanding through M.I. activities.
Elementary school students compose and perform songs about math concepts which satisfy the rubrics they and their teachers have developed.
Middle school students create multimedia presentations combining animations, MIDI compositions, and writing to satisfy interdisciplinary unit requirements.
High school students demonstrate mastery of self-formulated research questions through art, writing portfolios, and giving speeches before panels of local citizens.
While you look at the following grid, think of
Other events, artifacts, content and activities you might incorporate into the subject matter you teach.
A variety of appropriate ways students in your classroom might demonstrate understanding.
Dance recital, athletic performance or competition
InterpersonalTeams, group work, specialist roles
Plays, debates, panels, group work
IntrapersonalReflection time, meditation exercises
Journals, memoirs, diaries, changing behaviors, habits, personal growth
Naturalist
Terrariums, aquariums, class pets, farm, botanical garden and zoo visits, nature walks, museum visits
Collecting, classifying, caring for animals at nature centers
ExistentialWorking on causes, charity work, astrology charts
Community service
The ultimate goal of M.I. theory -- to increase student understanding -- is something for which good teachers have long striven. Excellent educators have always addressed the needs of their variously intelligent students. In this sense the real values of M.I. theory are:
To legitimize the powerful and wide-reaching curricula many teachers have always delivered. To systematize and broadcast the theory and methodology of an enriched curriculum.
Classroom activities frequently activate and utilize more than one of the multiple intelligences. Now consider how you would add to and interpret the items on the following list:
Group discussion - Verbal-Linguistic; Interpersonal Journal writing - Intrapersonal; Verbal/Linguistic Choreography - Musical-Rhythmic; Verbal-Linguistic; Interpersonal Constructing timelines - Logical-Mathematical; Visual-Spatial Putting on a play - Musical-Rhythmic; Verbal/Linguistic; Interpersonal; Visual-Spatial Making a video - Logical-Mathematical, Musical-Rhythmic; Verbal/Linguistic; Interpersonal;
Visual-Spatial Writing a report or essay - Verbal-Linguistic Making graphs - Logical-Mathematical; Visual-Spatial
Designing posters - Verbal-Linguistic, Visual-Spatial Communicating with peers or experts online - Verbal-Linguistic; Interpersonal Hands-on experimentation - Kinesthetic; Logical/Mathematical Composing a song - Musical/Rhythmic; Verbal-Linguistic Building a model or 3-D displays - Kinesthetic; Logical-Mathematical
Introduction
Various theories on learning have been developed with increasing frequency in the last few decades. In
order to understand the relationship between these theories, Curry's onion model (Curry, 1983) was
developed with four layers -- personality learning theories, information processing theories, social learning
theories, and multidimensional and instructional theories.
Personality learning theories define the influences of basic personality on preferences to acquiring and
integrating information. Models used in this theory include Myers-Briggs Type Indicator, which measures
personality in dichotomous terms -- extroversion versus introversion, sensing versus intuition, thinking
versus feeling, and judging versus perception, and the Keirsey Temperament Sorter, which classifies
people as rationals, idealists, artisans, or guardians.
Information processing theories encompass individuals' preferred intellectual approach to assimilating
information, and includes David Kolb's model of information processing, which identifies two separate
learning activities: perception and processing.
Social learning theories determine how students interact in the classroom and include Reichmann's and
Grasha's types of learners: independent, dependent, collaborative, competitive, participant, and avoidant.
Multidimensional and instructional theories address the student's environmental preference for learning
and includes the Learning Style Model of Dunn and Dunn and the multiple intelligences theory of Howard
Gardner. This chapter focuses on this type of learning theory by Howard Gardner.
Multiple Intelligences Section
Caption: This is a questionnaire created with Flash to give users a profile of their multiple intelligences. It assesses
the eight intelligences that are fully accepted by educators in the classroom. The eight intelligences are verbal,
logical, spatial, kinesthetic, musical, interpersonal, intrapersonal and naturalistic. The ninth would be Existential, but
this is not a confirmed intelligence. This is NOT a scientific assessment. There is no validity to this test at all. We
include it to simply help you think about your own abilities. By Myung Hwa Koh, Li Zhu and Seow Chong Wong
(2003).
Multiple Intelligences Scenario
Ms. Cunningham, a seventh grade American History Teacher, is preparing a unit on the American Civil
Rights Movement of the 1950's and 1960's. The teacher has created a succession of lessons to be
completed over a two-week period to enhance her students' understanding of the events, organizations,
and individuals that were crucial to the movement. When the unit is over, Ms. Cunningham wants her
students to have a complete picture of the historical period. She designs a variety of activities that give
the students the opportunity to explore historical and cultural aspects of the 1950's and 1960's, and to