Multiple Intelligence

Shobitha Sankar. S

1st M.R. Sc
Introduction:

The Theory of Multiple Intelligences suggested by Howard Gardner in the early

1980s as an alternative way to traditional classroom designs that as a need for

the variety of ways people learn and understand. Howard Gardner (1983)

suggested that learners do not have a single intelligence, but a range of

intelligences. His assumption is that all people have these intelligences but in

each person one of them is more pronounced. Multiple Intelligence theory has

been adopted in many areas of education including general education classes,

special education classes,

and education for gifted

children (Barton, 2000;

Gardner & Hatch, 1989;

Reid & Romanoff, 1997).

Howard Gardner (1999)

pointed out that

intelligence should be assessed to better understand the teaching and learning

process. He recommended that such assessment is conducted in an

“intelligence-fair” manner, where s a focus on the capacity to solve problems

considering various cultural settings (Gardner & Hatch, 1989).

Moreover, teachers are required to view school education from an individual-

centred perspective. However, in practice, current education models have all

children learn the same material, in the same way, and at the same pace, and a

standard, static, decontextualized instrument assesses progress.

Types of Multiple Intelligence:

1. Verbal-Linguistic Intelligence (Word Smart) - Show interest in words and

use them as a primary way of understanding and thinking.

Strengths

Words, language, and writing

Characteristics

People with linguistic-verbal intelligence:

Remember written and spoken information

Enjoy reading and writing

Debate or give persuasive speeches

Are able to explain things well

Use humor when telling stories

2. Logical-Mathematical Intelligence (Math Smart) – Logical mathematical

students enjoy working with numbers.

Strengths

Analyzing problems and mathematical operations

Characteristics 

People with logical-mathematical intelligence:

Have excellent problem-solving skills

 Enjoy thinking about abstract ideas

Like conducting scientific experiments

Can solve complex computations

3. Spatial Intelligence – (Picture Smart) – Students, strong in spatial

intelligence, think and process information in pictures and images.

Strengths

Visual and spatial judgment

Characteristics

People with visual-spatial intelligence:

Read and write for enjoyment

Are good at putting puzzles together

Interpret pictures, graphs, and charts well

Enjoy drawing, painting, and the visual arts

 Recognize patterns easily

4. Musical Intelligence – (Music Smart) – Students who possess Musical

Intelligence think, feel and process information primarily through sound.

Strengths

Rhythm and music

Characteristics

People with musical intelligence:

Enjoy singing and playing musical instruments

Recognize musical patterns and tones easily

 Remember songs and melodies

Have a rich understanding of musical structure, rhythm, and notes

5. Bodily-Kinaesthetic Intelligence (Body Smart) – Bodily kinaesthetic

students are highly aware of the world through touch and movement.

Strengths

Physical movement, motor control

Characteristics

People with bodily-kinaesthetic intelligence:

Are skilled at dancing and sports

Enjoy creating things with his or her hands

Have excellent physical coordination

Remember by doing, rather than hearing or seeing

6. Interpersonal Intelligence (People Smart) – Students strong in

interpersonal intelligence have a natural ability to interact with, relate to and get
along with others effectively.

Strengths

Understanding and relating to other people

Characteristics

People with interpersonal intelligence:

Communicate well verbally

Are skilled at nonverbal communication

See situations from different perspectives

 Create positive relationships with others

Resolve conflicts in group settings

7. Intrapersonal Intelligence (Self Smart) – People with strong intrapersonal

intelligence have a deep awareness of their feelings, ideas and goals.

Strengths:

Introspection and self-reflection

Some Specific Characteristics:

People with intrapersonal intelligence:

Analyze their strengths and weaknesses well

Enjoy analyzing theories and ideas

Have excellent self-awareness

Understand the basis for his or her own motivations and feelings

8. Naturalistic Intelligence (Nature Smart) – This intelligence refers to a

person’s natural interest in the environment.

Strengths

Finding patterns and relationships to nature

Characteristics

People with naturalistic intelligence:

Are interested in subjects such as botany, biology, and zoology

Categorize and catalogue information easily

Enjoy camping, gardening, hiking, and exploring the outdoors

 Dislikes learning unfamiliar topics that have no connection to nature

Multiple Intelligence- Use to education

Traditionally, schools have emphasized the development of logical intelligence

and linguistic intelligence (mainly reading and writing). While many students
function well in this environment, there are those who do not. Gardner's theory

argues that students will be better served by a broader vision of education,

wherein teachers use different methodologies, exercises and activities to reach

all students, not just those who excel at linguistic and logical intelligence.

Benefits of using the multiple intelligences approach in the school

 You will provide opportunities for authentic learning based on your

students' needs, interests and talents. The multiple intelligence classroom

acts like the "real" world: the author and the illustrator of a book are

equally valuable creators. Students become more active, involved learners

 Parent and community involvement in your school may increase. This

happens as students demonstrate work before panels and audiences.

Activities involving apprenticeship learning bring members of the

community into the learning process

 Students will be able to demonstrate and share their strengths. Building

strengths gives a student the motivation to be a "specialist." This can in

turn lead to increased self-esteem

  When you "teach for understanding," your students accumulate positive

educational experiences and the capability for creating solutions to

problems in life.

Applying M.I. theory helps students learn better

Students begin to understand how they are intelligent. In Gardner's view,

learning is both a social and psychological process. When students understand

the balance of their own multiple intelligences they begin

 To manage their own learning

 To value their individual strengths

Teachers understand how students are intelligent as well as how intelligent they

are. Knowing which students have the potential for strong interpersonal

intelligence, for example, will help create opportunities where the strength can

be fostered in others. However, multiple intelligence theory is not intended to

provide teachers with new IQ-like labels for their students.

Conclusion:

Everyone has all eight types of the intelligences listed above at varying levels of

aptitude -perhaps even more that are still undiscovered -- and all learning

experiences do not have to relate to a person's strongest area of intelligence. For

example, if someone is skilled at learning new languages, it doesn’t necessarily

mean that they prefer to learn through lectures. Someone with high visual-

spatial intelligence, such as a skilled painter, may still benefit from using

rhymes to remember information. Learning is fluid and complex, and it’s

important to avoid labelling students as one type of learner. As Gardner states,

"When one has a thorough understanding of a topic, one can typically think of it

in several ways."

References:

 https://vikaspedia.in/education/education-best-practices/multiple-
intelligence-theory
 https://www.verywellmind.com/gardners-theory-of-multiple-
intelligences-2795161