Table of Contents

1 Introduction.................................................................................................................1

2. What is Intelligence?..................................................................................................1

3 What is Multiple Intelligence?....................................................................................2

4 How to identify multiple intelligence in a class room and why is it important?........4

5 The evaluation of students’ skills and learning abilities of the selected students.......5

5.1 Assessment of Student 1.......................................................................................5

5.2 Assessment of Student 2.......................................................................................6

5.3 Assessment of Student 3.......................................................................................8

5.4 Assessment of 4th student....................................................................................10

5.5 Assessment of the 5th Student.............................................................................11

6 Lesson Plan on teaching foreign languages – with the focus of multiple intelligence
of the students..............................................................................................................12

7 Conclusion.................................................................................................................15

References....................................................................................................................16

Figures

Figure 1: Theory of Multiple Intelligence......................................................................2

Figure 2: Lesson Plan for Foreign Language Teaching lesson....................................14
1 Introduction
This study evaluates the multiple intelligences of the five students that were picked
from a huge class. The name of the institute, the names of the students, or any other
personal information won't be released in this report due to the students' need for
secrecy. Numerous educators believe that it is obvious that no two children think or
learn in the same way. Different children learn information in different ways, thus it's
crucial to take these differences into account when instructing pupils in a classroom in
order to produce a successful learning outcome. Therefore, this study uses 5 different
kids who were selected at random to evaluate the idea of multiple intelligences. By
posing several questions in connection to determining the Multiple Intelligences, their
multiple intelligences will be evaluated. A lesson plan will be created at the end of
this report to tailor a lesson to various "Multiple Intelligences".

2. What is Intelligence?
With academic accomplishment, one of the most talked-about subjects for many years
has been the idea of intelligence (Ahvan, 2016). There are many various types of kids
in schools, and they all possess varied levels of intelligence. The majority of the time,
however, schools have focused on a select group of pupils' limited abilities, such as
their linguistic, mathematical, and logical skills, while ignoring various other abilities.
Numerous educators and psychologists have defined the term "intelligence." A
psychologist by the name of Robert Sternberg gave the mental abilities necessary for
adapting to, shaping, and choosing any environmental scenario as one definition of
intelligence. Researchers have offered several explanations for the various perceptions
of intelligence. Some have stated that intelligence is essentially a general ability,
while others have argued that intelligence consists of particular abilities and talents
(Amstrong, 2009). And while some psychologists say that intelligence is mostly
influenced by the environment in which a person lives, others contend that
intelligence is genetically predisposed and inherited. Multiple Intelligences is one of
the fundamental ideas of intelligence, and this idea will be further developed in the
part that follows.
3 What is Multiple Intelligence?
It is known as "Gardner's Multiple Intelligence Theory" and is a wide theory of
intelligence that was first presented by Howard Gardner in 1983. There are eight main
multiple intelligences, in Gardner's estimation, that various people possess (Burton,
2010). Gardner's multiple intelligence is depicted in the following figure.

Figure 1: Theory of Multiple Intelligence

The first concept under the multiple intelligence is verbal /Linguistic intelligence.
These type of people are known as auditory learners as well. These type of people
learn best through the verbal lectures (Campbel & Dickinson, 1996). Discussion and
communicating and listening to other people. These linguistic learners take more
benefits from the learning text aloud and using tape recorder. Once they listening to
something or read something in a book, they can remember these things in their
memory properly. These type of people have more ability to express their feelings
effectively through speeches or written words (Jefferson, 2007). Most of the time,
writers, poets, lawyers and the speakers are the best example for the people with
linguistic intelligence. These people are word smart and they are very good at reading,
writing, speaking and telling stories while playing with words. The famous person
with linguistic intelligence are William Shakespeare, Emily Dickson and Jane Austin
can be identified (Ahvan, 2016).

Logical or mathematical intelligence is a different type of multiple intelligence. These

individuals are numerate and have a scientific way of thinking. logical reasoning,
working with abstract symbols, pattern recognition, and determining how various
objects are related to one another (Yavich & Rotnistky, 2020). These individuals
actively engage in the logical and mathematical problem-solving processes. Early on,
mathematical ability was regarded as the most valuable intelligence. These students
are more rational in nature and frequently question what they are being taught. Chess
masters and those skilled in other logical sports are those with mathematical
intelligence.

Visual-spatial intelligence is another multiple intelligence, and those that possess it

are referred to as "picture clever" people. This type of spatial intelligence is crucial in
the visual arts, graphic design, and architecture (Ahvan, 2016). Designers of visual
media, architects, and painters are some prominent examples of those with spatial
intelligence. People with bodily-kinesthetic intelligence are those who can learn
through doing. Dancers, sports, actors, and doctors are a few professions where
kinesthetic intelligence is a strong suit. People with musical intelligence are more
sensitive to the tone, rhythm, melody, human voice, and ambient auditory patterns
(Amstrong, 2009). Musicians, sound engineers, songwriters, and many others are
among these bright folks. Another type of multiple intelligence is interpersonal
intelligence. These bright individuals are skilled in interacting with others and
communicating with them (Jefferson, 2007). The interpersonally intelligent people
can inspire and complete the work more efficiently when they collaborate with the
others. Some interpersonally intelligent persons include managers, teachers,
counsellors, and religious leaders. Psychologists and philosophers are two examples
of persons who possess intrapersonal intelligence; they are adept at being conscious of
their own emotional states and feelings. Intelligent naturalists are concerned about the
world, the creatures, and the atmosphere. Good naturalists are good cooks, gardeners,
and farmers (Jefferson, 2007).
There are eight basic varieties of multiple intelligence, and one person may possess
several different types, according to Gardner. Additionally, he added that while these
various intelligences do have a genetic component, they may be improved with
greater effort. People may possess several forms of multifaceted intelligence that
change continuously throughout the course of their lives (Wreede, 2022). Practice and
exercise can raise intelligence, whereas overuse or a failure to apply such techniques
can lower it. Let's take a guy who is mathematically bright as an example. He might
be good at more critical thinking and logical activities in addition to solving
mathematical difficulties. He intended to choose the advanced level of the
mathematics stream. But he was forced to choose the commerce stream since his
school lacked the means and capacity to offer other options (Campbel & Dickinson,
1996). The utilization of mathematical intelligence will decline as another subject
stream is practiced.

4 How to identify multiple intelligence in a class room and why is it

important?
Each student has varied knowledge and abilities in a classroom. Not every individual
is gifted with the same knowledge and abilities, and every person learns and excels in
different ways (Ahvan, 2016). Determining the many multiple intelligence ideas in a
classroom is crucial since it has a direct impact on the students' capacity for learning.
Let's assume that when a teacher is aware of all of the pupils in a classroom and their
individual learning styles, it is simple to interact with them and impart knowledge in
the most effective manner (Jefferson, 2007). The teachers can also assist the kids in
choosing the ideal professional route for them by recognizing their multiple
intelligences. Let's say there are two students in the class, one of which excels in math
and participates in numerous academic competitions at the school while the other
excels in art and product design. But both of these students' parents are pressuring
them to choose mathematics as their primary field of study in the future (Yavich &
Rotnistky, 2020). However, a person with an artistic mind does not necessarily have
strong mathematics skills. Because of this, teachers can assist students in choosing the
appropriate stream by assisting them in identifying their most valuable intelligence.
Mathematical and verbal intelligences are typically emphasized in the classroom,
while naturalistic and kinesthetic intelligences receive less attention. Because of this,
educational institutions need to be improved and students should be given more
opportunities to explore and develop their unique intelligences in order to maximize
their benefit from their education (Amstrong, 2009). The teachers can learn more
about the pupils in order to recognize their multiple intelligences. To pinpoint the
many types of brilliant kids in the classroom, they can administer several multiple
intelligence tests. For instance, the instructor might provide a quick essay or poetry
writing assignment to the class before assessing which pupils are better at crafting
imaginative poems and other types of stories (Zabitgli, 2020). Given their linguistic
aptitude, these pupils can be encouraged to join the school's literature club and other
competitions in order to improve their performance.

5 The evaluation of students’ skills and learning abilities of the

selected students
5.1 Assessment of Student 1
As was previously mentioned, 5 secondary school pupils were chosen at random from
a school. The first student's talents were initially evaluated by asking him about his
accomplishments and capabilities, and then a brief conversation was had with his
class teacher to gain a background understanding of the student.

His favorite subject is mathematics, and he declared that he feels ecstatic and thrilled
when math class time arrives. In each term test's math section, he received the highest
marks. He also took part in the mathematics Olympiad competitions and achieved
first place for two consecutive years. In addition to complimenting him on his
arithmetic expertise, his math teacher said that he asks many questions during lessons
and that he doesn't just accept people's ideas; rather, he always seeks out facts. A brief
quiz with some logical mathematics problems was provided to student one in order to
assess his mathematical aptitude. Additionally, he had a set amount of time to do the
quiz, which only consisted of 10 math questions. He was able to finish this quiz in
less than 20 minutes, although it was anticipated that it would take him about 30
minutes. He was then asked how he arrived at each answer. He claimed that he
considered various approaches to the same problems before choosing the most
effective and efficient approach to tackle them. His ability to think critically and solve
problems was discovered through an evaluation of his capacities to learn and apply
new information. According to his pals, he is the smartest kid in the class and he
tutors other students to assist them become more proficient in arithmetic. These
friends also claimed that he is better at explaining the subjects than the teachers are
and that they can quickly comprehend the issues. Interpersonal intelligence is a
different type of multiple intelligence that is demonstrated in his personality. Students
that possess interpersonal intelligence are better at connecting with others and
collaborating. This student 1, too, fits this description. He is able to communicate
positively with the other students while imparting what he knows through
communication and maintaining relationships with them. This student added that he is
an excellent player of chess. Before engaging in a game of chess with an opponent,
one must also exercise critical thought. He claimed that he had triumphed in
numerous chess matches. The evaluation of student 1's various intelligences led to the
following conclusions.

1. Student 1 is more adept in math and problem-solving techniques,

including logical thought processes.

2. Because of his analytical abilities and logical thought processes, he

has been able to excel in mathematics.

3. Compared to his coworkers, he solves arithmetic problems faster.

4. His fourth multiple intelligence is interpersonal intelligence, which

helps him connect with people more readily. He is a fairly well-liked child
within his peer groups and uses his interpersonal talents to teach the other
students about mathematics.

This student was asked what his ambition was and he stated that he wants to become
an engineer and serve the country. further he stated that, he can teach the students as
he is very good at communicating with the people. So he said he is planning on
conducting individual classes for the students once he enter to the collage.

5.2 Assessment of Student 2

The next student was also tested to see which multiple intelligences he possessed.
Before speaking with this student or his teacher, he was given a brief quiz on a scale
of 1 to 5, where 1 represents a strong disagreement and 5 represents a strong
agreement. The quiz's various question categories are depicted on the following
graph, along with the type of multiple intelligence each one tests.

These questions were adapted from a research done by Yavich and Rotenitsky in 2020
in order to assess the multiple intelligence and success in school studies and the
sample taken for the study was 158 7th grade middle schoolers in Israel.

According to the answers of the student 2, the following summary can be presented.

Question Answer (1 – Totally disagree , 5 –

Number Totally Disagree)

Q1 5

Q2 3

Q3 5

Q4 2

Q5 1

Q6 3

Q7 5

Q8 4

The second student's preference for the comments indicates that he possesses musical
intelligence, environmental intelligence, and spatial intelligence. When discussing his
musical intelligence, he mentioned that he began playing several musical instruments
when he was still in elementary school. He initially began his musical career with
electric organs and flutes. He has learned how to play these instruments without the
assistance of teachers by using the internet and YouTube tutorials. Later, when he
started doing secondary school, he also started practicing the piano and guitar. He
claimed that he can relax his thoughts while studying because of his interest in music.

He continued by saying that he learned the lessons using visual aids like drawings and
sketches. Instead of making notes and lengthy paragraphs, he chooses to draw a mind
map or stretch that has all the information about the lesson. This mind map is short,
and he thinks that this makes it easier for him to remember the crucial information
that is relevant to the lessons taught in school. He is also a talented graphic designer
and artist. He has been practicing arts since he was in elementary school in addition to
playing musical instruments. He mentioned that he had won some contests that were
held as part of interschool painting competitions. He attempted using a drawing pad to
make some social media posts and other digital arts utilizing the information he
learned from the art drawings. All of these facts suggest that the second student
possesses spatial intelligence as well. In addition to using his creative thinking to
learn and retain the lessons, he also employs his talent to become a skilled graphic
designer and artist in the future.

Additionally, his persona demonstrates a naturalistic intelligence. He is an active

member of an animal welfare organization and runs his own animal welfare, which is
a non-profit organization. He cares for the animals and provides for their needs
whenever possible using donations made by donors to the animal welfare because he
loves animals and always tries to help the sick ones.

According to the study, the second student possesses three main multiple
intelligences: musical intelligence, spatial intelligence, and naturalistic intelligence.

5.3 Assessment of Student 3

The third student is from the secondary school level as well, and he possesses several
forms of intellect. The student's class teacher assisted in evaluating the background
material prior to talking with the student. The third student, according to the teacher,
struggles with math and other topics that call for a critical thinking approach. His
grades in math and science are quite low, according to the record book the teacher
presented. However, after looking over his record book, it was discovered that his
language and literature classes had the highest ratings, and his teacher noted that he
had won numerous medals in a variety of sports, including basketball, swimming, and
football. Thus, it is clear that the third student possesses both verbal linguistic
intelligence and corporeal kinesthetic intelligence.

The third student claimed that he is skilled at producing poetry and short stories.
Verbal linguistic intelligence is related to this kind of intelligence. The third student
has the following qualities, which may be determined by looking at his talents and
abilities. The capacity to appropriately handle language, whether vocally or in writing,
is one of the most significant intelligences that Gardner first identified in 1983. People
who possess this intelligence are capable of communicating and expressing their
views in more original ways. Such individuals simply require a small number of ideas
and are capable of producing a creative work with those few ideas. These individuals
make good speakers. Not everyone has the confidence to speak in front of an
audience. These individuals have the capacity to organize and present a variety of
concepts to an audience in a short amount of time. The third student has excellent
writing and speaking skills, according to a review of his talents. As he previously
stated, he announces events at various school-related functions while working in the
media unit. He replied that his hobbies include reading and writing when asked what
they are. After going over the school notes, he claimed that he tries to construct his
own notes in a creative way to keep it simple. He also claimed that he has a separate
library at home and reads the books whenever he has free time, and that doing so
increases his understanding of the various subjects.

The third student added that he was already learning French and Chinese as
supplementary languages and that he would like to learn new ones as well.
Additionally, he claimed that he regularly talks with his parents and peers on a variety
of topics, including the political and economic climate of the nation. His ability to
think critically and to use reasoning in creative ways is improved by these dialogues.
Furthermore, he is an active member of the book club in the school and an active
member of the debating squad. He excels as a debater in the school debating society
because of his exceptional personality, superior understanding of the various subject
areas, and effective public speaking skills. The third student's abilities and skills
demonstrate his verbal and linguistic intelligence.

Furthermore, his personality exhibits the bodily kinesthetic intelligence as well. He

admitted that he already participates in a variety of sports and that these activities help
him regulate his thoughts and function as a team. He acknowledged that he is good at
languages and athletics but not at maths. His teachers encourage him to develop his
skills and provide the necessary assistance to increase his mathematical intelligence
because he wants to pursue a career as a writer in the future.
5.4 Assessment of 4th student
The fourth student's abilities were first assessed by asking him about his successes
and abilities, and after that, a brief talk with his class teacher was held to better grasp
the student's background.

His favorite subjects are science and math, and he said that when math class time
comes, he is overjoyed and happy. He scored first in the mathematics portion of each
term test. Additionally, he competed in the math Olympiad, winning first place two
years in a row. His math teacher praised him for his aptitude in math and noted that he
asks plenty of questions in class and that he never just accepts people's beliefs; rather,
he always looks for facts. 4th Student was given a quick test to gauge his
mathematical aptitude, which included some logical math tasks. He was given a
specific amount of time to complete the assessment, which only included 10 math
questions. It was expected that he would need about 30 minutes to complete this
question, but he managed to do it in less than 20. Then he was questioned on the
process behind each response. Before deciding on the most effective and efficient
strategy to handle the difficulties, he claimed to have studied several methods to the
same issues. His capacity to learn and apply new information was assessed in order to
determine his capacity for critical thought and problem-solving. Additionally, he likes
to experiment and asks questions often. He said he never trusts what other people tell
him; instead, he writes everything down and uses his own research to develop his own
meanings of the concepts he learned in school. These traits demonstrate the fourth
student's aptitude for mathematics.

He added that in addition to academics and science, he is also skilled in singing and
dance. He participates actively in the school's dancing and music clubs, and he plays
lead guitar in the ensemble. He learned such facts about the musical instruments by
self-learning. He claimed that he is pleased with himself since he sees himself as a
multifaceted individual.

The fourth person is adept at connecting with the other students, it was discovered
after further discussion with him. His leadership of his peers as a prefect in the school
demonstrates his excellent communication skills. Additionally, the teachers
mentioned that he speaks with the teachers on behalf of the students in his class
regarding subject subjects and other issues, and that the appropriate actions are taken
in response. These abilities demonstrate the fourth student's interpersonal intelligence.
A person with interpersonal intelligence is intelligent, good at establishing friends,
respectful of, and understanding of others. Thus, it may be said that the fourth student
possesses mathematical intelligence as well as musical and interpersonal intelligence.

5.5 Assessment of the 5th Student

To determine the last student's multiple intelligences, an assessment was conducted.
The fifth student asserted his talent for writing poetry and short stories. Verbal
linguistic intelligence is related to this form of intelligence. According to his skills
and talents, the fifth student possesses the following characteristics. One of the most
important intelligences that Gardner initially discovered in 1983 is the ability to
correctly manage language, whether it be spoken or written. This intelligence enables
individuals to communicate and express their ideas in more novel ways. These people
only need a minimal number of ideas and can come up with a creative work with
those few ideas.

He continued by saying that in addition to writing short tales and poetry, he is also an
accomplished actor and dancer. He plays lead guitar in the band and is an active
member of the school's acting and dancing organizations. He self-learned these details
about the musical instruments. He remarked that because he views himself as a
complex person, he is happy with himself. The term "musical intelligence" refers to
this kind of intelligence.

It is clear from evaluating the information provided above about the various pupils
that they all differ in terms of intellect and that not every student in a given classroom
possesses the same set of talents and abilities. Therefore, before teaching a lesson to
the kids, school teachers should pay greater attention to their multiple intelligences. A
successful learning procedure that maximizes the learning preferences and happiness
of the students can be formed by evaluating the many intelligences of all the students
in a classroom. Additionally, rather than spoon-feeding the students with information,
teachers should give them the flexibility to discover their own strengths and
limitations as well as the talents and abilities they possess in order to develop
confident and successful students.
6 Lesson Plan on teaching foreign languages – with the focus of
multiple intelligence of the students
Foreign language education is one of the most crucial courses that should be taught in
every school. because since the Gardner's Multiple Intelligences theory was first
proposed, the way in which children learn foreign languages in the classroom has
changed. Teachers should identify these many intelligences in each student and
develop a lesson plan to accommodate all types of students in the classroom
(Campbel & Dickinson, 1996).

The number of schools giving classroom instruction in foreign languages has

increased as a result of the global acceptance of multi-cultural cultures. According to
Gardner's theory, there are eight types of multiple intelligence, including linguistic,
mathematical, musical, and other categories (Hosni, 2021). Tone, rhythm, and melody
are all taken into account when determining music intelligence. And by creating lyrics
in foreign languages for songs, these kinds of intelligence can be used to develop
one's listening and writing abilities in foreign languages. Additionally, because bodily
kinesthetic intelligence is linked to bodily movements, it can be used to enhance role-
playing, drama, and presentation abilities to tailor the teaching of foreign languages to
pupils in novel ways. When considering spatial intelligence, keep in mind that it
works with visual images, colours, and shapes (Burton, 2010). This type of
intelligence is also beneficial for helping pupils improve their linguistic abilities.
Interpersonal intelligence is a type of multiple intelligence that focuses on interacting
with others. When teaching foreign languages, interpersonal intelligence is crucial
since it allows students to interact with people in the target language (Yavich &
Rotnistky, 2020).

Every student possesses all of these intelligences, but only one or two of them are
more potent than the others, according to Gardner. Therefore, teachers should
determine which types of intelligence are stronger and which types are lacking or
weaker in a kid. The teachers will be able to create the ideal lesson plan that fits with
the students' abilities and capabilities with the help of the identification of such
intelligence. The lesson could then be taught to the pupils in a style that was more
engaging.
For the purpose of creating lesson plans for foreign languages using multiple
intelligences, several researchers have carried out various studies (Ahvan, 2016). The
usage of intrapersonal intelligence and bodily kinesthetic intelligence, according to
Saricaoglu (2009), is more crucial for enhancing pupils' grammar, listening, and
writing abilities. Body-kinesthetic intelligence is used to perform dramas, role plays,
and presentations. Kids can improve their speaking and grammar skills with the help
of such activities. As part of developing their intrapersonal intelligence, the student
also attends private lessons to improve their knowledge of other languages (Campbel
& Dickinson, 1996).

The teachers can use the following stages to create a lesson plan for a foreign
language.

In order to best serve their students, teachers must first rank their own intelligences
from strongest to weakest. When a teacher is unaware of her best and weakest
intelligences, she is unable to impart the lesson effectively (Jefferson, 2007).

The student's intelligence is then ranked from highest to lowest in the following
phase. The strongest intelligences of each student should be determined in order to
create a lesson plan that will be successful (Wreede, 2022). Assuming, for the sake of
illustration, that the instructor simply use linguistic intelligence, it would be
ineffective to tailor the foreign language to the students' differing levels of
intelligence (Ahvan, 2016). As a result, the teacher can ask some questions to test
various forms of multiple intelligence, and based on the students' responses, the
teacher can determine which forms of multiple intelligence are most common among
the students and which forms of multiple intelligence are lacking among the students
(Wreede, 2022). This assessment is necessary because it allows the teacher to develop
a lesson plan that is in line with the students' multiple intelligence.

Then the next step is classifying the class room activities based on the multiple
intelligences. And the multiple intelligences in each lesson should be identified to
cater the lesson in more effective way.

The next section focuses on how foreign language instructors might modify the lesson
to correspond with the students' varied levels of intellect. The following table lists the
many activities that can be carried out in a foreign language lesson to accommodate
students with varying intelligence levels.
Figure 2: Lesson Plan for Foreign Language Teaching lesson

All the different multiple intelligences are represented in this classroom. In order to
accommodate all the different sorts of multiple intelligences, the foreign language
teacher can develop the lesson plan as indicated above. For instance, linguistically
intelligent students like reading and writing, thus the lesson plan for teaching foreign
languages can incorporate activities connected to this multifaceted intelligence. The
instructor can use computers to provide short story writing assignments for the
students in the language they are learning. Additionally, they can advise students to
read literature in the foreign language they are studying in class online.

The teacher can use word searches to teach the students new terms as a mathematical
intelligence exercise, and under kinesthetic intelligence, presentations, dramas, and
role plays can be performed in the foreign language the students are learning (Burton,
2010). The teacher can link up the pupils with their friends under interpersonal
intelligence and give them a particular subject to discuss in the foreign language they
are studying. This will enhance language abilities while lowering the anxiety
associated with conversing in a foreign language. The teacher can instruct the students
to provide a brief explanation in a foreign language under the heading of intrapersonal
intelligence (Ruhl, 2020). As an illustration, the pupils can be told to introduce
themselves in the target language. The students can be allowed to listen to songs that
are written in foreign languages as part of the musical intelligence class, and they can
be instructed to write down any words they recognize in the lyrics. The language
teacher can also adapt the lesson to a class of students with varying intelligences by
using a variety of activities as mentioned above. By identifying this intelligence,
teachers will be able to design the perfect lesson plan that complements the students'
skills and talents. The students could then be taught the material in a way that was
more interesting to them.

7 Conclusion
The five pupils who were chosen from a large class are evaluated in this study for
their numerous intelligences. Due to the students' desire for privacy, the name of the
institute, the names of the students, and any other private information will not be
disclosed in this report. It is well accepted among educators that no two children think
or learn in the same manner. It is vital to consider these variances when instructing
students in a classroom in order to generate a successful learning outcome because
different children learn information in various ways. Therefore, in order to assess the
concept of multiple intelligences, this study involves 5 distinct children who were
chosen at random. Their multiple intelligences will be examined by posing various
questions in relation to identifying the multiple intelligences. This report's conclusion
includes a lesson plan for adapting a lesson to different "Multiple Intelligences."
References
Ahvan, Y., 2016. The correlation of multiple intelligences for the achievements of
secondary students. Journal of higher studies , 2(4), pp. 54 - 85 .

Amstrong, T., 2009. Multiple Intelligences in the classroom. 5 ed. New York :
PbWorks .

Burton, S., 2010. Multiple Intelligences , s.l.: Magazine Art .

Campbel, L. & Dickinson, D., 1996. Teaching and learning through multiple
intelligence. Journal of Educational Research, 6(9), pp. 13 - 21.

Hosni, A. .. M. R., 2021. Multiple intellligences among ninth grade students in the
Sultanate of Oman. World journal of education , 11(2), pp. 11 - 15.

Jefferson, W., 2007. The implimentation of multiple intelligences in the classroom to

enhance students learning. Journal of higher education, 2(1), pp. 20 - 70.

Ruhl, C., 2020. Intelligence : Definition, theory and testing , s.l.: SimplyPsychology .

Wreede, P., 2022. Utilizing the multiple intelligences theory in classroom. Journal of
higher education, 6(3), pp. 41 - 72.

Yavich, R. & Rotnistky, I., 2020. Multiple Intelligences and success in School
Studies. International journal of higher education, 9(6), pp. 52 - 64.

Zabitgli, E., 2020. How Gardner's multiple intelligence impact on lesson plans of
langugage plans. Journal of Higher Studies , 2(4), pp. 25 - 54.