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Multiple Intelligences in The Classroom, 4th Ed

The theory of multiple intelligences proposes that there are eight different types of intelligence rather than just one form of intelligence as measured by IQ tests. These eight intelligences include linguistic, logical-mathematical, spatial, bodily-kinesthetic, musical, interpersonal, intrapersonal, and naturalist. The theory suggests that schools and culture primarily focus on linguistic and logical-mathematical intelligence, but should also value and teach to the other intelligences. It provides multiple pathways for teaching and learning any topic by connecting it to words, numbers, pictures, music, self-reflection, physical experience, social experience, or the natural world.

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179 views2 pages

Multiple Intelligences in The Classroom, 4th Ed

The theory of multiple intelligences proposes that there are eight different types of intelligence rather than just one form of intelligence as measured by IQ tests. These eight intelligences include linguistic, logical-mathematical, spatial, bodily-kinesthetic, musical, interpersonal, intrapersonal, and naturalist. The theory suggests that schools and culture primarily focus on linguistic and logical-mathematical intelligence, but should also value and teach to the other intelligences. It provides multiple pathways for teaching and learning any topic by connecting it to words, numbers, pictures, music, self-reflection, physical experience, social experience, or the natural world.

Uploaded by

Riza Widya
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© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Multiple Intelligences

The theory of multiple intelligences was developed in 1983 by Dr. Howard Gardner,
professor of education at Harvard University. It suggests that the traditional notion of
intelligence, based on I.Q. testing, is far too limited. Instead, Dr. Gardner proposes eight
different intelligences to account for a broader range of human potential in children and
adults. These intelligences are:

 Linguistic intelligence (“word smart”)


 Logical-mathematical intelligence (“number/reasoning smart”)
 Spatial intelligence (“picture smart”)
 Bodily-Kinesthetic intelligence (“body smart”)
 Musical intelligence (“music smart”)
 Interpersonal intelligence (“people smart”)
 Intrapersonal intelligence (“self smart”)
 Naturalist intelligence (“nature smart”)
Dr. Gardner says that our schools and culture focus most of their attention on linguistic
and logical-mathematical intelligence. We esteem the highly articulate or logical people
of our culture. However, Dr. Gardner says that we should also place equal attention on
individuals who show gifts in the other intelligences: the artists, architects, musicians,
naturalists, designers, dancers, therapists, entrepreneurs, and others who enrich the
world in which we live. Unfortunately, many children who have these gifts don’t receive
much reinforcement for them in school. Many of these kids, in fact, end up being labeled
“learning disabled,” “ADD (attention deficit disorder,” or simply underachievers, when
their unique ways of thinking and learning aren’t addressed by a heavily linguistic or
logical-mathematical classroom.

The theory of multiple intelligences proposes a major transformation in the way our
schools are run. It suggests that teachers be trained to present their lessons in a wide
variety of ways using music, cooperative learning, art activities, role play, multimedia,
field trips, inner reflection, and much more (see Multiple Intelligences in the Classroom,
4th ed.). The good news is that the theory of multiple intelligences has grabbed the
attention of many educators around the country, and hundreds of schools are currently
using its philosophy to redesign the way it educates children. The bad news is that there
are thousands of schools still out there that teach in the same old dull way, through dry
lectures, and boring worksheets and textbooks. The challenge is to get this information
out to many more teachers, school administrators, and others who work with children,
so that each child has the opportunity to learn in ways harmonious with their unique
minds (see In Their Own Way).
The theory of multiple intelligences also has strong implications for adult learning and
development. Many adults find themselves in jobs that do not make optimal use of their
most highly developed intelligences (for example, the highly bodily-kinesthetic individual
who is stuck in a linguistic or logical desk-job when he or she would be much happier in
a job where they could move around, such as a recreational leader, a forest ranger, or
physical therapist). The theory of multiple intelligences gives adults a whole new way to
look at their lives, examining potentials that they left behind in their childhood (such as a
love for art or drama) but now have the opportunity to develop through courses,
hobbies, or other programs of self-development (see 7 Kinds of Smart).
How to Teach or Learn Anything 8 Different Ways
One of the most remarkable features of the theory of multiple intelligences is how it
provides eight different potential pathways to learning. If a teacher is having difficulty
reaching a student in the more traditional linguistic or logical ways of instruction, the
theory of multiple intelligences suggests several other ways in which the material might
be presented to facilitate effective learning. Whether you are a kindergarten teacher, a
graduate school instructor, or an adult learner seeking better ways of pursuing self-
study on any subject of interest, the same basic guidelines apply. Whatever you are
teaching or learning, see how you might connect it with

 words (linguistic intelligence)


 numbers or logic (logical-mathematical intelligence)
 pictures (spatial intelligence)
 music (musical intelligence)
 self-reflection (intrapersonal intelligence)
 a physical experience (bodily-kinesthetic intelligence)
 a social experience (interpersonal intelligence), and/or
 an experience in the natural world. (naturalist intelligence)
For example, if you’re teaching or learning about the law of supply and demand in
economics, you might read about it (linguistic), study mathematical formulas that
express it (logical-mathematical), examine a graphic chart that illustrates the principle
(spatial), observe the law in the natural world (naturalist) or in the human world of
commerce (interpersonal); examine the law in terms of your own body [e.g. when you
supply your body with lots of food, the hunger demand goes down; when there’s very
little supply, your stomach’s demand for food goes way up and you get hungry] (bodily-
kinesthetic and intrapersonal); and/or write a song (or find an existing song) that
demonstrates the law (perhaps Dylan’s “Too Much of Nothing?”).

You don’t have to teach or learn something in all eight ways, just see what the
possibilities are, and then decide which particular pathways interest you the most, or
seem to be the most effective teaching or learning tools. The theory of multiple
intelligences is so intriguing because it expands our horizon of available
teaching/learning tools beyond the conventional linguistic and logical methods used in
most schools (e.g. lecture, textbooks, writing assignments, formulas, etc.). To get
started, put the topic of whatever you’re interested in teaching or learning about in the
center of a blank sheet of paper, and draw eight straight lines or “spokes” radiating out
from this topic. Label each line with a different intelligence. Then start brainstorming
ideas for teaching or learning that topic and write down ideas next to each intelligence
(this is a spatial-linguistic approach of brainstorming; you might want to do this in other
ways as well, using a tape-recorder, having a group brainstorming session, etc.). Have
fun!

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