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Over the past few decades, research in the field of learning has led to the discovery of the Theory of Multiple Intelligences. In short, this theory states that each person has different ways of learning and different intelligences they use in their daily lives.
While some can learn very well in a linguistically-based environment reading and writing , others are better taught through mathematical-logic based learning. Still others benefit most from body-kinesthetic intelligence learning by doing with the hands. Each person possesses each intelligence to an extent, but there is always a primary, or more dominant, intelligence.
The work on multiple intelligences began in the early s with Howard Gardner, and the research continues. Howard Gardner of Harvard University originally identified seven distinct intelligences. Where individuals differ is in the strength of these intelligences and the ways in which such intelligences are invoked and combined to carry out different tasks, solve diverse problems and progress in various domains. This diversity, according to Gardner, should impact the way people are educated.
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 number of ways and learning could be assessed through a variety of means. They determined that MI-based learning is more effective in terms of student achievement levels and their attitudes toward learning.
Gardner claims that all human beings have multiple intelligences. These multiple intelligences can be nurtured and strengthened or ignored and weakened. His research from identified seven intelligences; in the intervening time, he has come to believe there are a total of nine intelligences:.
While all people possess some level of each intelligence, most will experience more dominant intelligences that impact the way they learn and interact with the world around them. Some may find it an impossible task to teach to all learning styles. However, teachers are using multimedia, so it is becoming easier. As teachers begin to understand learning styles more effectively, it is clear why multimedia is good for all learners and why a variety of media is more effective.
Multimedia inherently speaks to the different types of learning preferences that one person has and has the potential to impart knowledge to a diverse class or group. It has been embraced by a range of educational theorists and, significantly, applied by teachers and policymakers to the problems of schooling. Many schools in North America have sought to structure curricula according to the intelligences and to design classrooms—even whole schools—to reflect the understandings that Howard Gardner develops.
All intelligences are needed to live life well. Teachers, therefore, need to attend to all intelligences, not just the first two of verbal-linguistic or mathematical-logical intelligences, which have historically taken precedence. One of the most significant results of the theory of multiple intelligences is how it has provided 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:.
However, simply knowing the possibilities available can enable you to 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 and learning tools beyond the conventional linguistic and logical methods used in most schools e.
Having an understanding of different teaching approaches from which we all can learn, as well as a toolbox with a variety of ways to present content to students, is valuable for increasing the accessibility of learning experiences for all students.
We want to continue to develop this toolbox, so it is especially important to gather ongoing information about student strengths and challenges, as well as their developing interests and dislikes. Providing different learning contexts for students and engaging a variety of their senses is supported by current research.
As our insatiable curiosity about the learning process persists and studies continue to evolve, additional scientific research may emerge that further elaborates on multiple intelligences and learning styles. When educators are given the freedom to move away from the traditional, visually-based methods of teaching, they will have the opportunity to reach more students, more effectively.
By teaching to the dominant learning intelligences, teachers will find students to be more productive, more receptive and more willing to engage in the learning process.
As so many educators have already embraced this theory, it is time for educational administrators to take notice of new techniques that can be successful based on the research of Howard Gardner and the other researchers who have followed. Understanding and adapting your teaching style to your students can help everyone succeed.
Our Master of Arts in Education degree program incorporates courses where you can identify and build upon such multiple intelligences. Existential Intelligence Sensitivity and capacity to tackle deep questions about human existence, such as the meaning of life, why do we die, and how did we get here Skills — Reflective and deep thinking, design abstract theories Careers — Scientist, philosopher, theologian.
Verbal-Linguistic Intelligence Well-developed verbal skills and sensitivity to the sounds, meanings and rhythms of words. Musical Intelligence Ability to produce and appreciate rhythm, pitch and timber.
Skills - Singing, playing instruments, composing music Careers - Musician, disc jockey, singer, composer.
Visual-Spatial Intelligence Capacity to think in images and pictures, to visualize accurately and abstractly. Skills - puzzle building, painting, constructing, fixing, designing objects Careers - Sculptor, artist, inventor, architect, mechanic, engineer.
Bodily-Kinesthetic Intelligence Ability to control one's body movements and to handle objects skillfully. Skills - Dancing, sports, hands on experiments, acting Careers - Athlete, PE teacher, dancer, actor, firefighter. Interpersonal Intelligence Capacity to detect and respond appropriately to the moods, motivations and desires of others.
Skills - Seeing from other perspectives, empathy, counseling, co-operating Careers - Counselor, salesperson, politician, business person, minister. Intrapersonal Intelligence Capacity to be self-aware and in tune with inner feelings, values, beliefs and thinking processes.
Naturalist Intelligence Ability to recognize and categorize plants, animals and other objects in nature. Existential Intelligence Sensitivity and capacity to tackle deep questions about human existence, such as the meaning of life, why do we die, and how did we get here.
Interestingly, there is often an affective connection between music and the emotions; and mathematical and musical intelligences may share common thinking processes. Young adults with this kind of intelligence are usually singing or drumming to themselves. They are usually quite aware of sounds others may miss. Logical-mathematical intelligence is the ability to calculate, quantify, consider propositions and hypotheses, and carry out complete mathematical operations.
It enables us to perceive relationships and connections and to use abstract, symbolic thought; sequential reasoning skills; and inductive and deductive thinking patterns. Logical intelligence is usually well developed in mathematicians, scientists, and detectives. Young adults with lots of logical intelligence are interested in patterns, categories, and relationships. They are drawn to arithmetic problems, strategy games and experiments. Sensitivity and capacity to tackle deep questions about human existence, such as the meaning of life, why we die, and how did we get here.
Interpersonal intelligence is the ability to understand and interact effectively with others. It involves effective verbal and nonverbal communication, the ability to note distinctions among others, sensitivity to the moods and temperaments of others, and the ability to entertain multiple perspectives. Teachers, social workers, actors, and politicians all exhibit interpersonal intelligence.
Bodily kinesthetic intelligence is the capacity to manipulate objects and use a variety of physical skills.
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