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Multiple Intelligence
Theory was
developed by Howard Gardner. His thesis was that individuals do not have
just one type of intelligence, such as might be measured by an IQ test, but
several. He described a number of intelligences, each of which was
identified with a different part of the brain. His research involved
working with brain-damaged people to identify how parts of the brain
operated in the learning process.
He defined
“intelligence” in the following ways: the ability to create an effective
product or offer a service that is valued in a culture; a set of skills that
make it possible for a person to solve problems in life; the potential for
finding or creating solutions for problems, which involves gathering new
knowledge.
Gardner’s work has been
particularly influential in America. Its importance is such that Multiple
Intelligence Theory alone informs one principle of the Highland Learning and
Teaching Policy.
Points Arising from
Research
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All human beings
possess all nine intelligences in varying amounts |
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Each person has a
different intellectual composition |
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We can improve
education by addressing the multiple intelligences of our students |
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These intelligences
are located in different areas of the brain and can either work
independently or together |
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In an IQ test, even
a genius could gain a low score |
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The context in which
we learn is very important and cultural/environmental factors influence
how our intelligences develop |
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People do not learn
in the same way at the same time |
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There is evidence
that MI-based approaches can raise academic achievement
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Key Elements of
Multiple Intelligence Theory
The Theory - Gardner
identified the first 7 intelligences in his book
Frames of Mind
and has since added the last two.
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Verbal/Linguistic:
think in words; like to read and write; like stories; like to play word
games |
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Logical/Mathematical:
see patterns easily; like abstract ideas; like strategy games and
logical puzzles; work out sums easily in your head |
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Visual/Spatial:
think in images and pictures; easily remember where things have been
put; like drawing, designing, building, daydreaming; read maps and
diagrams easily |
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Musical/Rhythmic-auditory:
often sing, hum, whistle to self; remember melodies; have a good sense
of rhythm; play an instrument; need music on when studying |
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Bodily/Kinaesthetic:
remember through bodily sensations; find it difficult to sit still for
long; are good at sports or dance or acting or mime; have excellent
coordination; communicate well through gestures; learn best through
physical activity, simulation and role play |
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Interpersonal:
understand people well; learn best by interacting and cooperating with
others; are good at leading and organising; pick up on other people’s
feelings; enjoy playing social games |
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Intrapersonal/Reflective:
like to work alone; are self-motivated; are intuitive; are
self-confident; are aware of personal strengths and weaknesses |
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Naturalistic:
make distinctions and recognise patterns in the natural world; are
curious about plants and animals; are concerned for the
ecology/environment |
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Existential:
reflect on the meaning of life; ask questions about death; think about
how we got here |
Self-assessment and
Reflection (see Activities grid for more info):
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Teachers can use a test to provide a profile of their own intelligences |
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Teachers can then
reflect on how this profile may be influencing their teaching |
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Pupils can create a
similar profile for themselves |
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Teachers can use
pupil profiles to evaluate teaching strategies |
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Pupil profiles can
be used to enhance pupils’ self-image |
Benefits of adapting
the curriculum to MI Theory:
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There is scope for
more entertaining and varied teaching |
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Skills can be
developed which will be useful in later life |
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Cooperative
strategies help individuals identify and develop special aptitudes |
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Individuals can
recognise that the school values what they can do, even if they
lack certain types of intelligence |
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Discipline can
improve as pupils engage more with classroom work |
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The classroom
becomes more like the real world |
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For pupils: “It’s
not how smart you are - but how you are smart” |
Curriculum and
Assessment:
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MI-based strategies
can be used to convey traditional curriculum content |
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Such strategies may
involve changes to classroom organisation, presentation of materials and
types of interaction (pupil-pupil and teacher-pupil) |
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It may be
appropriate to consider different assessment strategies to recognise
different types of intelligence (e.g. in how pupils are required to
present material for assessment) |
Reflection and
Discussion
To what extent does your
current practice take account of different intelligences?
Can you identify areas
in your teaching which could usefully be adapted to take account of MI Theory?
Would such changes cause
problems for the pacing of work?
MI Theory
has prompted two very different lines of thought: firstly that we should
broaden the curriculum to give more scope for developing different
aptitudes; secondly that we should narrow the curriculum for individuals so that individual
aptitudes may be more effectively focused on. Which side of the argument
are you on? Some argue for breadth in the Primary sector and increased
specialisation in the Secondary.
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Some Activities Relating To
the Issue of Multiple Intelligences |
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Key element |
Objective |
Action |
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Some examples and
suggestions |
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The Theory |
Identifying intelligences |
Pupils can have the intelligences explained and then
list the types of jobs which would fall into each category. They could
also try to work out which intelligences certain celebrities might have. It
might be interesting to draw attention to the number of actors who are
dyslexic, for example. |
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Self-assessment and Reflection |
Pupils can create a similar profile for themselves |
Various internet sites (see references below for examples) provide on-line
self-assessment questionnaires which can be used by both teachers and
pupils. Pupils can then be encouraged to reflect on and discuss what
the concept of “intelligence” means. (PSE in Secondary?) |
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Pupil profiles can be used to enhance pupils’
self-image |
Take time to get pupils to reflect on the particular
things which they can succeed at - perhaps related to a part-time
job or an out-of-school hobby. |
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Benefits of adapting the curriculum to MI Theory |
There is scope for more entertaining and varied teaching |
Identify a block of work which could be presented in a variety of ways,
appropriate for different intelligences. There are many examples to be
found on internet sites (see references below, for example). Thus in
the course of one teaching topic there could be a sequence of varied
activities which, over a period of time, provide for all types of
intelligence. |
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Curriculum and Assessment |
Such strategies may involve changes to classroom
organisation, presentation of materials and types of interaction |
Some primary schools have use MI “centres” in the
classroom. Materials are laid out (rather as in the “stations” manner
familiar to some of us) around the classroom. However, activities and
materials are devised and selected to cater for particular
types of intelligence. An interesting task is to consider how this
might be done for a single block of work. |
Selected References
Further Reading
Gardner, H (1983)
Frames of Mind: The Theory of Multiple Intelligences, Fontana Press. ISBN:
000 686290X
Gardner, H (1993)
Multiple Intelligences: The theory in Practice, Basic Books, ISBN: 04650
1822 X
Glover, D & Law, S
(2002) Improving Learning: Professional Practice in Secondary Schools, Open
University Press, ISBN: 0335 209122
Smith, A (1996)
Accelerated Learning in the Classroom, Network Educational Press Ltd, ISBN:
1 85539 0345
Smith, A (1999)
Accelerated Learning in Practice, Network Educational Press Ltd, ISBN: 1
85539 048 5
Buzan, T and B (2000)
The Mind Map Book, BBC Consumer Publishing (Books), ISBN 0563537329
Websites
www.newhorizons.org/strategies/mi/wilson1.htm
http://www.evsc.k12.in.us/curriculum/math/Intelligencetable
Contains practical suggestions for teachers.
www.acceleratedlearning.com
Essentially marketing
products, but gives a summary of theory and includes a MI self-test.
www.uwsp.edu/education/lwilson/LEARNING/3mides.htm
www.d.umn.edu/student/loon/acad/strat/lrnsty.html
University of Duluth. This website has a huge range of reference material, well worth
browsing through.
www.pz.harvard.edu
Contains a series of
interviews with Howard Gardner. You can also e-mail direct questions to the
faculty. |
