learning thinking styles and multiple intelligences essay

Learning styles vs. multiple intelligences: Related, but not the same

Amanda Clark December 8, 2019

Multiple intelligences and learning styles are terms that many educators use interchangeably. But did you know they’re different?

Educational theorist Howard Gardner (1993) spells out the difference between the theories this way:

“In MI theory, I begin with a human organism that responds (or fails to respond) to different kinds of contents in the world … Those who speak of learning styles are searching for approaches that ought to characterize all contents.”

Still puzzled? We hear you!

That’s why we’re jumping headfirst into the definitions and backgrounds of these sometimes confusing terms.

What are learning styles?

Google has a field day when you look up learning styles. As is the case with most complicated terminology, some of the definitions make sense and some don’t. Here are three explanations of learning styles that sit right:

• Teaching Expertise states that “Learning Styles (LS) can be defined as the way humans prefer to concentrate on, store, and remember new and difficult information.” OK, so far so good. That makes sense.
• Educational scholar Dorothy MacKeracher (2004, p. 71) describes learning styles as “the characteristic of cognitive, affective, social, and physiological behaviors that serve as relatively stable indicators of how learners perceive, interact with, and respond to the learning environment.”
• On the other hand, Brown University jumps more to the point and expresses that learning styles are how you process and comprehend information in learning situations.

Brown also breaks up learning styles into six categories (which we’ll revisit later):

• Visual learning
• Kinesthetic learning
• Individual learning
• Tactile learning
• Auditory learning
• Group learning

In short, learning styles have to do with an individual’s preferred way of learning — or, as Gardner put it, how students approach a task.

Who came up with the learning styles?

Many scholars point out that learning styles have been around since Carl Jung explored personality types in 1923 and separated them into the following:

• Extraversion vs. introversion
• Sensation vs. intuition
• Thinking vs. feeling
• Judging vs. perceiving

This led to the now-famous Myers Brigg personality test (which yes, could be it’s very own blog post).

But it was a New Zealand researcher Neil Flemming who discovered that certain teachers could reach every student if they catered to students’ learning styles. He came up with VARK in 1987, which stands for the four basic modalities of learning techniques: visual, aural, auditory, read/write, and kinesthetic. Yes, it’s slightly different from Brown’s interpretation above, but the general idea holds true that there are categorized, preferred ways to learn.

VARK states that learning is not so black and white and reminds us to “[r]emember [that] life (and work) are multimodal, so there are no hard and fast boundaries.”

On the other hand, Gardner’s 1983 Multiple Intelligence Theory aimed to breakdown learning abilities based on learning styles. According to Gardner, the notion of multiple intelligences “is a theoretical framework for defining/understanding/assessing/developing people’s different intelligence factors.”

One could argue that multiple intelligence theory focuses more on evaluating and understanding an individual’s intelligence than learning styles do. Gardner also emphasized that individuals possess each of these bits of intelligence, but it’s the degree to which each one exhibits that’s important to recognize.

*Note that critics of multiple intelligence theory point out that “intelligence” is not a clearly defined term. Instead, they base learning styles on biological and conditioned factors.

After sifting through various comparisons of these two terms, we found another description from the Teaching for Multiple Intelligences that stuck with us:

“[L]earning styles emphasize the different ways people think and feel as they solve problems, create products, and interact. The theory of multiple intelligences is an effort to understand how cultures and disciplines shape human potential.”

You’re not alone if you’re still finding the concept tricky to grasp, so let’s go a step further and breakdown each category.

But before we dig in, note that the notion of “learning” itself is not clear-cut, and we all possess aspects of all these styles and intelligences.

The 6 learning styles

Here’s a breakdown of learning styles:

1. Visual learning

Using one’s sense of sight to gather information.

Visual learning activities:

• Following maps
• Sketching diagrams
• Watching videos

2. Group learning

Learning well in social settings, with a focus on collaboration and team-building skills.

Group learning activities:

• Team building activities like those on a ropes course, human alphabet , and group sit
• Group projects such as literature posters or presentations
• Group discussions, formally or informally

3. Kinesthetic learning

Learning takes place physically with movement, expressions, and one’s sense of touch.

Kinesthetic learning activities:

• Simulation games like Predator Prey
• Field trips or other outdoor activities
• Board games and other manipulatives

4. Individual learning

Learning alone as opposed to in a group, with greater focus on self-study. This learning style connects with intrapersonal multiple intelligence.

Individual learning activities:

• Independent reading
• Solo study sessions
• Individualized online projects

5. Tactile learning

Hands-on learning. This relates to kinesthetic intelligence and even nature intelligence. 

Tactile learning activities:

• Building 3D models
• Attending and/or presenting at a science fair
• Measuring items in the classroom

6. Auditory learning

Learning through hearing. Related to linguistic intelligence and musical intelligence.

Auditory learning activities:

• Listening to nursery rhymes
• Writing song lyrics, or even singing
• Creating or listening to podcasts

The 9 intelligence categories

Now that you’re more familiar with learning styles, let’s offer some explanations for multiple intelligences. Most scholars break up the multiple intelligences into nine categories (because they added the existentialist one recently).

Although related to learning styles, multiple intelligences focus more on intellectual abilities. On the other hand, learning styles emphasize preferences or how a person likes to approach their learning. As you read the descriptions below, you should sense the overlap.

1. Spatial-visual intelligence

Students with this trait have an uncanny ability to visualize things. Whether it be manipulating 3D objects or finding the quickest route on a roadmap, this intelligence goes hand in hand with the visual learning style. It’s how you store visually learned information in your memory.

2. Verbal- linguistic intelligence

Do you know those students who get excited about writing stories and public speaking? They favor verbal-linguistic learning. They probably love words, spoken and written. And they relish word sounds, meanings, etc. These students also tend to listen attentively.

3. Musical intelligence  

People who exhibit musical intelligence learn in an auditory way and have an ear for rhythm. Instead of favoring words or images, musical learners prefer sounds.

4. Bodily- Kinesthetic intelligence

How you obtain information through moving as well as how you control your body/fine motor skills. In short, bodily-kinesthetic intelligence involves learning through movement.

5. Naturalist intelligence  

Learning best outdoors. People who are curious about their natural world, animals, and plants exhibit naturalist intelligence.

6. Interpersonal intelligence

People in this category are social and empathetic, which allows them to intuitively sense others’ needs. They can read the moods of others and relate to their peers. They’re also often strong communicators.

7. Intrapersonal intelligence

On the other end, intrapersonal intelligence focuses more inwardly than out. These learners ten to be highly reflective and thoughtful within their own minds. They also may be highly in tune with their own strengths and weaknesses.

8. Logical-mathematical intelligence

People who love analyzing problems and reaching a logical solution fall in this category. They have strong reasoning skills, typically excel at standardized tests, and are keen on identifying patterns.

9. Existential intelligence

What’s the meaning of life? What is beauty? How do you define art? These are all big questions that characterize existentialist intelligence. These deep thinkers with philosophic minds are always trying to understand the world around them.

The take-away

Familiarity with multiple avenues of learning will benefit you and your students. Stacking your teacher arsenal with knowledge on learning styles and multiple intelligence theory will help you reach all your students and not just a select few.

Remember that all learners have unique strengths and weaknesses, and a one-size-fits-all approach to teaching doesn’t cater to a student’s individualism. By familiarizing yourself with multiple intelligence theory and the different learning styles, you’ll be able to tap into all your students’ strengths.

One final thought

How do you learn? Visually? Linguistically? Spatially?

In addition to implementing these sweet teaching techniques into your curriculum, when you reflect on your own learning styles and multiple intelligences, you’ll be one step closer to understanding those around you! 

Photo: Google Edu

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Multiple Intelligences: What Does the Research Say?

Proposed by Howard Gardner in 1983, the theory of multiple intelligences has revolutionized how we understand intelligence. Learn more about the research behind his theory.

Many educators have had the experience of not being able to reach some students until presenting the information in a completely different way or providing new options for student expression. Perhaps it was a student who struggled with writing until the teacher provided the option to create a graphic story, which blossomed into a beautiful and complex narrative. Or maybe it was a student who just couldn't seem to grasp fractions, until he created them by separating oranges into slices.

Because of these kinds of experiences, the theory of multiple intelligences resonates with many educators. It supports what we all know to be true: A one-size-fits-all approach to education will invariably leave some students behind. However, the theory is also often misunderstood, which can lead to it being used interchangeably with learning styles  or applying it in ways that can limit student potential. While the theory of multiple intelligences is a powerful way to think about learning, it’s also important to understand the research that supports it.

Howard Gardner's Eight Intelligences

The theory of multiple intelligences challenges the idea of a single IQ, where human beings have one central "computer" where intelligence is housed. Howard Gardner, the Harvard professor who originally proposed the theory, says that there are multiple types of human intelligence, each representing different ways of processing information:

• Verbal-linguistic intelligence refers to an individual's ability to analyze information and produce work that involves oral and written language, such as speeches, books, and emails.
• Logical-mathematical intelligence describes the ability to develop equations and proofs, make calculations, and solve abstract problems.
• Visual-spatial intelligence allows people to comprehend maps and other types of graphical information.
• Musical intelligence enables individuals to produce and make meaning of different types of sound.
• Naturalistic intelligence refers to the ability to identify and distinguish among different types of plants, animals, and weather formations found in the natural world.
• Bodily-kinesthetic intelligence entails using one's own body to create products or solve problems.
• Interpersonal intelligence reflects an ability to recognize and understand other people's moods, desires, motivations, and intentions.
• Intrapersonal intelligence refers to people's ability to recognize and assess those same characteristics within themselves.

The Difference Between Multiple Intelligences and Learning Styles

One common misconception about multiple intelligences is that it means the same thing as learning styles. Instead, multiple intelligences represents different intellectual abilities. Learning styles, according to Howard Gardner, are the ways in which an individual approaches a range of tasks. They have been categorized in a number of different ways -- visual, auditory, and kinesthetic, impulsive and reflective, right brain and left brain, etc. Gardner argues that the idea of learning styles does not contain clear criteria for how one would define a learning style, where the style comes, and how it can be recognized and assessed. He phrases the idea of learning styles as "a hypothesis of how an individual approaches a range of materials."

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 labeling 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."

What Multiple Intelligences Theory Can Teach Us

While additional research is still needed to determine the best measures for assessing and supporting a range of intelligences in schools, the theory has provided opportunities to broaden definitions of intelligence. As an educator, it is useful to think about the different ways that information can be presented. However, it is critical to not classify students as being specific types of learners nor as having an innate or fixed type of intelligence.

Practices Supported by Research

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. To develop this toolbox, it is especially important to gather ongoing information about student strengths and challenges as well as their developing interests and activities they dislike. Providing different contexts for students and engaging a variety of their senses -- for example, learning about fractions through musical notes, flower petals, and poetic meter -- is supported by research. Specifically:

• Providing students with multiple ways to access content improves learning (Hattie, 2011).
• Providing students with multiple ways to demonstrate knowledge and skills increases engagement and learning, and provides teachers with more accurate understanding of students' knowledge and skills (Darling-Hammond, 2010).
• Instruction should be informed as much as possible by detailed knowledge about students' specific strengths, needs, and areas for growth (Tomlinson, 2014).

As our insatiable curiosity about the learning process persists and studies continue to evolve, scientific research may emerge that further elaborates on multiple intelligences, learning styles, or perhaps another theory. To learn more about the scientific research on student learning, visit our Brain-Based Learning topic page .

Darling-Hammond, L. (2010). Performance Counts: Assessment Systems that Support High-Quality Learning . Washington, DC: Council of Chief State School Officers.

Hattie, J. (2011). Visible Learning for Teachers: Maximizing Impact on Learning . New York, NY: Routledge.

Tomlinson, C. A. (2014). The Differentiated Classroom: Responding to the Needs of All Learners . Alexandria, VA: ASCD.

Resources From Edutopia

• Are Learning Styles Real - and Useful? , by Todd Finley (2015)
• Assistive Technology: Resource Roundup , by Edutopia Staff (2014)
• How Learning Profiles Can Strengthen Your Teaching , by John McCarthy (2014)
• An Interview with the Father of Multiple Intelligences , by Owen Edwards (2009)

Additional Resources on the Web

• Howard Gardner’s website
• Howard Gardner: ‘Multiple intelligences’ are not ‘learning styles’ (The Washington Post, 2013)
• Books published by Howard Gardner
• Multiple Intelligences Resources (ASCD)
• Project Zero (Harvard Graduate School of Education)
• Multiple Intelligences Research Study (MIRS)
• Multiple Intelligences Lesson Plan (Discovery Education)
• Multiple Intelligences Resources (New Horizons for Learning [NHFL], John Hopkins University)

Multiple Intelligence and Learning Styles

Students reveal diverse learning styles and multiple intelligences. Only by understanding these different abilities that instructors can best plan the best method of teaching in order to assess students’ grasp. The article demonstrates how the two education styles relate. The theory of multiple intelligence states that persons have natural capability to excel in particular spheres where teaching has to point out and build up. The concept of learning style has it that individuals possess a given way of learning that works for them, and therefore teachers should keep it in mind when educating the students.

The way students process ideas, the way well they learn and how they retain directly relies on the person’s education approach. Instructors have the feeling that if they keep on repeating the same thing from time to time, students will grasp the concept. However, this is not true. Not all students learn through lone learning technique as they do so best through various ways. All students do not have the same intelligence level. Individuals have different intelligent degrees that relate to their operation (Black, 1994).

All of them are used alongside each other and do complement each other during the time an individual is developing skills. Students have divergent learning styles and multiple intelligences. It is, therefore, a different methodology of teaching as compared to initial systems whereby they emphasized the use of spoken and mathematical intelligences (Brualdi, 1996).

Keeping in mind different learning styles and intelligences of students, instructors have to employ skills that engage all the intelligences and learning styles. This will boost the students’ morale and also makes teachers reinforce materials in all ways leading to facilitation of deeper understanding of the subject.

Education Technology Influence on Students

Education in modern times has become a wide aspect that goes beyond classroom setting. The main challenges of education today are how to employ the best methods and practices of this local scene. Technology is one of the major ways of incorporating both learners and teachers outside classroom. Education technology is the employment of hardware, software and other digital software to aid learning by both instructors and students. However, its main role has not been well strategized up to now despite numerous achievements it has contributed to the education sector (Bonk, 2009). There are various situations in which education technology has influenced students.

To begin with, technology has changed learners and teachers functions thereby increasing motivation in learning. Students in a classroom setting always played a passive role of receiving information from their instructors. Nonetheless, technology has come in handy, “helping them on how to source ideas, manipulate and even display data” (Bonk, 2009). Students can dynamically reflect regarding the information, make choices and exercise their techniques unlike classroom teacher lessons. The instructors too are no longer the centre figure in learning as they act as facilitators to give guidelines. This stimulates so much active mental work on the students’ part making them creative, innovative and eager to learn even more in their specific areas of study.

Besides, education technology too has had a negative effect on student. It reduces student’s concentration ability and the strength to keep at it in tough situations. Constant employ of technology by students has an impact on the conduct, especially in rising brains due to deep stimulus and quick concentration shift. Students cannot perform simple tasks on their own involving thinking since they will always rely on technology for solutions.

The education system should adjust to accommodate best technological methods that will enhance students learning with the aid of both their teachers and technology. A clear balance should be set up in order for the students to utilize the resources adequately.

Black, S. (1994). Different kinds of smart. The Executive Educator, 16 (1), 24–27. Web.

Brualdi, A. (1996). Multiple Intelligences: Gardner’s Theory . San Francisco, CA: Jossey­ Bass. Web.

Bonk, C. J. (2009). The world is open: How web technology is revolutionizing education . San Francisco, CA: Jossey­-Bass. Web.

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Home — Essay Samples — Psychology — Theory of Multiple Intelligences — Multiple Intelligences and Learning Styles

Multiple Intelligences and Learning Styles

• Categories: Learning Styles Theory of Multiple Intelligences

About this sample

Words: 417 |

Published: May 31, 2021

Words: 417 | Page: 1 | 3 min read

Works Cited

• Cherry, K. (2019). Gardner’s theory of multiple intelligences. Retrieved March 25, 2020, from https://www.mendeley.com/guides/harvard-citation-guide
• Honey, P., & Mumford, A. (n.d.). Honey and Mumford. Retrieved March 25, 2020, from https://www2.le.ac.uk/departments/doctoralcollege/mumford

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Howard Gardner’s Theory of Multiple Intelligences

Michele Marenus

Research Scientist

B.A., Psychology, Ed.M., Harvard Graduate School of Education

Michele Marenus is a Ph.D. candidate at the University of Michigan with over seven years of experience in psychology research.

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Saul Mcleod, PhD., is a qualified psychology teacher with over 18 years of experience in further and higher education. He has been published in peer-reviewed journals, including the Journal of Clinical Psychology.

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On This Page:

Howard Gardner first proposed the theory of multiple intelligences in his 1983 book “Frames of Mind”, where he broadens the definition of intelligence and outlines several distinct types of intellectual competencies.

Gardner developed a series of eight inclusion criteria while evaluating each “candidate” intelligence that was based on a variety of scientific disciplines.

He writes that we may all have these intelligences, but our profile of these intelligences may differ individually based on genetics or experience.

Gardner defines intelligence as a “biopsychological potential to process information that can be activated in a cultural setting to solve problems or create products that are of value in a culture” (Gardner, 2000, p.28).

What is Multiple Intelligences Theory?

• Howard Gardner’s theory of multiple intelligences proposes that people are not born with all of the intelligence they will ever have.
• This theory challenged the traditional notion that there is one single type of intelligence, sometimes known as “g” for general intelligence, that only focuses on cognitive abilities.
• To broaden this notion of intelligence, Gardner introduced eight different types of intelligences consisting of: Linguistic, Logical/Mathematical, Spatial, Bodily-Kinesthetic, Musical, Interpersonal, Intrapersonal, and Naturalist.
• Gardner notes that the linguistic and logical-mathematical modalities are most typed valued in school and society.
• Gardner also suggests that there may other “candidate” intelligences—such as spiritual intelligence, existential intelligence, and moral intelligence—but does not believe these meet his original inclusion criteria. (Gardner, 2011).

Linguistic Intelligence (word smart)

Linguistic Intelligence is a part of Howard Gardner’s multiple intelligence theory that deals with sensitivity to the spoken and written language, ability to learn languages, and capacity to use language to accomplish certain goals.

Linguistic intelligence involves the ability to use language masterfully to express oneself rhetorically or poetically. It includes the ability to manipulate syntax, structure, semantics, and phonology of language.

People with linguistic intelligence, such as William Shakespeare and Oprah Winfrey, have the ability to analyze information and create products involving oral and written language, such as speeches, books, and memos.

Potential Career Choices

Careers you could dominate with your linguistic intelligence:

Lawyer Speaker / Host Author Journalist Curator

Logical-Mathematical Intelligence (number/reasoning smart)

Logical-mathematical intelligence refers to the capacity to analyze problems logically, carry out mathematical operations, and investigate issues scientifically.

Logical-mathematical intelligence involves the ability to use logic, abstractions, reasoning, and critical thinking to solve problems. It includes the capacity to understand the underlying principles of some kind of causal system.

People with logical-mathematical intelligence, such as Albert Einstein and Bill Gates, have an ability to develop equations and proofs, make calculations, and solve abstract problems.

Careers you could dominate with your logical-mathematical intelligence:

Mathematician Accountant Statistician Scientist Computer Analyst

Spatial Intelligence (picture smart)

Spatial intelligence involves the ability to perceive the visual-spatial world accurately. It includes the ability to transform, modify, or manipulate visual information. People with high spatial intelligence are good at visualization, drawing, sense of direction, puzzle building, and reading maps.

Spatial intelligence features the potential to recognize and manipulate the patterns of wide space (those used, for instance, by navigators and pilots) as well as the patterns of more confined areas, such as those of importance to sculptors, surgeons, chess players, graphic artists, or architects.

People with spatial intelligence, such as Frank Lloyd Wright and Amelia Earhart, have the ability to recognize and manipulate large-scale and fine-grained spatial images.

Careers you could dominate with your spatial intelligence:

Pilot Surgeon Architect Graphic Artist Interior Decorator

Bodily-Kinesthetic Intelligence (body smart)

Bodily-kinesthetic intelligence is the potential of using one’s whole body or parts of the body (like the hand or the mouth) to solve problems or to fashion products.

Bodily-kinesthetic intelligence involves using the body with finesse, grace, and skill. It includes physical coordination, balance, dexterity, strength, and flexibility. People with high bodily-kinesthetic intelligence are good at sports, dance, acting, and physical crafts.

People with bodily-kinesthetic intelligence, such as Michael Jordan and Simone Biles, can use one’s own body to create products, perform skills, or solve problems through mind–body union.

Careers you could dominate with your bodily-kinesthetic intelligence:

Dancer Athlete Surgeon Mechanic Carpenter Physical Therapist

Musical Intelligence (music smart)

Musical intelligence refers to the skill in the performance, composition, and appreciation of musical patterns.

Musical intelligence involves the ability to perceive, discriminate, create, and express musical forms. It includes sensitivity to rhythm, pitch, melody, and tone color. People with high musical intelligence are good at singing, playing instruments, and composing music.

People with musical intelligence, such as Beethoven and Ed Sheeran, have the ability to recognize and create musical pitch, rhythm, timbre, and tone.

Careers you could dominate with your musical intelligence:

Singer Composer DJ Musician

Interpersonal Intelligence (people smart)

Interpersonal intelligence is the capacity to understand the intentions, motivations, and desires of other people and, consequently, to work effectively with others.

Interpersonal intelligence involves the ability to understand and interact effectively with others. It includes sensitivity to other people’s moods, temperaments, motivations, and desires. People with high interpersonal intelligence communicate well and can build rapport.

People with interpersonal intelligence, such as Mahatma Gandhi and Mother Teresa, have the ability to recognize and understand other people’s moods, desires, motivations, and intentions.

Careers you could dominate with your interpersonal intelligence:

Teacher Psychologist Manager Salespeople Public Relations

Intrapersonal Intelligence (self-smart)

Intrapersonal intelligence is the capacity to understand oneself, to have an effective working model of oneself, including one’s desires, fears, and capacities—and to use such information effectively in regulating one’s own life.

It includes self-awareness, personal cognizance, and the ability to refine, analyze, and articulate one’s emotional life.

People with intrapersonal intelligence, such as Aristotle and Maya Angelou, have the ability to recognize and understand his or her own moods, desires, motivations, and intentions.

This type of intelligence can help a person understand which life goals are important and how to achieve them.

Careers you could dominate with your intrapersonal intelligence:

Therapist Psychologist Counselor Entrepreneur Clergy

Naturalist intelligence (nature smart)

Naturalist intelligence involves the ability to recognize, categorize, and draw upon patterns in the natural environment. It includes sensitivity to the flora, fauna, and phenomena in nature. People with high naturalist intelligence are good at classifying natural forms.

Naturalistic intelligence involves expertise in recognizing and classifying the numerous species—the flora and fauna—of his or her environment.

People with naturalistic intelligence, such as Charles Darwin and Jane Goddall, have the ability to identify and distinguish among different types of plants, animals, and weather formations that are found in the natural world.

Careers you could dominate with your naturalist intelligence:

Botanist Biologist Astronomer Meteorologist Geologist

Critical Evaluation

Most resistance to multiple intelligences theory has come from cognitive psychologists and psychometricians. Cognitive psychologists such as Waterhouse (2006) claimed that there is no empirical evidence to the validity of the theory of multiple intelligences.

Psychometricians, or psychologists involved in testing, argue that intelligence tests support the concept for a single general intelligence, “g”, rather than the eight distinct competencies (Gottfredson, 2004). Other researchers argue that Gardner’s intelligences comes second or third to the “g” factor (Visser, Ashton, & Vernon, 2006).

Some responses to this criticism include that the multiple intelligences theory doesn’t dispute the existence of the “g” factor; it proposes that it is equal along with the other intelligences. Many critics overlook the inclusion criteria Gardner set forth.

These criteria are strongly supported by empirical evidence in psychology, biology, neuroscience, among others. Gardner admits that traditional psychologists were valid in criticizing the lack of operational definitions for the intelligences, that is, to figure out how to measure and test the various competencies (Davis et al., 2011).

Gardner was surprised to find that Multiple Intelligences theory has been used most widely in educational contexts. He developed this theory to challenge academic psychologists, and therefore, he did not present many educational suggestions. For this reason, teachers and educators were able to take the theory and apply it as they saw fit.

As it gained popularity in this field, Gardner has maintained that practitioners should determine the theory’s best use in classrooms. He has often declined opportunities to aid in curriculum development that uses multiple intelligences theory, opting to only provide feedback at most (Gardner, 2011).

Most of the criticism has come from those removed from the classroom, such as journalists and academics. Educators are not typically tied to the same standard of evidence and are less concerned with abstract inconsistencies, which has given them the freedom to apply it with their students and let the results speak for itself (Armstrong, 2019).

Shearer (2020) provides extensive empirical evidence from neuroscience research supporting MI theory.

Shearer reviewed evidence from over 500 functional neuroimaging studies that associate patterns of brain activation with the cognitive components of each intelligence.

The visual network was associated with the visual-spatial intelligence, somatomotor networks with kinesthetic intelligence, fronto-parietal networks with logical and general intelligence, auditory networks with musical intelligence, and default mode networks with intra- and interpersonal intelligences. The coherence and distinctiveness of these networks provides robust support for the neural validity of MI theory

He concludes that human intelligence is best characterized as being multiple rather than singular, with each person possessing unique neural potentials aligned with specific intelligences.

Implications for Learning

The most important educational implications of the theory of multiple intelligences can be summed up through individuation and pluralization. Individuation posits that because each person differs from other another there is no logical reason to teach and assess students identically.

Individualized education has typically been reserved for the wealthy and others who could afford to hire tutors to address individual student’s needs.

Technology has now made it possible for more people to access a variety of teachings and assessments depending on their needs. Pluralization, the idea that topics and skills should be taught in more than one way, activates an individual’s multiple intelligences.

Presenting a variety of activities and approaches to learning helps reach all students and encourages them to be able to think about the subjects from various perspectives, deepening their knowledge of that topic (Gardner, 2011b).

A common misconception about the theory of multiple intelligences is that it is synonymous with learning styles. Gardner states that learning styles refer to the way an individual is most comfortable approaching a range of tasks and materials.

Multiple intelligences theory states that everyone has all eight intelligences at varying degrees of proficiency and an individual’s learning style is unrelated to the areas in which they are the most intelligent.

For example, someone with linguistic intelligence may not necessarily learn best through writing and reading. Classifying students by their learning styles or intelligences alone may limit their potential for learning.

Research shows that students are more engaged and learn best when they are given various ways to demonstrate their knowledge and skills, which also helps teachers more accurately assess student learning (Darling-Hammond, 2010).

Therapeutic Benefits of Incorporating Multiple Intelligences Within Therapy

Pearson et al. (2015) investigated the experiences of 8 counselors who introduced multiple intelligences (MI) theory and activities into therapy sessions with adult clients. The counselors participated in a 1-day MI training intervention and were interviewed 3 months later about their experiences using MI in practice.

The major themes that emerged from qualitative analysis of the interviews were:

• MI helped enhance therapeutic alliances. Counselors felt incorporating MI strengthened their connections with clients, increased counselor and client comfort, and reduced client suspicion/resistance.
• MI led to more effective professional work. Counselors felt MI provided more tools and flexibility in responding to clients. This matches findings from education research on the benefits of MI.
• Clients responded positively to identifying strengths through MI. The MI survey helped clients recognize talents/abilities, which counselors saw as identity-building. This aligns with the literature on strength-based approaches.
• Clients appreciated the MI preference survey. It provided conversation starters, increased self-reflection, and was sometimes a catalyst for using music therapeutically.
• Counselors felt comfortable with MI. They experienced increased confidence and professional comfort. Counselor confidence contributes to alliance building (Ackerman & Hilsenroth, 2003).
• Music use stood out as impactful. In-session and extratherapeutic music use improved client well-being after identifying musicality through the MI survey. This matches the established benefits of music therapy (Koelsch, 2009).
• MI training opened up therapeutic possibilities. Counselors valued the experiential MI training. MI appeared to expand their skills and activities.

The authors conclude that MI may enhance alliances, effectiveness, and counselor confidence. They recommend further research on long-term impacts and optimal training approaches. Counselor education could teach MI theory, assessment, and tailored interventions.

Frequently Asked Questions

How can understanding the theory of multiple intelligences contribute to self-awareness and personal growth.

Understanding the theory of multiple intelligences can contribute to self-awareness and personal growth by providing a framework for recognizing and valuing different strengths and abilities.

By identifying their own unique mix of intelligences, individuals can gain a greater understanding of their own strengths and limitations and develop a more well-rounded sense of self.

Additionally, recognizing and valuing the diverse strengths and abilities of others can promote empathy , respect, and cooperation in personal and professional relationships.

Why is multiple intelligence theory important?

Understanding multiple intelligences is important because it helps individuals recognize that intelligence is not just about academic achievement or IQ scores, but also includes a range of different abilities and strengths.

By identifying their own unique mix of intelligences, individuals can develop a greater sense of self-awareness and self-esteem, as well as pursue career paths that align with their strengths and interests.

Additionally, understanding multiple intelligences can promote more inclusive and personalized approaches to education and learning that recognize and value the diverse strengths and abilities of all students.

Are certain types of intelligence more valued or prioritized in society than others?

Yes, certain types of intelligence, such as linguistic and logical-mathematical intelligence, are often prioritized in traditional education and assessment methods.

However, the theory of multiple intelligences challenges this narrow definition of intelligence and recognizes the value of a diverse range of strengths and abilities.

By promoting a more inclusive and personalized approach to education and learning, the theory of multiple intelligences can help individuals recognize and develop their unique mix of intelligences, regardless of whether they align with traditional societal expectations.

What is the difference between multiple intelligences and learning styles?

The theory of multiple intelligences proposes that individuals possess a range of different types of intelligence. In contrast, learning styles refer to an individual’s preferred way of processing information, such as visual, auditory, or kinesthetic.

While both theories emphasize the importance of recognizing and valuing individual differences in learning and development, multiple intelligence theory proposes a broader and more diverse range of intelligences beyond traditional academic abilities, while learning styles are focused on preferences for processing information.

Armstrong, T. (2009). Multiple intelligences in the classroom . Ascd.

Darling-Hammond, L. (2010). Performance Counts: Assessment Systems That Support High-Quality Learning . Council of Chief State School Officers .

Davis, K., Christodoulou, J., Seider, S., & Gardner, H. E. (2011). The theory of multiple intelligences.  Davis, K., Christodoulou, J., Seider, S., & Gardner, H.(2011). The theory of multiple intelligences . In RJ Sternberg & SB Kaufman (Eds.), Cambridge Handbook of Intelligence , 485-503.

Edutopia. (2013, March 8). Multiple Intelligences: What Does the Research Say? https://www.edutopia.org/multiple-intelligences-research

Gardner, H. E. (2000). Intelligence reframed: Multiple intelligences for the 21st century . Hachette UK.

Gardner, H. (2011a). Frames of mind: The theory of multiple intelligences . Hachette Uk.

Gardner, H. (2011b). The theory of multiple intelligences: As psychology, as education, as social science. Address delivered at José Cela University on October, 29, 2011.

Gottfredson, L. S. (2004). Schools and the g factor . The Wilson Quarterly (1976-), 28 (3), 35-45.

Pearson, M., O’Brien, P., & Bulsara, C. (2015). A multiple intelligences approach to counseling: Enhancing alliances with a focus on strengths.  Journal of Psychotherapy Integration, 25 (2), 128–142

Shearer, C. B. (2020). A resting state functional connectivity analysis of human intelligence: Broad theoretical and practical implications for multiple intelligences theory.  Psychology & Neuroscience, 13 (2), 127–148.

Visser, B. A., Ashton, M. C., & Vernon, P. A. (2006). Beyond g: Putting multiple intelligences theory to the test . Intelligence, 34 (5), 487-502.

Waterhouse, L. (2006). Inadequate evidence for multiple intelligences, Mozart effect, and emotional intelligence theories . Educational Psychologist, 41 (4), 247-255.

Further Information

• Multiple Intelligences Criticisms
• The Theory of Multiple Intelligences
• Multiple Intelligences FAQ
• “In a Nutshell,” the first chapter of Multiple Intelligences: New Horizons
• Multiple Intelligences After Twenty Years”
• Intelligence: Definition, Theories and Testing
• Fluid vs Crystallized Intelligence

The influence of multiple intelligences on learning styles in teaching and learning

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Educational Psychology Terminology

3f. multiple intelligences and learning styles.

by Emily Giles, Sarah Pitre, Sara Womack

Introduction

Various theories on learning have been developed with increasing frequency in the last few decades. In order to understand the relationship between these theories, Curry’s onion model (Curry, 1983) was developed with four layers — personality learning theories, information processing theories, social learning theories, and multidimensional and instructional theories.

Personality learning theories define the influences of basic personality on preferences to acquiring and integrating information. Models used in this theory include  Myers-Briggs Type Indicator , which measures personality in dichotomous terms — extroversion versus introversion, sensing versus intuition, thinking versus feeling, and judging versus perception, and the  Keirsey Temperament Sorter , which classifies people as rationals, idealists, artisans, or guardians.

Information processing theories encompass individuals’ preferred intellectual approach to assimilating information, and includes  David Kolb’s model of information processing , which identifies two separate learning activities: perception and processing.

Social learning theories determine how students interact in the classroom and include  Reichmann’s and Grasha’s types of learners : independent, dependent, collaborative, competitive, participant, and avoidant.

Multidimensional and instructional theories address the student’s environmental preference for learning and includes the Learning Style Model of  Dunn and Dunn  and the multiple intelligences theory of Howard Gardner. This chapter focuses on this type of learning theory by Howard Gardner.

Multiple Intelligences Section

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Multiple Intelligences Scenario

Ms. Cunningham, a seventh grade American History Teacher, is preparing a unit on the American Civil Rights Movement of the 1950’s and 1960’s. The teacher has created a succession of lessons to be completed over a two-week period to enhance her students’ understanding of the events, organizations, and individuals that were crucial to the movement. When the unit is over, Ms. Cunningham wants her students to have a complete picture of the historical period. She designs a variety of activities that give the students the opportunity to explore historical and cultural aspects of the 1950’s and 1960’s, and to fully identify with those who were involved in the Movement. In order to reach her instructional goals, the students will read selected excerpts from the textbook and listen to various lecturers about the Movement. In addition to the aforementioned, the students will complete several exploratory tasks about the Civil Rights movement as well.

To begin the unit the teacher uses a KWL chart on the overhead to spur discussion and start the students’ “juices” flowing. A KWL chart is a visual representation of what students already know, what they want to know, and what they learned at the end of a lesson. This activity is completed as a class. The students take turns sharing the tidbits of information that they already know about the Civil Rights movement. This information is on major figures, events and places involved in the Civil Rights movement. Upon establishing what basic prior knowledge the students possess, it is now time to begin discovering new information and confirming previously held information about the Civil Rights movement. Ms. Cunningham then lectures on the basic events, people, and places involved in the majority of the Civil Rights movement in order to provide students some framework within which to begin placing their new information.

She closes the first lesson by asking the students to create a timeline using the dates of events she has provided. This will be a working outline to be used throughout the unit. During a subsequent lesson, students are asked to share their outlines with their classmates in small groups. They should make corrections and comments on the outlines as needed. Ms. Cunningham gains class consensus of the proper order for their working outline as she places an enlarged version on the classroom wall.

The culmination of this unit will be a final project in which students create a portfolio containing work on three mini-projects. All students will listen to the same guest lecturers, view the same video taped footage and participate in the same class discussions during the first half of each class. The remainder of each class period will be reserved for work on personal exploration pertaining to their portfolio pieces. Ms. Cunningham has provided a list of possible activities and a rubric for each suggested activity in order to support and to guide the student’s work. She has also arranged her room so that “art” materials are in a central location; mapping and graphing information is grouped together and there is a section replete with reading and research materials.

Mrs. Cunningham’s students will have many options for creating something chat can be included in their portfolios. Students will have the option to write letters to members of the community who were teenagers during the Civil Rights Movement, asking them to share their memories and experiences about life during the time period. Students may work in teams to prepare speeches based on period issues for their fellow classmates. Students may consult with the school’s Media Specialist or more knowledgeable other to find resources for the class, including popular music from the time period. They may also learn and share dances that were popular during the 1950’s and 1960’s. If they choose, students may include music in the plays they write and act out for their classmates. With the assistance of the Art instructor, students may opt to work together to create a mural that represents key figures of the Civil Rights Movement such as Rosa Parks and Martin Luther King Jr., with accompanying biographical information about each leader. Students may also create a map representing key events. Students may also work in groups to prepare short plays to enact for the class based on the readings and what they learn from the guest speakers. Afterwards, Mrs. Cunningham will moderate discussion sessions about the plays. All students will keep a record of their thoughts and feelings about the mini-lessons they completed. This journaling process will provide a synthesis of the materials with which they dealt. As one final measure, students present their portfolios to their classmates.

James, a student whose proclivities lean towards creative visual projects expresses interest in working on the mural of Civil Rights leaders. Mrs. Cunningham feels that James needs to shift gears and concentrate on other activities in the classroom. The teacher suggests that James work on creating the map and / or timeline. At the teacher’s encouragement, James begins to work on the other projects, but his attention continues to drift towards the students painting the mural. He contributes some excellent ideas and shows so much interest in the details and creation of the mural, that the teacher allows him to shift his focus back towards the visual project.

In another seventh grade classroom, Mr. Smith taught a unit on the Civil Rights Movement by assigning textbook readings and lecturing the students on the historical events surrounding the Movement. Students were given sentence completion pop quizzes throughout the course of the lesson. The teacher showed videotaped programs to the class and each student wrote a short research paper about a Civil Rights leader or prominent figure. At the end of the unit, students were given a multiple choice and essay test.

What is Multiple Intelligences Theory?

Howard Gardner’s theory of Multiple Intelligences utilizes aspects of cognitive and developmental psychology, anthropology, and sociology to explain the human intellect. Although Gardner had been working towards the concept of Multiple Intelligences for many years prior, the theory was introduced in 1983, with Gardner’s book, Frames of Mind.

Gardner’s research consisted of brain research and interviews with stroke victims, prodigies, and individuals with autism. Based on his findings, Gardner established eight criteria for identifying the seven (he has subsequently added an eighth and is considering a ninth) separate intelligences. The eight criteria used by Gardner to identify the intelligences are listed below:

• Isolation by brain damage/neurological evidence
• The existence of prodigies, idiot savants, and exceptional individuals
• Distinguishable set of core operations
• Developmental stages with an expert end state
• Evolutionary history and plausibility
• Susceptibility to encoding in a symbol system
• Support from experimental psychological tasks
• Support from psychometric research

For a more detailed look at these eight criteria, visit  http://surfaquarium.com/MI/criteria.htm .

Originally, the theory accounted for seven separate intelligences. Subsequently, with the publishing of Gardner’s Intelligence Reframed in 1999, two more intelligences were added to the list. The intelligences are Verbal/Linguistic, Logical/Mathematical, Visual/Spatial, Bodily-Kinesthetic, Musical, Interpersonal, Intrapersonal, Naturalistic, and Existential.

Gardner’s theory challenges traditional, narrower views of intelligence. Previously accepted ideas of human intellectual capacity contend that an individual’s intelligence is a fixed entity throughout his lifetime and that intelligence can be measured through an individual’s logical and language abilities. According to Gardner’s theory, an intelligence encompasses the ability to create and solve problems, create products or provide services that are valued within a culture or society. Originally, the theory accounted for seven separate intelligences. Subsequently, with the publishing of Gardner’s Intelligence Reframed in 1999, two more intelligences were added to the list. The nine intelligences are outlined in more detail in the section below. Listed below are key points of Gardner’s theory:

• All human beings possess all nine intelligences in varying degrees.
• Each individual has a different intelligence profile.
• Education can be improved by assessment of students’ intelligence profiles and designing activities accordingly.
• Each intelligence occupies a different area of the brain.
• The nine intelligences may operate in consort or independently from one another.
• These nine intelligences may define the human species.

Gardner, a Professor of Education at Harvard University, and other researchers and educators continue to work towards a more holistic approach to education through Project Zero. For more information on the projects and research involved in Project Zero, visit the website at  http://www.pz.harvard.edu .

Although the theory was not originally designed for use in a classroom application, it has been widely embraced by educators and enjoyed numerous adaptations in a variety of educational settings Teachers have always known that students had different strengths and weaknesses in the classroom. Gardner’s research was able to articulate that and provide direction as to how to improve a student’s ability in any given intelligence. Teachers were encouraged to begin to think of lesson planning in terms of meeting the needs of a variety of the intelligences. From this new thinking, schools such the Ross School in New York, an independent educational institution, and the Key Learning Community, a public magnet school in Indianapolis emerged to try teaching using a Multiple Intelligences curriculum. The focus of this part of the chapter will be on lesson design using the theory of Multiple Intelligences, and providing various resources that educator’s may use to implement the theory into their classroom activities.

The Eight Intelligences

Verbal/linguistic.

Verbal/Linguistic intelligence refers to an individual’s ability to understand and manipulate words and languages. Everyone is thought to possess this intelligence at some level. This includes reading, writing, speaking, and other forms of verbal and written communication. Teachers can enhance their students’ verbal/linguistic intelligence by having them keep journals, play word games, and by encouraging discussion. People with strong rhetorical and oratory skills such as poets, authors, and attorneys exhibit strong Linguistic intelligence. Some examples are T.S. Elliot, Maya Angelou, and Martin Luther King Jr. Traditionally, Linguistic intelligence and Logical/Mathematical intelligence have been highly valued in education and learning environments.

Logical/Mathematical

Logical/Mathematical intelligence refers to an individual’s ability to do things with data: collect, and organize, analyze and interpret, conclude and predict. Individuals strong in this intelligence see patterns and relationships. These individuals are oriented toward thinking: inductive and deductive logic, numeration, and abstract patterns. They would be a contemplative problem solver; one who likes to play strategy games and to solve mathematical problems. Being strong in this intelligence often implies great scientific ability. This is the kind of intelligence studied and documented by Piaget. Teachers can strengthen this intelligence by encouraging the use of computer programming languages, critical-thinking activities, linear outlining, Piagetian cognitive stretching exercises, science-fiction scenarios, logic puzzles, and through the use of logical/sequential presentation of subject matter. Some real life examples people who are gifted with this intelligence are Albert Einstein, Niehls Bohr, and John Dewey.

Visual/Spatial

Visual/Spatial intelligence refers to the ability to form and manipulate a mental model. Individuals with strength in this area depend on visual thinking and are very imaginative. People with this kind of intelligence tend to learn most readily from visual presentations such as movies, pictures, videos, and demonstrations using models and props. They like to draw, paint, or sculpt their ideas and often express their feelings and moods through art. These individuals often daydream, imagine and pretend. They are good at reading diagrams and maps and enjoy solving mazes and jigsaw puzzles. Teachers can foster this intelligence by utilizing charts, graphs, diagrams, graphic organizers, videotapes, color, art activities, doodling, microscopes and computer graphics software. It could be characterized as right-brain activity. Pablo Picasso, Bobby Fischer, and Georgia O’Keefe are some examples of people gifted with this intelligence.

Bodily/Kinesthetic

Bodily/Kinesthetic intelligence refers to people who process information through the sensations they feel in their bodies. These people like to move around, touch the people they are talking to and act things out. They are good at small and large muscle skills; they enjoy all types of sports and physical activities. They often express themselves through dance. Teachers may encourage growth in this area of intelligence through the use of touching, feeling, movement, improvisation, “hands-on” activities, permission to squirm and wiggle, facial expressions and physical relaxation exercises. Some examples of people who are gifted with this intelligence are Michael Jordan, Martina Navratilova, and Jim Carrey.

Naturalistic

Naturalistic intelligence is seen in someone who recognizes and classifies plants, animals, and minerals including a mastery of taxonomies. They are holistic thinkers who recognize specimens and value the unusual. They are aware of species such as the flora and fauna around them. They notice natural and artificial taxonomies such as dinosaurs to algae and cars to clothes. Teachers can best foster this intelligence by using relationships among systems of species, and classification activities. Encourage the study of relationships such as patterns and order, and compare-and-contrast sets of groups or look at connections to real life and science issues. Charles Darwin and John Muir are examples of people gifted in this way.

Musical Intelligence

Musical intelligence refers to the ability to understand, create, and interpret musical pitches, timbre, rhythm, and tones and the capability to compose music. Teachers can integrate activities into their lessons that encourage students’ musical intelligence by playing music for the class and assigning tasks that involve students creating lyrics about the material being taught. Composers and instrumentalists are individuals with strength in this area. Wolfgang Amadeus Mozart and Louis Armstrong are examples.

Interpersonal

Although Gardner classifies interpersonal and intrapersonal intelligences separately, there is a lot of interplay between the two and they are often grouped together. Interpersonal intelligence is the ability to interpret and respond to the moods, emotions, motivations, and actions of others. Interpersonal intelligence also requires good communication and interaction skills, and the ability show empathy towards the feelings of other individuals. Teachers can encourage the growth of Interpersonal Intelligences by designing lessons that include group work and by planning cooperative learning activities. Counselors and social workers are professions that require strength in this area. Some examples of people with this intelligence include Gandhi, Ronald Reagan, and Bill Clinton.

Intrapersonal

Intrapersonal Intelligence, simply put, is the ability to know oneself. It is an internalized version of Interpersonal Intelligence. To exhibit strength in Intrapersonal Intelligence, an individual must be able to understand their own emotions, motivations, and be aware of their own strengths and weaknesses. Teachers can assign reflective activities, such as journaling to awaken students’ Intrapersonal Intelligence. Its important to note that this intelligence involves the use of all others. An individual should tap into their other intelligences to completely express their Intrapersonal Intelligence. Those who are often associated with this intelligence are Sigmund Freud, Plato, or Virginia Woolf.

There is a ninth intelligence that has yet to experience full acceptance by educators in the classroom. This is Existential intelligence, which encompasses the ability to pose and ponder questions regarding the existence — including life and death. This would be in the domain of philosophers and religious leaders.

The table below summarizes the strengths, learning preferences, and needs that correspond to the intelligences.

Multiple Intelligences in the Classroom

There are many ways to incorporate Multiple Intelligences theory into the curriculum, and there is no set method by which to incorporate the theory. Some teachers set up learning centers with resources and materials that promote involving the different intelligences. For example, in the above scenario, Ms. Cunningham creates an area with art supplies in her classroom. Other instructors design simulations that immerse students into real life situations. Careful planning during the lesson design process will help to ensure quality instruction and valuable student experiences in the classroom.

Other instructional models, such as project-based and collaborative learning may be easily integrated into lessons with Multiple Intelligences. Collaborative learning allows students to explore their interpersonal intelligence, while project-based learning may help structure activities designed to cultivate the nine intelligences. For instance, Ms. Cunningham uses aspects of project-based learning in her classroom by allowing students to plan, create, and process (through reflection) information throughout the Civil Rights unit, while also integrating activities that teach to the intelligences. This particular instructional model allows students to work together to explore a topic and to create something as the end product. This works well with Multiple Intelligences theory, which places value on the ability to create products. By collaborating with the Media Specialist to give students the opportunity to choose from a variety of resources to complete their assignments, Ms. Cunningham uses aspects of resource-based learning, an instructional model that places the ultimate responsibility of choosing resources on the student.

It is important for teachers to carefully select activities that not only teach to the intelligences, but also realistically mesh with the subject matter of the lesson or unit. Multiple Intelligences theory should enhance, not detract from what is being taught.

Disney’s website entitled  Tapping into Multiple Intelligences  suggests two approaches for implementing Multiple Intelligences theory in the classroom. One is a teacher-centered approach, in which the instructor incorporates materials, resources, and activities into the lesson that teach to the different intelligences. The other is a student-centered approach in which students actually create a variety of different materials that demonstrate their understanding of the subject matter. The student-centered approach allows students to actively use their varied forms of intelligence. In a teacher-centered lesson, the number of intelligences explored should be limited to two or three. To teach less than two is nearly impossible since the use of speech will always require the use of one’s Verbal/Linguistic intelligence. In a student-centered lesson, the instructor may incorporate aspects of project-based learning, collaborative learning, or other inquiry-based models. In such a case, activities involving all nine intelligences may be presented as options for the class, but each student participates in only one or two of the tasks.

Ms. Cunningham incorporates both student-centered and teacher-centered activities into her unit on the Civil Rights Movement. The teacher-led lecture is a standard example of a teacher-centered activity. The lecture teaches to students’ Verbal/Linguistic Intelligence. The viewing of the videotape is another example of a teacher-centered activity. This activity incorporates Visual/Spatial Intelligence into how the unit is learned. It is important to note that many activities, although designed to target a particular intelligence, may also utilize other intelligences as well. For example, in Ms. Cunningham’s classroom the students may work together on creating a mural of Civil Rights Leaders. This is a student-centered activity that directly involves Visual/Spatial intelligence, but also gives students a chance to exercise their Interpersonal Intelligence. The journal assignment, also a student-centered activity, is designed to enhance students’ Intrapersonal Intelligence by prompting them to reflect on their feelings and experiences in relation to the Civil Rights movement. This activity also taps into Verbal/Linguistic Intelligence. The timeline and map assignments are student-centered activities that are designed to enhance students’ Logical/Mathematical Intelligence, but they also delve into Visual/Spatial Intelligence. Students must collect and organize information for both the timeline and the map therefore using their Logical/Mathematical intelligence. In creating these items, students must think visually as well. By incorporating dance into one lesson, Ms. Cunningham is able to promote awareness of her students’ Bodily-Kinesthetic intelligence. By showing videos of popular dances from the time period, or inviting an expert from the community to talk about the social aspects of dance, Ms. Cunningham might incorporate a teacher-centered activity. Having students learn and perform dances is a student-centered way of teaching through Bodily-Kinesthetic intelligence. The short plays that students prepare involve Bodily-Kinesthetic intelligence, as well as Interpersonal and Verbal/Linguistic intelligences. Class discussions provide an opportunity for students to exercise both areas of their personal intelligences, as well as to reinforce the subject matter.

Planning and Implementing Student-Centered Lessons

This type of lesson revolves around student created materials. The types of activities and assignments that support student-centered lessons can be easily designed in concert with many of the inquiry-based models discussed in the text of this book. One of the most important aspects of student-centered lessons is allowing students to make choices. Teachers should encourage students to exercise their weaker intelligences, but allow them to explore their stronger areas as well. In Ms. Cunningham’s class, the student named James is very strong in Visual/Spatial Intelligence and always leans towards this type of project. The teacher encourages James to participate in other activities, but when it is obvious that his interest lies in working on the mural Ms. Cunningham allows him to work on the project.

Listed below are steps to implement a student-centered lesson or unit:

• Carefully identify instructional goals, objectives, and instructional outcomes.
• Consider activities that you can integrate into the lesson or unit that teach to the different intelligences. Teachers need not incorporate all nine intelligences into one lesson.
• When gathering resources and materials, consider those which will allow students to explore their multiple intelligences.
• Specify a timeframe for the lesson or unit.
• Allow for considerable element of student choice when designing activities and tasks for the intelligences
• Design activities that are student-centered, using inquiry-based models of instruction.
• Provide a rubric for student activities. You might consider having students help create rubrics.
• Incorporate assessment into the learning process.

In an effort to maximize students’ interest in both the subject matter and their own learning proclivities, teachers may wish to teach their students a little bit about Multiple Intelligences. Teachers can brief the class about each type of intelligence and then follow up with a self-assessment for each student. In this way, students will be able to capitalize on their strengths and work on their weaker areas. Disney’s Tapping Into Multiple Intelligences website includes a self-assesment.

Planning and Implementing a Teacher-Centered Lesson

Structured, teacher-centered activities provide an opportunity for teachers to introduce material and establish prior knowledge and student conceptions. Teachers may lecture students, show informational videos and posters, perform drills, pose problem-solving exercises, arrange museum visits, and plan outings to concerts. There are all examples of teacher-centered activities. All of these activities integrate the Multiple Intelligences into the subject matter being taught. Teacher-centered lessons should be limited to a few activities that provide a foundation for students to later complete more exploratory tasks in which they can demonstrate understanding of the material. A teacher may choose to start an instructional unit or lesson with teacher-centered activities and then follow up with subsequent student-centered lessons. Teachers may follow these steps when designing and implementing a teacher-centered lesson:

• Identify instructional goals and objectives
• Consider teacher-centered activities that teach to students’ Multiple Intelligences. In a teacher-centered lesson, limit the number of activities to two or three.
• Consider what resources and materials you will need to implement the lesson. For example, will you need to schedule a museum visit or to consult the Media Specialist for videos or other media?
• Provide an opportunity for reflection by students
• Provide a rubric to scaffold student activities
• Integrate assessment into the learning process

Assessment is one of the biggest challenges in incorporating Multiple Intelligences in the classroom. Ms. Cunningham’s students are given the option of working on several mini-projects during the course of the Civil Rights unit. At the end of the unit, their performance is assessed through a portfolio that represents their work on these projects. It is very important for assessment to be integrated into the learning process. Assessment should give students the opportunity to demonstrate their understanding of the subject matter. One of the main goals of acknowledging and using Multiple Intelligences in the classroom is to increase student understanding of material by allowing them to demonstrate the ways in which they understand the material. Teachers need to make their expectations clear, and may do so in the form of a detailed rubric.

Benefits of Multiple Intelligences

Using Multiple Intelligences theory in the classroom has many benefits:

• As a teacher and learner you realize that there are many ways to be “smart”
• All forms of intelligence are equally celebrated.
• By having students create work that is displayed to parents and other members of the community, your school could see more parent and community involvement.
• A sense of increased self-worth may be seen as students build on their strengths and work towards becoming an expert in certain areas
• Students may develop strong problem solving skills that they can use real life situations

Multiple Intelligences: Classroom Application (Table added by Brandy Bellamy and Camille Baker, 2005)

Learning Styles Section

A group of four city planners in Boston is working on a project to improve the methods of repairing streets. They have spent a lot of time in the field looking at streets and learning about the stresses they receive, how engineers currently deal with those problems, and the public’s perceptions of street conditions. Some improvements have been made including a new system of diagnosing problems and new methods of repairing the streets. The final stage of their project is to determine how to educate the city’s employees on these improvements.

Jessica believes that showing maps of where the various sidewalks in various states of decay would be helpful. She also wants to use a flow chart to represent the new repair process. Maybe a computer instruction guide could be utilized in the employee education program.

Patrick feels that the planners need to discuss these improvements with the city’s employees. A question and answer session could also be implemented in an attempt to answer any questions concerning the new system of diagnosing problems and new methods of repairing the streets.

Will has already begun work on an extensive training manual, which will provide a concrete resource to guide employees in training and for later reference. The manual will be available in hard copy and on the web.

Claire thinks that the city employees would benefit the most from a multimedia presentation as well as a CD-ROM with links to other useful information. She also wants the employees to go into the field and see some of the streets that were used as models in the new program. If that is not possible, pictures could be provided as examples to give the employees a concrete idea of the improvements.

Learning Styles

The term “learning styles” is commonly used throughout various educational fields and therefore, has many connotations. In general, it refers to the uniqueness of how each learner receives and processes new information through their senses. The National Association of Secondary School Principals defines learning style as, “the composite of characteristic cognitive, affective, and physiological factors that serve as relatively stable indicators of how a learner perceives, interacts with, and responds to the learning environment.” Other phrases are used interchangeably with learning styles. Some include perceptual styles, learning modalities, and learning preferences.

Each person is born with certain preferences toward particular styles, but culture, experience, and development influence these preferences. The four most common learning styles are visual, aural, reading/writing, and kinesthetic/tactile. Most people learn through all modalities, but have certain strengths and weaknesses in a specific modality. Some people have an equal propensity for more than one style, which is titled as the multimodal style. This preference can be determined through various testing instruments. Once a person’s learning style is ascertained, accommodations can be made to increase academic achievement and creativity, as well as improve attitudes toward learning.

What is your learning style?  Take the VARK Questionnaire!

The Visual Learning Style

Visual learners process information most effectively when the information is seen. Depictions can include charts, graphs, flow charts, and all the symbolic arrows, circles, hierarchies and other devices that instructors use to represent what could have been presented in worlds. These learners think in pictures and have vivid imaginations. Most people are classified as visual learners.

Jessica is a visual learner. Her suggestions focus on the use of visual aids to increase information processing.

The Aural Learning Style

Aural learners process information most effectively when spoken or heard. These learners respond well to lectures and discussions and are excellent listeners. They also like to talk and enjoy music and dramas. When trying to recall information, aural learners can often “hear” the way someone told them the information.

Patrick is an aural learner. His need to discuss the new improvements points to the benefits of obtaining information in an oral language format.

The Reading/Writing Learning Style

Reading/Writing learners process information most effectively when presented in a written language format. This type of learner benefits from instructors that use the blackboard to accent important points or provide outlines of the lecture material. When trying to recall information, reading/writing learners remember the information from their “mind’s eye.” Many academics have a strong preference for the reading/writing style.

Will is a reading/writing learner. His comprehensive training manual allows the employees to utilize the written language format.

The Kinesthetic/Tactile Learning Style

Kinesthetic/Tactile learners process information actively through physical means. Kinesthetic learning refers to whole body movement while tactile learning refers only to the sense of touch. These learners gesture when speaking, are poor listeners, and lose interest in long speeches. Most students that do not perform well in school are kinesthetic/tactile learners. The crux of this learning style is that the learner is connected to real situations through experience, example, practice, or simulation.

Claire is a kinesthetic/tactile learner. Her method of instruction utilizes “hands on” demonstrations and field experiences.

Learning Strategies for Each Learning Style

• Replace words with symbols or initials.
• Translate concepts into pictures and diagrams.
• Underline or highlight your notes or textbooks with different colors.
• Practice turning your visuals back into words.
• Make flashcards of key information with words, symbols, and diagrams.
• Attend lectures and tutorials.
• Discuss topics with your instructor and other students.
• Put summarized notes on tape and listen to them.
• Join a study group or have a “study buddy.”
• Tape record your lectures.
• When recalling information or solving problems, talk out loud.
• Write out important information again and again.
• Read your notes silently.
• Organize any diagrams into statements.
• Rewrite the ideas and principles in other words.
• Make flashcards of words and concepts that need to be memorized.
• Sit near the instructor in classroom situations.
• Read out loud from your textbook and notes.
• Copy key points onto large writing surfaces (i.e. chalkboard or easel board).
• Copy key points using word processing software.
• Listen to audiotapes of your notes while exercising.
• Take in information through field trips, laboratories, trial and error, exhibits, collections, and hands-on examples.
• Put real life examples into your notes summary.
• Recall experiments and role-play.
• Use pictures and photographs that illustrate an idea.

Educational Implications for Learning Styles

Teachers that rely on learning styles have opened their classrooms to more than one approach to intellectual work. The activities planned by these teachers are more student-centered than traditional activities and have engaged in learning-style based instruction.

The first step in implementing learning style-based instruction is diagnosing the individual learning styles of each student. A variety of methods exist for testing learning styles in a relatively quick manner. Many are available online, like the VARK Questionnaire listed above.

The second step is profiling group preferences and weaknesses. Are most of the students visual learners? Does your class have very few kinesthetic/tactile learners?

The third step is assessing current instructional methods to determine whether they are adequate or require more flexibility. If modifications need to be made, various activities can be developed and/or adapted to conform with learning styles. Three techniques have been proposed.

• Teachers can add alternative activities that could replace or supplement ones. This could create increased opportunities for students to use different styles. For example, hands on activities can be conducted after a lecture to confirm abstract concepts.
• Teachers can also challenge students to develop skills in other areas by completing assignments that utilize all learning styles. For example, the students can complete multidimensional packets, which contain activities from each learning style.
• Another approach to include learning styles in an education curriculum is to organize activities around complex projects. These projects would require that students use all learning styles. An example of a complex activity would be a project-based learning project.

When teaching an individual, teachers should present the most difficult concepts in the preferred style. Easier concepts should be introduced in a different style. When teaching an entire class, teachers should use all learning styles in their presentations if they are to reach every student. This can be fairly simple.

For example, Mrs. Erwin, a fifth grade teacher is going to teach a unit on Charlotte’s Web. In order to accommodate all learning styles, she will have the students read sections of the book silently and out loud to others, act out various scenes, and complete a timeline of events on the bulletin board. Mrs. Erwin understands that students must be exposed to the concepts in a variety of ways to ensure full comprehension.

Armstrong, T. (1994). Multiple Intelligences in the classroom. Alexandria, VA: Association for Supervision and Curriculum Development.

Campbell, L., & Campbell, B. (1992). Teaching and learning through Multiple Intelligences. Seattle, WA: New Horizons for Learning.

Curry, Lynn. (1983). An organization of learning style theory and constructs. ERIC Document, 235, 185.

Dunn, R., and Dunn, K. (1978). Teaching students through their individual learning styles. Reston, VA: Reston Publishing Company, Inc.

Fogarty, R. (1997). Problem-based learning and other curriculum models for the Multiple Intelligences classroom. Arlington Heights, IL: IRI/Skylight Training and Publishing.

Gardner, H. (1983). Frames of mind: the theory of Multiple Intelligences. New York, NY: Basic Books.

Gardner, H. (1999). Intelligence reframed: Multiple Intelligences for the 21st century. New York, NY: Basic Books.

Zhang, Li-Fang. (2002). Thinking styles: Their relationships with modes of thinking and academic performance. Educational Ps

An Explanation of Learning Styles (thank you Molly Parker for sharing this)

Concept to Classroom: Cooperative and Collaborative Learning

Concept to Classroom: Tapping into Multiple Intelligences

Education World: Multiple Intelligences: A Theory for Everyone

Gardner’s Eight Criteria for Identifying Multiple Intelligences

Multiple Intelligences

Project Zero

Technology and Multiple Intelligences

APA Citation: Giles, E., Pitre, S., Womack, S. (2003). Multiple intelligences and learning styles. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved <insert date>, from  http://epltt.coe.uga.edu/

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Multiple Intelligences And Learning Styles Essay Example

Type of paper: Essay

Topic: Education , Poem , Intelligence , Teaching , Skills , Learning , Students , Development

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Published: 12/29/2019

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Multiple Intelligences and Learning Styles

Application of MI

Given my knowledge of MI, I will plan for and address the educational preferences of my students by determining what their strengths are and using those strengths to help them learn more effectively and more easily. As a first step, I will teach them about the different forms of intelligences, as this will help them recognize the best way for them to learn. This will also help them identify their strongest and weakest intelligences (Hoerr et al., 2000). However, I will not let the students select the specific intelligences they want to use and develop as they will likely choose only their strongest intelligences. Instead, I would guide them in exploring and utilizing their different intelligences, so that they may be able to use all of their intelligences in solving problems. Moreover, this will allow the students to discover intelligences, talents, or skills that they never thought they had just because they never had the chance to use them fully.

Considering that every student is different from each other and that they have their own strengths and weaknesses, which they may or may not be aware of, I will try to incorporate as many types of MI activities into the curriculum as possible. For example, some of the things I can incorporate are arts-based instruction, apprenticeships, classroom projects, plays, multimedia projects, team teaching, and interdisciplinary programs (Campbell & Campbell, 1999). I will also ensure that MI is regularly integrated into the school day sand not just something that occurs on special occasions (Hoerr et al., 2000).

I will try to incorporate activities into the curriculum that will allow the students to explore their creative sides. Activities such as plays and multimedia projects will promote symbolic functions and mental representations, which will enhance the students’ capabilities for abstract thinking (Woolfolk & Margetts, 2010). On the other hand, activities such as apprenticeships will enable the students to gain procedural and skill-based knowledge, which are best learned through practice (Woolfolk & Margetts, 2010). Moreover, activities such as team teaching and classroom projects will enable them to enhance their interpersonal and intrapersonal intelligences, which are developed more through experiences and relationship-building rather than through practice.

Although it is not always possible to incorporate all of the forms of intelligences in a single class or activity, I will try to develop curriculum requirements or activities that will enable the students to make use of as many of their intelligences as possible. For example, a group activity such as a dance interpretation of a poem enables the students to use their linguistic intelligence in reading and understanding the poem; their spatial intelligence in the process of choosing their costumes and props for the dance; their bodily-kinesthetic intelligence in the choreography and performance of the actual dance; their musical intelligence in the song they choose for the dance; their interpersonal intelligence in the way they work with their group mates; and their intrapersonal intelligence in the way they form their ideas, feelings, and opinions about the assignment.

Similarly, multimedia projects allow content to be presented in various media formats, which enable students to use their own learning styles (Ivers & Barron, 2003). Although a large part of multimedia projects are based on content, these projects also enable students to develop other skills such as the use of the computer as a cognitive tool; the communication and articulation of knowledge; and the search for and interpretation of information.

Alternatively, I can create learning centers for each form of intelligence so that students can opt to try doing assignments on various learning centers (Hoerr et al., 2000). For example, after reading a poem, a learning center for linguistics will require the students to summarize their understanding of the poem in oral format by speaking to a voice recorder. A learning center for spatial intelligence, on the other hand, will require the students to illustrate (in art form) their understanding of the poem, while in the musical learning center, the students will be required to indicate their understanding of the poem through the humming of a melody. With these learning centers, I can encourage the students to take risks and to try exploring intelligences that they may have not explored in the past. In addition, I will make use of MI to enable students to make the most out of their talents and strengths and not to penalize them for their weaknesses. For example, if a student has difficulties with writing but is highly skilled in the arts then I would allow the student to complete the assignment by using visuals instead of forcing him or her to submit a written assignment. With this approach, the student will most likely get better marks for the art assignment than for a written assignment.

Benefits of MI

One benefit of MI when applied in education is that it helps teachers do better at their jobs and become more fulfilled in their profession. In particular, MI helps teachers recognize that each student has their own skills and talents where the strength of one may be the weakness of another. Unlike traditional curriculum that focuses mostly on the development of mathematical and linguistic skills, MI allows teachers to help their students explore a wider range of competencies (Campbell & Campbell, 1999). In turn, this also creates the benefit of creating a school culture of belief and respect where the teachers are able to respect their students’ differences yet also believe that their students have what it takes to succeed. MI helps teachers recognize and focus on the students’ strengths rather than on their weaknesses. It should be noted that the teachers’ belief about their students affect the classroom behaviors and the teaching practices that are developed in school. Students are sensitive to perceptions and respond to their teachers’ unspoken attitudes where they tend to conform to what’s expected of them (Campbell & Campbell, 1999). In particular, MI enables the correction of inappropriate external factors or of negative, implicit beliefs that reduce teachers’ expectations of their students, which in turn weaken the students’ level of achievement (Campbell & Campbell, 1999).

In the same manner, MI can either change or affirm teachers’ beliefs about intelligence. It enables them to recognize the fact that students have different types of abilities, which they can further improve, and that students have different ways of learning and processing information. Similarly, not only are the students the ones learning. Even the teachers’ knowledge increases, as they are given more opportunities for pursuing other scholarly and intellectual interests. They are given the opportunities for expressing their creativity, which makes teaching an even more fulfilling and enriching experience for them. With MI, teachers are able to shift their effort and focus from curriculum development to human development, which includes their own personal and professional growth (Campbell & Campbell, 1999).

Another benefit of MI is that it allows students to discover their talents and skills as they are given opportunities to apply various forms of intelligences in the educational setting. MI also enables students to feel better about themselves as they are given the opportunities to excel and be recognized for their strengths (Campbell & Campbell, 1999). This increases their level of self-confidence, which in turn encourages them to learn in other areas as well. With MI, learning becomes personalized in that the teacher identifies the student’s strengths and uses these strengths to make learning easier and more fun for the student. Moreover, MI can benefit all learners regardless of their backgrounds. These include students from diverse cultural backgrounds and gifted students, as well as students with learning disabilities (Ivers & Barron, 2003).

Importance of Sociocultural Diversity awareness among Teachers in Contemporary Australia

It is important for teachers in Australia to be aware of sociocultural diversity, as students from different ethnic and socioeconomic backgrounds tend to have various learning styles and may experience different types of learning difficulties. This is especially important considering the growing migrant population in Australia.

One of the problems associated with sociocultural diversity is the language barrier where students who are not born in Australia may not have English as their first language, which poses a difficulty for students in coping with their academic requirements (Mooney, Knox & Schacht, 2012). Another problem, especially when it comes to test performance, is that assessments of ability and achievement are biased against minorities. An example would be a question where the student is asked to describe a concert experience as a test of their writing skills. While it can be assumed that going to concerts is a popular activity among students, those from the lower class may not be privileged enough to attend such and so would be incapable of writing a proper response to the test question. Similarly, a teacher may assign group projects that involve collaboration. However, some of the students may be from a culture that encourages individualism over collaboration, which can make these students uncomfortable and unable to excel in such activities.

Moreover, students from other cultures can be subjected to stereotype threat where the students are aware of the stereotypes against their culture, in turn making them feel anxious during the learning process for fear of confirming the stereotype (Kail & Cavanaugh, 2012). However, this usually becomes a self-fulfilling prophecy where the student’s anxiety causes him or her to perform poorly. Similarly, minority students are subjected to discrimination and racism in the forms of school segregation and racial profiling (Mooney, Knox & Schacht, 2012). In particular, assuming that students of a certain group have the same levels of skills and intelligence and grouping them together may deprive highly competent minority students from being given the opportunity to make the most of their skills and talents. They may be deprived access to course materials that are available to higher ability groups. However, this would be contrary to research findings, which show that students learn more when presented with a more challenging curriculum (Halinan, 2006).

As well, some of the minority students may not have a supportive environment where they may lack the financial resources for purchasing books or other school materials or where their families do not accord much importance to the value of education. In addition, some students may be working at the same time, which can serve to further distract them from their studies.

Response to an Ethnicity or SES Effect on Learning

In addition, when teachers give lectures, they should put their explanations in a context that everyone can understand. For example, using the game cricket as an analogy for explaining a certain concept may not be effective for all students as students from other countries may not be familiar with the sport. Alternatively, the teachers can give more background information on the things that students from different backgrounds may not understand. For example, when using fairy tales as examples when teaching children, it would help for the teacher to narrate or give some background information about the story or character as children from the lower class or from other cultures may not be familiar with such stories.

Campbell, L. & Campbell, B. (1999). Multiple intelligences and student achievement: Success

stories from six schools. Alexandria, VA: ASCD. Halinan, M. T. (2006). Handbook of the sociology of education. New York, NY: Springer. Hoerr, T. R., Rolheiser-Bennett, N. C., Bower, B. & Stevahn, L. (2000). Becoming a multiple

intelligences school. Alexandria, VA: ASCD. Ivers, K. S. & Barron, A. E. (2003). Multimedia projects in education: Designing, producing,

and assessing. Westport, CT: ABC-CLIO. Kail, R. K. & Cavanaugh, J. C. (2012). Human development: A life-span view. Belmont, CA:

Cengage Learning. Mooney, L. A., Knox, D. & Schacht, c. (2012). Understanding social problems. Belmont, CA:

Cengage Learning. Woolfolk, A. & Margetts, K. (2010). Educational Psychology (2nd ed.). Sydney: Pearson

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Essay on multiple intelligences and learning styles

danniiyoung 1 / 5   Mar 7, 2008   #1 Hi everyone, I have entered uni as a mature age student and I must admit, I am finding essay writing very daunting! I have done so much research and have considered all the question but when it comes to actually making a start... its really not happening!!! I have a question though, here is my essay question: This assignment is to be written in essay form. The assignment is to contain: - A description of Gardiner's theory of Multiple Intelligences from information synthesized from several sources (University referencing to be used throughout). - Completion of two learning style surveys (see Blackboard for learning survey sites. You may choose other surveys in consultation with your tutor. Attach completed surveys in an Appendix of the assignment). - Analysis of each survey's results and come to a conclusion of your learning style from the results you have gathered. Do you believe that these results paint an accurate picture of your learning style? Why or why not? Did you believe the surveys were valid instruments? - Describe the characteristics of an effective learner from information you have researched. Then describe how you perceive yourself as a learner (are you effective?) and how the findings of the learning surveys may influence your learning this semester. My question is, is how would I answer the last three questions without using "I" or "my." I asked my lecturer today, and she advised that the question must be written in the third person. Also should I use headings or not in an essay? Thanks in advance :) Danielle

EF_Team2 1 / 1708   Mar 8, 2008   #2 Greetings! Essay writing can seem a little daunting at first, but you'll get the hang of it! It's a bit more daunting when your instructor gives you contradictory instructions! The instructions clearly refer to "you" as a person, so telling you not to write in first person is counter-intuitive. However, since you must do it, you might try something like this: "The results gathered indicate a learning style of XYZ. The surveys employed, however, arrive at a conclusion which runs counter to the expected result. The validity of the surveys is thus called into question. A self-evaluation by the researcher indicates the presence of effective learning skills, however room for improvement exists and information gleaned from the learning surveys will provide a basis for realizing optimum gains in learning this semester." Whether or not to use headings usually depends on the type of essay. It appears to me that this type of project lends itself well to headings. I hope this helps get you started! Thanks, Sarah, EssayForum.com

OP danniiyoung 1 / 5   Mar 8, 2008   #3 Hi Sarah, Thanks for such a prompt reply! I started on the first part last night and dont really know if i have gone ok.. what do you think? i am going to start the next questions tonight and will be sure to use the examples you have given. Thanks! Do you think I should do an introduction and conclusion for this essay, or will it be acceptable to just go straight into the questions? Thanks heaps, for your time. Danielle Intelligence was initially perceived by the early studies of behaviourists as being a single entity which was inherited, and additionally, that the human mind began as a blank slate. (Smith, 2002). Intelligence was primarily measured by Alfred Binet's theory as the "ability to use language and do mathematics," (Chapman & Freeman, 1996) and educational systems were largely built around this. As a result, an IQ test was introduced to measure this widely accepted theory of intelligence. Howard Gardner challenged these traditional intelligence tests however, and rejected claims that intelligence resulted from any single factor and could simply be measured by a number. Consequently, a new view of intelligence was proposed by Gardner and this can be defined as "the ability to solve problems or to create products valued within one or more cultural settings." (Vialle & Perry, 1995). Further, Gardner maintained that intelligence comprises of multiple, separate intelligences, each of which are quite different from the other. These different intelligences are specialised for building knowledge and solving problems in the different cognitive areas of which they relate to. (Krause, Bochner, & Duchesne, 2006) The seven multiple intelligences that were introduced by Gardner can be indentified and defined as Linguistic Intelligence, Logical-Mathematical Intelligence, Spatial Intelligence, Musical Intelligence, Bodily-Kinaesthetic Intelligence, Intrapersonal Intelligence and Intrapersonal Intelligence. An eighth intelligence called Naturalist Intelligence was eventually added to the growing list of multiple intelligences.

EF_Team2 1 / 1708   Mar 8, 2008   #4 Greetings! I think you're off to a great start! It's very well-written. To answer your question about using an introduction and conclusion, I think that since your instructor specified you should write it "in essay form" that you should probably include those elements. Here's an editing suggestion: Further, Gardner maintained that intelligence is comprised of multiple, separate intelligences, Keep up the good work! Thanks, Sarah, EssayForum.com

OP danniiyoung 1 / 5   Mar 9, 2008   #5 Thank you Sarah for your help, should i write the introduction after i have written the main body or start it before hand so i know where i am going? also how do you think i could link the end of the writing above, to the second question? Thanks Danielle

EF_Team2 1 / 1708   Mar 9, 2008   #6 Greetings! Speaking for myself, I generally prefer to write the introduction first, so that I know the direction my paper is going; however, if you are very clear on that, and would rather wait, there's no rule against that. Do what works best for you. As far as linking the two, it depends how they relate to one another. How do the surveys tie into Gardiner's theory of Multiple Intelligences? Think about that and see if you see an opening. Failing that, go ahead and write the next part, and I'll try to help you with a segue. Thanks, Sarah, EssayForum.com

OP danniiyoung 1 / 5   Mar 12, 2008   #7 Hi Sarah, I have written some more, but have now found myself completely stuck. I am not sure if this is because of the way I have set out the essay or not but something is not working! What do you think so far? Do you think it all runs smoothly, also as I havent really answered the last question yet, I am not sure whether to answer the question for each survey in the 2 different paragrahs or do you think i should do a whole new paragraph about the characteristics of an effective learner? What do you think i should use in my introduction and conclusion??? Thanks so much for you help, its great to be able to get some feedback :)

EF_Team2 1 / 1708   Mar 14, 2008   #8 Greetings! Well, first off, I think it's coming along very well! I do think you should make a whole new paragraph for the characteristics of an effective learner. If it is a separate section in the instructions, I'd make it separate in the essay by starting a new paragraph. I note that you used first person when writing about your responses to the surveys. Did you receive clarification from your instructor that it was all right to do so? As far as the smoothness of the essay, I think you have done about as well as you can, considering the questions on which it is based. There is bound to be a bit of a jump from writing about the multiples intelligences to giving the results of the surveys. One sentence that could use a little reworking: "I have always been a learner in which likes learning facts and details and apply established methods to solve problems and decipher new information." I'd rewrite it to say "I have always been a learner who enjoys learning facts and details, and applying established methods to solve problems and decipher new information." Keep up the good work! Thanks, Sarah, EssayForum.com

OP danniiyoung 1 / 5   Mar 21, 2008   #9 Hi Sarah, I have written the whole body now and started the introduction.. what do you think? I think the introduction is way too short but dont know what else to put in there.. and as far as the conculsion goes.. well I am stuck there too!! Hopefully you will be able to give me a few pointers! If there is anything that doesnt make sense please let me know so I can have a look at it, it is due on Tues :) Thanks for all your help! Oh and yes, I did get permission to use both the first and third person in this essay because the lecturer agreed that it wouldnt run as smoothly otherwise :) Thanks //removed//

EF_Team2 1 / 1708   Mar 22, 2008   #10 Greetings! I think it is turning out very well! One thing I want to caution you to look for is not to mix up singular and plural. For example: "To be an effective learner one has to be aware of their cognitive strengths and weaknesses and aware of the way in which they learn. " One person cannot be "they"; it is best to find another way to put it, such as "To be effective learners, people must be aware..." Or, in the alternative, "To be an effective learner, one has to be aware of one's cognitive strengths and weaknesses, and the way in which learning occurs." A grammar correction: The results of the multiple intelligences survey has helped to identify the weaker areas of my intelligence which I have been overlooking, Your introduction is a little short, I suppose, but the main thing is that a paragraph should normally be at least three sentences. You could easily make yours into three: Howard Gardner's theory of Multiple Intelligences provides that the awareness of one's own learning processes is an essential part of becoming an effective learner. This theory will be examined through the analysis of two separate surveys, one of which is a cognitive style survey and the second a learning style survey. In addition, Gardner's theory will also be examined to observe how the integration of his theory supports effective learning strategies. I think your ending is actually not bad as is, but certainly a summarizing paragraph would not be a bad idea. You would just touch on the main points made in your essay. I hope this helps! Thanks, Sarah, EssayForum.com

OP danniiyoung 1 / 5   Mar 24, 2008   #11 Woohooo!! I have finally finished it.. well I think so anyway he he. What do you think, is there anything that you think I should look at before handing it in on Tues afternoon. Also, just one more question if I can, how do you attach an appendix throughout the essay. Like would I also refer to the essay's as appendix A or B or put them next to the name of the surveys like you would when referencing. Not too sure how this part works. Thanks heaps for your help too, you have been a gem :) Dannii This essay will briefly explore the early notion of intelligence and the reasons which influenced Howard Gardner's rejection of this concept and thus, the introduction of his own theory of Multiple Intelligences. Through the analysis of two separate surveys, the first of which is based on Howard Gardner's theory of Multiple Intelligences and the second being a learning style survey, it will be determined that one of the most essential, key elements to becoming an effective learner is the awareness of one's own learning processes. In addition, it will be revealed how the integration of these results will enable me to be more aware of my own learning processes and implement strategies that will assist me to become a more proficient and effective learner. Intelligence was initially perceived by the early studies of behaviourists as being a single entity which was inherited, and additionally, that the human mind began as a blank slate (Smith, 2002). Intelligence was primarily measured by Alfred Binet's theory as the "ability to use language and do mathematics," (Chapman & Freeman, 1996) and educational systems were largely built around this. As a result, an IQ test was introduced to measure this widely accepted theory of intelligence. Howard Gardner challenged these traditional intelligence tests however, and rejected claims that intelligence resulted from any single factor and could simply be measured by a number. Consequently, a new view of intelligence was proposed by Gardner and this can be defined as "the ability to solve problems or to create products valued within one or more cultural settings." (Vialle & Perry, 1995) Further, Gardner maintained that intelligence comprised of multiple, separate intelligences, each of which are quite different from the other. These different intelligences are specialised for building knowledge and solving problems in the different cognitive areas of which they relate to (Krause, Bochner, & Duchesne, 2006). The seven multiple intelligences that were introduced by Gardner can be indentified and defined as Linguistic Intelligence, Logical-Mathematical Intelligence, Spatial Intelligence, Musical Intelligence, Bodily-Kinaesthetic Intelligence, Intrapersonal Intelligence and Intrapersonal Intelligence. Howard Gardner argued that every individual is born with all these seven intelligences which develop through different cultural experiences and influences and through life's learning processes. Although the areas of intelligence are quite distinct and separate from each other, the intelligences are seldom operated separately. Rather, the intelligences are used simultaneously and often work together as a person develops skills and solves problems (Brualdi, 1996). It can also be shown that every individual has strengths and weaknesses, however intelligences can be taught are continually changing throughout life. Gardner's Multiple Intelligences theory is not another theory of learning styles, it is "the capacity of the brain to deal with certain types of information, represented by the seven discrete intelligences delineated by Gardner" (Vialle & Perry, 1995). Krause et al (2006) refers to Gardner's theory as a cognitive style theory which is the "characteristic ways of thinking and perceiving that individuals use to process and remember information" (pg?). The results of the Multiple Intelligences survey (Appendix A) suggest that one of my strongest areas of intelligence is the Logical-Mathematical Intelligence which is "most often associated with scientific and mathematical thinking" (Smith, 2002). It involves the ability to recognise and work with abstract patterns and problem solving in a structured and linear way (Vialle & Perry, 1995). This survey's results however, arrive at a conclusion which runs counter to the expected result and thus, the validity of this survey is called into question. Despite possessing a passion for mathematics and numbers, this has never proven to be one of my strongest areas of intelligence academically. One of the biggest limitations of Jordan's survey is that all the questions ask the reader how they feel about different examples of each particular area of intelligence; however there are no questions which calculate how well the reader actually performs in each area. There is a wide contrast between enjoying an area or subject and it actually being an area or subject "in which you will learn and demonstrate understanding most easily" (Herrell & Jordan, 2004). I expected that the results of the survey would have indicated that my strongest area of intelligence would have been Linguistic Intelligence as this has always proven to be the area of which I excel at academically. A number of the questions in the multiple intelligences survey however, fail to accurately construe Howard Garner's original definition of Linguistic Intelligence as being the ability to use language to express information and feelings effectively and using language as a way to remember information. Two of the questions in the survey under the Linguistic Intelligence section (see appendix A) associate Linguistic Intelligence to the partiality of playing word and board games. Because someone does or doesn't feel 'happy' when playing word or board games does not mean they do not use language to express information and feelings effectively and should therefore not be used as questions that measure Linguistic Intelligence. Learning styles like Felder's survey can be defined as the way in which "students interact with and respond to information in learning contexts" (Krause et al., 2006). It is the preferred method of learning new information. Upon completion of Felder's learning style survey (Appendix B) the results have indicated that I have a very strong preference for sequential and sensing learning. The results of Felder's learning style survey support and enhance my previous beliefs of what my learning style was. I have always been a learner who likes learning facts and details and like to apply established methods to solve problems and decipher new information. As a typical sequential learner, I tend to learn information in "linear steps, with each step following logically from the previous one." (Felder & Soloman.) One of the weaknesses I am challenged with as a result of being a sensing learner is the difficulty in being able to develop analytical and innovative skills, this is because I tend to focus on facts and details and prefer the rote method of learning. Despite is U.S origin, I found this survey to be valid and the questions relevant to my background. The questions were based on prior knowledge and experiences and considered performance in area's rather than how you feel about an area as assessed in the Multiple Intelligences survey. To be an effective learner one has to be aware of their cognitive strengths and weaknesses and aware of the way in which they learn. Constant reflection and monitoring of learning performance and the flexibility to make changes to learning strategies are all characteristics of an effective learner. Metacognition not only involves the monitoring of one's learning but also includes the ability to gain self control over their personal thinking processes. In gaining self control over one's learning practises, it becomes easier to identify factors, such as weaknesses and habits, which may be resulting in poor learning performance (Sharples, 1989). Monash University of Australia also concludes that an effective learner not only memorises new information, but actively connects new information to prior knowledge. This enables the learner to give more meaning and understanding to new information ("Learning at University - Student Equity Unit," 2003). After a review of the characteristics of an effective learner as outlined above, it can be concluded that I am not as much of an effective learner as previously believed. The results of the multiple intelligences survey has helped to identify the weaker areas of my intelligence of which I have been overlooking, and thus will enable me to become more aware of the need to address these weaknesses and to change these into strengths. Consequently, for the duration of this semester, I have developed learning plans and strategies that will endeavour to help learn new information through encompassing all of the seven areas of intelligences as defined by Gardner. The result of Felder's learning style survey has identified that added flexibility in the way I respond to information can enable me to become a more effective learner. I need to concentrate on enhancing my critical thinking skills and the ability to comprehend how information connects to my prior knowledge and experiences. The constant reflection and monitoring of my newly developed learning strategies will enable me to identify the effectiveness of my learning and ensure I am getting the most out of my learning opportunities this semester. Through the research of Howard Gardner's Multiple Intelligences theory and the analysis of the results of the two surveys my initial perception of what constituted an effective learner has now changed. Although the results of the Multiple Intelligences survey were questionable, Howard Gardner's premise that intelligence is made up of a number of separate intelligences that are specialised for the specific cognitive areas in which they relate to, will be something that I will continue use through my journey as a learner and throughout my teaching career. The initial belief that intelligence should be measured by mathematical and linguistic ability has been replaced with the belief that every individual has intellectual strengths and weaknesses and learns in different ways. The results of the surveys have highlighted the need to devise learning strategies that will enhance the effectiveness of my learning processes and has shown that when I become a teacher, one of the most invaluable skills that I can provide to my students is supporting them to become aware of their own metacognition.

EF_Team2 1 / 1708   Mar 25, 2008   #12 Greetings! I think it has turned out very well! I'm not sure that I understood your question about appendixes. Are you talking about making the surveys appendixes? Appendixes are often used to present unpublished tests, surveys or other materials. The form of an Appendix is as follows: 1. Start each Appendix on a separate page. 2. Heading: the word Appendix is centered on the first (double-spaced) line below the header. If there is more than one appendix, use letter names: Appendix A, B, C, etc. 3. Indent the first line by 5 to 7 spaces. 4. Use the label of the Appendix when citing it in the text: (Appendix B) (as you already have done). You can see an example of an APA-formatted Appendix here: vanguard.edu/uploadedFiles/psychology/appendix.pdf Best of luck in your studies! Thanks, Sarah, EssayForum.com

SHARON KEEFE - / 1   Oct 23, 2012   #13 multiple intellegence I need help writing this paper. It can be short and to the point. I need it for tomorrow before noon. One criticism of Harold Gardner's Multiple Intellegence theory is that he classifies talents as a type of intelligence. Critics might say that a talented dancer or chess player is not necessarily smart. How would you reply to this criticism? What other criticism of Gardner's theory might you support?

koreanincambo 6 / 11   Oct 23, 2012   #14 If you want to give it a philosophical view, you could talk about what "talent" and "intelligence" are, stating that they may have different meanings to different people