Multiple+Intelligence

There are 8 distinctive types of intelligence: About the Multiple Intellgence theorists **Howard Gardner**: Gardner (1943-present) is a professor of cognition and education at Harvard Graduate school of Education. During his time as a graduate student there, he worked on Project Zero, a research team in arts education. He came up with the theory of multiple intelligences in the 1970s, and published his book //Frames of Mind// in 1983. Originally, he came up with 7 different intelligences, and later added Naturalistic to form the 8 intelligences we know today. Since the development of Gardner's theory, the Multiple Intelligence Theory has been widely embraced and has caught the eye of many educators. Focusing on the different intelligences of students and really understanding the the concept of each one has allowed educators to cater to the different learning styles of students; allowing from a more thorough and effective education process. Below is a chart showing the different multiple itellegences in a unique way; catering to different learning styles:
 * Multiple Intelligence** is the theory that there are several different areas in which people excell and have an easier time learning new concepts through activities related to the area. (http://www.bgfl.org/bgfl/custom/resources_ftp/client_ftp/ks3/ict/multiple_int/what.cfm)
 * 1) Kinesthetic, which is "body smart;"
 * 2) Linguistic, which is "word smart;"
 * 3) Logical, which is "number smart;"
 * 4) Interpersonal, which is "people smart;"
 * 5) Intrapersonal, which is "myself smart;"
 * 6) Musical, which is "music smart;"
 * 7) Visual/Spatial, which is "picture smart;"
 * 8) Naturalistic, which is "nature smart."

Here are some examples of activities in the classroom, based on the different intelligences:

__**Kinesthetic:**__ Activities involving hands on activities would be of great use to students who learn in this fashion. Being able to touch and hold things as they work through a problem allows them to better understand what they are doing and how they can use such skills later on in their lifetime or even as they finish and complete their school career. Kinesthetic learners work best in short blocks of time versus lengthy periods. They often have to take breaks in order to refocus their mind. Students learn best through touching, moving, and processing knowledge through bodily sensations. Some classroom activities that incorporate kinesthetic learning styles are: 1. Hands-on experiments 2. Nature Hikes/ Scavenger hunts 3. Plays, dramas, and skits 4. Cooking and building for measurement studies 5. Rhythmic Clap and Tap for Spelling & memorization [|http://www.learningabledkids.com]

These students learn primarily through speech and discussion. Talking through their problems allows them to better understand how to solve what has been place before them to figure out. Linguistic students are typically very good at reading and writing. These students are likely to enjoy writing and understanding how and why words, phrases, and grammar are used. Some examples of classroom activities include: 1. Creative writing 2. Journaling 3. Crosswords / Wordsearches 4. Acting, skits 5. Debates
 * __Linguistic:__**

These students will tend to find math or science their particular interest seeing as numbers are how they think best. It comes easily for these learners to think through problems involving such things as geometric shapes and algorithms. Students learn best through working with patterns and relationships, classifying, categorizing, and working with the abstract. Classroom activities would include: 1. Tangrams 2. Experiments
 * __Logical:__**

These students have the ability to solve problems by seeing things from another persons point of view. They can change their way of seeing things simply to solve a problem and then shift back to what they actually think and believe. They are highly skiled in being able to differentiate the two. Interpersonal students are very sociable and learn best through interaction with others.
 * __Interpersonal__**:

These students are able to reflect on their own actions and beliefs to correct what might be percieved as wrong and solve problems from the inside out without anyone else hardly ever noticing. They understand how they are supposed to fit into the world and can determine how they will work through their own problems with litle to no help from others. Intrapersonal students tend to be very private and keep to themselves. They often work best alone.
 * __Intrapersonal:__**

These learners tend to think in sounds rythms and patterns, and are usually inclined to notice the musical capabilities of nature more than their fellow students would ever care to notice at all. They tend to be very sensitive to what type of sounds almost any object makes and find following patterns quite easy. A few classroom activites include: 1. Learning songs that pertain to the subject matter 2. Rhythmic poems 3. Creating songs about the subject matter
 * __Musical:__**

One could imploy the use of diagrams, videos, charts, etc. to insure that students who learn in this fashion are able to absorb as much of the information as possible. Visual learners learn best through images, pictures, and colors. These students tend to love to draw and doodle with their free time.
 * __Visual/spatial:__**

Enjoys the natural world and how things work without outside interference. These students like observation verses experimentation and would prefer to simply sit and watch the worlds events unfold. These students can easily see patterns and make categorizations. They are also good planners and learn best by studying the natural phenomena of events unfold.
 * __Naturalistic:__**

Here's a video on how testing student can help them learn more efficent: http://www.youtube.com/watch?v=WON2VnQOKaE

Thoughts on Multiple Intelligence: The seven forms of intelligence that Howard Gardner established are based on the ways in which individuals learn. The intelligences also involve the thought process of individuals. Typically, educators believe students learn through the first two, linguistic and logical-mathematical intelligences. Through the research, I felt that this theory of learning was relevant to teaching. It truly helps prove the point that all though children are the same in many ways due to their age and cognitive development, they do not all learn the same. The seven forms of intelligences, which are listed in a previous post, are more inclusive to all students’ abilities to learn. This theory of intelligences allows for students natural gifts, in learning, to be nurtured. (Reference [|www.infed.org/thinkers/gardner.htm#multiple_intelligences]) One of the most remarkable features of the theory of multiple intelligences is how it provides eight different potential pathways to learning. If a teacher is having difficulty reaching a student in the more traditional linguistic or logical ways of instruction, the theory of multiple intelligences suggests several other ways in which the material might be presented to facilitate effective learning. Whatever you are teaching or learning, see how you might connect it with words, numbers or logic, pictures, music, self-reflection, a physical experience, a social experience, or an experience in the natural world. This website has great resources that help educators apply the concept to their classroom: http://www.thirteen.org/edonline/concept2class/index.html

The study into multiple intelligences was geared to help highlight learning strengths and broaden intelligence differences. With research into the eight (or sometimes nine) different intelligence classes: linguistic, logical-mathematical, musical, spatial, bodily-kinesthetic, naturalistic, interpersonal, intrapersonal, (and existential ). Generally, a person will excel in one or two intelligences with minor scores in the other intelligences. Each intelligence category works uniquely within itself as well as within each person. Thus, two people with similar “scores” will often use their intelligences in completely different ways. As such, teaching methods to reach the varied learning styles also require differentiation. It is an unfortunate side effect that studies into multiple intelligences have led to increased burdens on teachers and administrators. Teachers often can feel intense pressure while trying to set lessons with enough variety in intelligences. This should not be so. The information surrounding this topic is designed to help and not hinder. Multiple intelligences is a great tool for educators; it works well to help students utilized their strengths and allows for a greater sense of potential but should not be so overemphasized as to pull away from the teaching itself. Understanding that lesson cannot and will not be everything to all persons.

Information researched through //“Orchestrating Multiple Intelligences”// by Seana Moran, Mindy Kornhaber, and Howard Gardner. (Wilson Web)



http://www.businessballs.com/howardgardnermultipleintelligences.htm
 * **intelligence type** || **description** || **typical roles** || **related tasks, activities or tests** || **preferred learning style clues** ||
 * 1 || **Linguistic** || **words and language**, written and spoken; retention, interpretation and explanation of ideas and information via language, understands relationship between communication and meaning || writers, lawyers, journalists, speakers, trainers, copy-writers, english teachers, poets, editors, linguists, translators, PR consultants, media consultants, TV and radio presenters, voice-over artistes || write a set of instructions; speak on a subject; edit a written piece or work; write a speech; commentate on an event; apply positive or negative 'spin' to a story || words and language ||
 * 2 || **Logical-Mathematical** || **logical thinking**, detecting patterns, scientific reasoning and deduction; analyse problems, perform mathematical calculations, understands relationship between cause and effect towards a tangible outcome or result || scientists, engineers, computer experts, accountants, statisticians, researchers, analysts, traders, bankers bookmakers, insurance brokers, negotiators, deal-makers, trouble-shooters, directors || perform a mental arithmetic calculation; create a process to measure something difficult; analyse how a machine works; create a process; devise a strategy to achieve an aim; assess the value of a business or a proposition || numbers and logic ||
 * 3 || **Musical** || **musical ability**, awareness, appreciation and use of sound; recognition of tonal and rhythmic patterns, understands relationship between sound and feeling || musicians, singers, composers, DJ's, music producers, piano tuners, acoustic engineers, entertainers, party-planners, environment and noise advisors, voice coaches || perform a musical piece; sing a song; review a musical work; coach someone to play a musical instrument; specify mood music for telephone systems and receptions || music, sounds, rhythm ||
 * 4 || **Bodily-Kinesthetic** || **body movement control**, manual dexterity, physical agility and balance; eye and body coordination || dancers, demonstrators, actors, athletes, divers, sports-people, soldiers, fire-fighters, PTI's, performance artistes; ergonomists, osteopaths, fishermen, drivers, crafts-people; gardeners, chefs, acupuncturists, healers, adventurers || juggle; demonstrate a sports technique; flip a beer-mat; create a mime to explain something; toss a pancake; fly a kite; coach workplace posture, assess work-station ergonomics || physical experience and movement, touch and feel ||
 * 5 || **Spatial-Visual** || **visual and spatial perception**; interpretation and creation of visual images; pictorial imagination and expression; understands relationship between images and meanings, and between space and effect || artists, designers, cartoonists, story-boarders, architects, photographers, sculptors, town-planners, visionaries, inventors, engineers, cosmetics and beauty consultants || design a costume; interpret a painting; create a room layout; create a corporate logo; design a building; pack a suitcase or the boot of a car || pictures, shapes, images, 3D space ||
 * 6 || **Interpersonal** || **perception of other people's feelings**; ability to relate to others; interpretation of behaviour and communications; understands the relationships between people and their situations, including other people || therapists, HR professionals, mediators, leaders, counsellors, politicians, eductors, sales-people, clergy, psychologists, teachers, doctors, healers, organisers, carers, advertising professionals, coaches and mentors; (there is clear association between this type of intelligence and what is now termed [|'Emotional Intelligence' or EQ]) || interpret moods from facial expressions; demonstrate feelings through [|body language]; affect the feelings of others in a planned way; coach or counsel another person || human contact, communications, cooperation, teamwork ||
 * 7 || **Intrapersonal** || **self-awareness**, personal cognisance, personal objectivity, the capability to understand oneself, one's relationship to others and the world, and one's own need for, and reaction to change || arguably anyone (see note below) who is self-aware and involved in the process of changing personal thoughts, beliefs and behaviour in relation to their situation, other people, their purpose and aims - in this respect there is a similarity to [|Maslow's Self-Actualisation] level, and again there is clear association between this type of intelligence and what is now termed [|'Emotional Intelligence' or EQ] || consider and decide one's own aims and personal changes required to achieve them (not necessarily reveal this to others); consider one's own [|'Johari Window'], and decide options for development; consider and decide one's own position in relation to the [|Emotional Intelligence model] || self-reflection, self-discovery ||