2.1.5 Multiple Intelligences

by Marta Nibert (Occupational Therapist and Educational Consultant) and
S. Kay Ashworth (Occupational Therapy, Sinclair Community College)

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This module presents the theory of multiple types of intelligences as described by Howard Gardner. The primary types of intelligence are linguistic, bodily-kinesthetic, logical-mathematical, spatial, interpersonal, intrapersonal, and musical. This module explores the challenge of designing learning opportunities for all types of learners; it then examines the fit between Process Education and teaching to the preferences of learners’ multiple intelligences.
 

Table 1  Intelligence Types and Preferred Learning Strategies

Intelligence Type Preferred Learning Strategies Linguistic Language-based activities such as reading, writing, listening, discussing/ debating, auditory Bodily-Kinesthetic Manipulating materials, laboratory experiences, touching, problem-solving simulations, “hands on” learning, using one’s own body to perform physically Logical-Mathematical Sequential, logic-based problems, mathematical equations, proofs, deductive reasoning, spreadsheets, outlines, diagrams, bullet points Spatial Visual activities, pictures, storyboarding, reading maps and blueprints, designing layouts, seeing the big picture, analyzing gestalts, handouts, visual presentations such as PowerPoint™ Interpersonal Learning from interacting with others, group projects, role-playing, networking, processing views and situations with others Intrapersonal Understanding self, comparisons to personal experience, emotions and feelings, introspection, reflecting, journaling Musical Recognizing the harmonic, rhythmic patterns in activities, using lyrical phrasing, creating mnemonic devices, poetry, songs to reinforce memory and structure learning

Gardner’s Theory of Multiple Intelligences

Howard Gardner’s theory of multiple intelligences is widely known and utilized in educational settings. Gardner rejects the notion that intelligence as measured by IQ tests is relevant, and instead believes that people have very different ways of learning based on how they individually process information. His theory is based upon twenty year of extensive research into neurological processing. Professional educators need to be aware of these multiple forms of intelligence, to assess the students they have in front of them at any given time, and design curriculum that offers forms of learning compatible with their types. To do this, the educator must be flexible enough to modify and adapt materials to optimize the learning of each group, while still accomplishing the learning objectives of the lesson. Gardner identifies the seven following forms of intelligence as shown in Table 1.

Gardner believes that these types of intelligence are a result of a neurological predisposition in individuals, and that these operate within discrete sections in the cerebral cortex. Different types of problems are primarily controlled in either the dominant hemisphere of the brain’s cortex or the non-dominant hemisphere (2.1.4 From Synapses to Learning—Understanding Brain Processes). Neurological studies have shown that individuals who are given the same stimuli and placed in the same circumstances use different areas of the brain initially, indicating that they are using different portions of their brains to analyze the same problems (Gardner, 1993). Figure 1 presents a conceptual model of lobe functions correlated with characteristics of the multiple intelligences.

Differentiate Multiple Intelligence from Learning Styles

Gardner stresses that it is important not to confuse conceptualization of multiple intelligences with learning styles. Learning styles are primarily described in terms of processing preferences, which are automatic and based upon habituation of routines. This type of processing is mediated by the midbrain structures of the brain, not the cerebral cortex. The multiple intelligence preference is a function of the analysis of incoming information. While there may be tendencies for learners to prefer and use a learning style compatible with their multiple intelligence, e.g. musical intelligence and auditory learning style, this is not always the case. A person with a musical intelligence preference could also effectively utilize a visual or kinesthetic strategy based upon his or her unique makeup. Some learners switch processing styles to more effectively perform different types of tasks.

Optimizing Learning Experiences with Actual Learners

Many educators realize that learners integrate stimuli in an individualized fashion and that, therefore, instructors can create successful interventions by providing optimal experiences and by offering a variety of learning materials (Lazear, 1991). This is believed to provide the “just right challenge” (Ayers, 1982) so that learners create lasting, relevant knowledge when they engage in the learning by processing it and solving problems in their own ways. Today’s learners must also cope with the increase in material presented online and in other non-traditional formats; they must scrutinize more information in order to construct academically sound concepts (Tapscott, 1998). The types of intelligence needed to be successful in this environment are different from those previously needed.

Curriculum can be intentionally designed to create opportunities for learning to be elevated to higher levels. Quality instruction includes opportunities for learners to gain skills in the cognitive, psychomotor, and affective domains (2.2.1 Bloom’s Taxonomy—Expanding its Meaning). If instruction does not address all three, then it is incomplete, and lack of progression in one domain will impede the quality of learning in the other two. Additionally, if meaning is not ascribed to cognitive “book learning,” it is unlikely that the learner will be able to apply and use this knowledge in real life situations and in the workplace (Lefebvre-Diaz, 1999). Individuals who possess certain intelligence preferences might more easily, or “naturally,” grasp some types of information, e.g. mechanical problems and bodily kinesthetic or family group dynamics and interpersonal intelligence. In order for professional educators to be successful with all learners, they need to be creative in redesigning their classrooms and facilitation techniques, incorporating “just in time” interventions.

Process Education and Multiple Intelligences

Gardner’s theory of multiple intelligence fits well within Process Education. The first of the ten principles of Process Education states, “Every learner can learn to learn better, regardless of current level of achievement; one’s potential is not limited by current ability” (2.3.1 Introduction to Process Education). Consideration of all forms of intelligence helps avoid unintentional marginalizing. If individual learners cannot make learning their own, particularly if there is a mismatch between the manner in which material is presented and their intelligence type, then the learner may not actually integrate knowledge. Because it is central to the beliefs of Process Education to empower learners to ultimately assume responsibility for their own learning, such a mismatch would be viewed as having dire consequences. If learners cannot make material meaningful, then it is doubtful that any real growth has occurred (2.2.4 Differentiating Knowledge from Growth). As the educator is creating learning experiences it is imperative that they select activities that include learning in all the intelligences areas so that all learners achieve holistic, integrated learning (3.1.2 Introduction to Learning Communities). In Process Education, instructors strive to create self-growers who actively engage in the learning process. in order for this to occur, instructors design opportunities for learners to engage and actively integrate learning in a variety of settings (3.1.1 Overview of Quality Learning Environments). Table 2 provides a sampling of common Process Education tools and practices that support the respective types of intelligence.

Concluding Thoughts

The individual nature and makeup of the human brain is more and more evident as we continue discovering the mysteries of how we function as human beings. Each learner is a unique entity with a drive to improve and contribute. As educators it is important for us to stay current with new information related to how the human brain works. The more we understand the functioning of the human brain and dominant patterns, the better we understand the learners who come before us, and the more we, ourselves, continue to grow.

References

Ayres, A. J. (1982). Sensory integration and the child. Los Angeles: Western Psychological Services.

Bertoti, D. (2004). Functional neurorehabilitation through the life span. Philadelphia: F. A. Davis.

Curtis, B. A. (1990). Neurosciences: The basics. Philadelphia: Lea & Febiger.

Gardner, H. (1993). Multiple intelligences: The theory in practice. New York: Basic Books.

Lazear, D. (1991). Seven ways of knowing: Teaching for multiple intelligences. Palatine, IL: Skylight.

Lefebvre-Diaz, R (1999). Coloring outside the lines: Applying multiple intelligences and creativity in learning. Hoboken, NJ: Wiley.

Tapscott, D. (1998). Growing up digital: The rise of the net generation. New York: McGrawHill.