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Multiple Intelligences Billie Goodsite EDTL 611 : Curriculum December 10, 2007

Abstract Multiple intelligences theory was introduced by Howard Gardner in the 1980s. He argued that intelligence is more than the traditional types of intelligence, namely, linguistic and mathematical. He proposed that there were seven types of intelligence and in 2000 he added an eighth intelligence. Throughout this paper, the author will provide background on multiple intelligence theory, the definitions and examples of the eight intelligences, and benefits of utilizing multiple intelligence theory in education. The latter part of the paper, the author will introduce a short self-report survey to evaluate the use of multiple intelligence theory in the classroom.

The Eight Intelligences Linguistic Intelligence. Linguistic intelligence involves having a mastery of language and the ability to use language to describe events and sequence activities. Moreover, this intelligence is the capacity to use language, typically the individual’s native language, and perhaps other languages, to express what’s on one’s mind and to understand other people. Those who specialize in linguistic intelligence include poets, writers, orators, speakers, lawyers, philosophers, journalists, and salespeople. Moreover, this intelligence is most often associated with scientific and mathematical thinking (Checkley, 1997). Logical-Mathematical Intelligence. Individuals highly developed in this intelligence understand the underlying principles of some kind of a casual system, the way a scientist or a logician does. They can manipulate numbers, quantities, and operations, the way a mathematician does. Logical-mathematical intelligence consists of the ability to detect patterns, reason deductively, and think logically. This intelligence is most often associated with scientific and mathematical thinking. Those who specialize in logical-mathematical intelligence include accountants, bookkeepers, statisticians, computer programmers, engineers, and inventors (Checkley, 1997). Spatial Intelligence. This intelligence’s mastery is to perceive and represent the visual-spatial world accurately. Moreover, this intelligence refers to the ability to represent the spatial world internally in your mind, namely, the way a sailor or airplane pilot navigates the large spatial world, or the way a chess player or sculptor represents a more circumscribed spatial world. Spatial intelligence can be used in the arts or in the sciences. If an individual is spatially intelligent and oriented toward the arts, they are more likely to become a painter, a sculptor, or an architect rather than a musician or a writer. Particular sciences, namely, anatomy or topology emphasizes the spatial intelligence. Spatial intelligence gives one the ability to manipulate and

create mental images in order to solve problems. It is important to note that this intelligence is not limited to visual domains and that is also formed in blind children. Typical masters of spatial intelligence include architects, computer graphics designers, photographer, builders and model builders (Checkley, 1997). Bodily/Kinesthetic Intelligence. This is the capacity to use the whole body or parts of the body to solve a problem, make something, or put on some kind of production. Moreover, this is the ability to use one’s own mental abilities to coordinate one’s own bodily movements, as well as the ability to use the body and tools to take effective action or to construct or repair. The most evident examples of this intelligence include people in athletics or the performing arts, namely, dance or acting. Mechanics, trainers, craftspeople, contractors, tool and dye makers, coaches, and choreographers are all examples of specialization in bodily/kinesthetic intelligence (Checkley, 1997). Musical intelligence. This intelligence refers to the capacity to think in music, to be able to hear patterns, recognize them, remember them, and perhaps manipulate them. People who have a strong musical intelligence not only remember music easily, but typically cannot get it out of their minds. This intelligence encompasses the capability to recognize and compose musical pitch, tones, and rhythms. Typical masters of musical intelligence include music teachers, instrument makers, orchestral performers or conductors, music critics, composers, and individual/small-group performers (Checkley, 1997). Interpersonal Intelligence. This is the understanding of other people. More specifically, this intelligence refers to the ability to organize people and communicate clearly what needs to be done. It is an ability we all need, but it is at a premium for teachers, clinicians, salespeople, and politicians. Anyone who works with other people has to be skilled in the interpersonal sphere.

Moran, Kornhaber, and Garder (2006) introduced the idea of profiling students, which is meant to investigate the student’s learning capabilities in multiple ways. More specifically, students who have one or two intelligences that are very strong and the rest relatively weak are referred to a laser profile. These individuals have a strong interest and choosing a career path is relatively easy for them because their peak intelligence(s) takes them in a specific area. The challenge for educators with this profile is deciding whether to build upon the strengths to develop their talents or to work on their weak areas for them to pass the required tests to graduate. Currently, high stakes testing favors the latter option unless the student is naturally good at the traditional academic areas. The other defined profile by Moran, Kornhaber, and Garder (2006) is the searchlight-profile where the student has less pronounced differences among the intelligences. The challenge with this profile is that time and money are limited to emphasize and enhance the intelligences. Moran, Kornhaber, and Garder (2006) used an orchestra as a way to explain how multiple intelligences work. Firstly, they explain the “internal orchestra,” where the different intelligences are like different instruments in the orchestra; they can interfere with others, compensate for others, or enhance others. More specifically, the authors explain that intelligences may not always work in harmony, sometimes one intelligence can compensate for another and one intelligence may improve another. Secondly, multiple intelligences are also like “an effective ensemble,” where intelligences can work across students, namely, working in a group where each student can compensate for the others’ lacked areas. In addition, students with the same peak intelligences can work very well together to solidify and build on strengths. Lastly, Moran, Kornhaber, and Garder (2006) discuss the importance of providing rich environments that incorporate the multiple intelligence theory in the classroom. Moreover, by

following the model described in the article could prevent educators from developing an abundance of time consuming lesson plans. Furthermore, providing a rich environment is optimal, along with relating activities and lessons to the students. This could increase the likelihood for students to retain the information being introduced, which is ultimately the main focus for educators (Moran, Kornhaber, and Garder, 2006). Proposed Survey After reporting the benefits of the MI theory in the classroom and illustrating that it doesn’t require teachers to add time consuming lesson plans to implement in their classroom, it would be of education policymakers’ interest to assess whether this is utilized. The author of this paper is proposing a survey to allow schools to take an inventory of MI implementation in the classroom. The survey presented is a brief, six item, self-report assessment. Table 1. Self-report survey to educators. Check yes or no in response to the question. YES NO 1.) Have you ever heard of Gardner’s Multiple Intelligence Theory? 2.) If you answered yes to #1, do you use this theory in your classroom? 3.) If you answered yes to #2, do you believe that it enhances students’ abilities to retain information? 4.) If you answered yes to #2, will you continue to use the Multiple Intelligences theory in your classroom lessons? 5.) If you answered no to #1, would you like to have information about Gardner’s Multiple Intelligence Theory? 6.) Does your school encourage you to use Multiple Intelligences Theory in the classroom?