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As you know, from reading the other articles related to Multiple Intelligences on the Neumind website, Dr. Howard Gardner believes individuals a will be for us to capitalize on the uniqueness and existence of multiple intelligences'.
The types of intelligences he has identified include: Verbal/Linguistic, Logical-mathematical, Musical, Bodily-kinesthetic, Spatial, Interpersonal, Intrapersonal, Naturalist, and Existential. For an explanation of each of these intelligences refer to the Neumind articles - What is the Theory of Multiple Intelligences and Integration of Multiple Intelligences with the Model of Mind, Brain, and Education.
There have been many famous people who faced personal challenges in learning such as Albert Einstein and Sir Winston Churchill.
 Einstein had a terrible time in school and would have been diagnosed with learning disabilities had that diagnostic category been available at the time. As late as the age of nine he only spoke hesitantly and his parents were fearful he had below average intelligence. In retrospect, there is no question that Albert Einstein did not have below average intellect. If the theory of Multiple Intelligences had been available for educators to use at the time of Einstein he would have been seen as a genius in Logical- Mathematical intelligence.
 Churchill failed the sixth grade and stuttered. He said - ‘"I was, on the whole, considerably discouraged by my school days. It was not pleasant to feel oneself so completely outclassed and left behind at the beginning of the race." Churchill was a genius in Interpersonal intelligence.
There has always been an intuitive link between Multiple Intelligences and the field of education. Although Dr. Gardner did not pursue defining and clarifying this link, from the time he published his theory in 1983, practitioners and researchers have been delving into developing the link. Thomas Armstrong, (2000) iterates these four underlying assumptions of multiple intelligences:
1. Everyone has some degree of all 9 intelligences. There are people who have a high degree of all nine and some who have a low degree of all nine. The majority of people have a few intelligences at a high degree, the majority at a moderate degree and one or two that are underdeveloped.
2. Dr. Gardner suggests intelligences can be developed if one has appropriate support, enrichment and instruction.
3. There is a complex relationship between intelligences. No intelligence is an island in and of itself. All intelligences are interacting all of the time. For instance, in order to host a birthday party, one must be able to plan the event (Logical), call or send invitations (Inter-personal), read a recipe to bake a cake (Linguistic), coordinate the guests in singing happy birthday (Musical), feel good about how well you did (Intra-personal).
4. There are many ways intelligences are exhibited. Someone may be tone deaf and a poor singer but, able to play an instrument (Musical)
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Teachers often wonder about the efficacy of letting their students know about multiple intelligences and if there is any value in taking the time to introduce them to the model. Research and experience have shown when students understand the models of teaching being utilized in their classroom, including multiple intelligences, they are more competent learners.
What this means is - when students understand their unique learning profile, they can learn how to establish learning goals for themselves which incorporate their unique intellectual strengths. This kind of thinking is called meta-cognitive or a person’s knowledge of the functioning of her mind and her conscious efforts to monitor or control this functioning. Research substantiates the value of meta-cognitive thinking and supports the implementation of instructional approaches that facilitate students learning about how to reflect on their own learning processes.
When considering how to apply the model of multiple intelligences in a classroom, Dr Gardner says it is critical to seriously look at each child as unique. The outcomes are to respect that the minds of all children are different and it is the teacher’s responsibility to help them learn to use their minds effectively.
Teaching English or Chinese, Math or Science in a Multiple Intelligence model requires the development of lesson plans that include targeting each type of intelligence. An example of a Multiple Intelligence lesson plan might look like this:
| Intelligence |
Activities |
| Verbal/ Linguistic |
Play "Special Word for the Day"--learn a new season word & use it 10 times during the day.
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| Logical-Mathematical |
Create a story problem using two of the vocabulary words.
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| Musical |
Write a two-line lyric about each vocabulary word using a familiar tune . |
| Bodily-Kinesthetic |
Create an interpretative dance for the vocabulary words. |
| Spatial |
Make a poster depicting each of the vocabulary words. |
| Interpersonal |
Working with a partner, write a short play about the vocabulary words. |
| Intrapersonal |
Keep a weekly journal about what you learn and think about the vocabulary words . |
| Naturalist |
Collect samples of the vocabulary words and classify them on a poster. |
| Existential |
Write a story about why there are seasons. |
There is no doubt that teaching from a Multiple Intelligence perspective, is time consuming. It is much easier to use the prepared lesson plans that come with curriculum than to take on the responsibility of developing individual instructional lessons to accommodate each type of Multiple Intelligence.
What schools and teachers say, who have seriously tried to implement the multiple intelligence model, is that they would not go back to the traditional lesson planning and instructional approach. They have seen how easily students learn when the instruction focuses on their unique types of intellectual strengths and they see improved self-esteem and confidence in students. Another point schools and teachers, make about Multiple Intelligence in the classroom, is that they over time began to unconsciously apply the principles in their lesson planning and instructional processes with it feeling almost as natural and automatic as the “old” traditional curriculum-based process.
Parents have a role in supporting the Multiple Intelligence focus at Neumind? Two recommendations have come from schools using Multiple Intelligences for many years.
The first is - become as knowledgeable as you can about the model.
The second is - help your child learn to identify their particular Multiple Intelligences profile and how to use their strengths to be successful.
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