https://www.cornerstone.

edu/blogs/lifelong-learning-matters/post/what-are-multiple-intelligences-
and-how-do-they-affect-learning, retrieved 11/29/18

WHAT ARE MULTIPLE INTELLIGENCES AND HOW DO THEY AFFECT LEARNING?

By Eve Herndon on February 6, 2018

What are multiple intelligences and how do they affect learning?

Over the past few decades, research in the field of learning has led to the discovery of the Theory of
Multiple Intelligences. In short, this theory states that each person has different ways of learning and
different intelligences they use in their daily lives.

While some can learn very well in a linguistically-based environment (reading and writing), others
are better taught through mathematical-logic based learning. Still others benefit most from body-
kinesthetic intelligence (learning by doing with the hands).

Each person possesses each intelligence to an extent, but there is always a primary, or more
dominant, intelligence.

The work on multiple intelligences began in the early 1980s with Howard Gardner, and the research
continues.

Howard Gardner of Harvard University originally identified seven distinct intelligences. According to
Gardner, this theory, which emerged from cognitive research, "documents the extent to which
students possess different kinds of minds and therefore learn, remember, perform, and understand
in different ways."

In greater detail, the theory proposes that "we are all able to know the world through language,
logical-mathematical analysis, spatial representation, musical thinking, the use of the body to solve
problems or to make things, an understanding of other individuals and an understanding of
ourselves. Where individuals differ is in the strength of these intelligences and the ways in which
such intelligences are invoked and combined to carry out different tasks, solve diverse problems and
progress in various domains." Hani Morgan (2014) supports Gardner's theory. Morgan's research
indicated that differentiated instruction benefits all students, but must be presented by well-prepared,
experience and knowledgeable teachers.

This diversity, according to Gardner, should impact the way people are educated. He stated that
these differences "challenge an educational system that assumes that everyone can learn the same
materials in the same way and that a uniform, universal measure suffices to test student
learning." Joan Hanifin, an Irish researcher, determined in a 2014 publication that the outdated
system of education in Ireland was adversely affecting students in the long-term. By not embracing
multiple methods of teaching based on different intelligences, students often left school feeling
"under-valued."
Gardner goes on to say that, "Indeed, as currently constituted, our educational system is heavily
biased toward linguistic modes of instruction and assessment and, to a somewhat lesser degree,
toward logical-quantitative modes as well."

Gardner argues that "a contrasting set of assumptions is more likely to be educationally effective.
Students learn in ways that are identifiably distinctive. The broad spectrum of students—and
perhaps the society as a whole—would be better served if disciplines could be presented in a
number of ways and learning could be assessed through a variety of means." In 2010, Bas and
Beyhan presented findings based on their study of using Multiple Intelligences theory in learning
English. They determined that MI-based learning is more effective in terms of student achievement
levels and their attitudes toward learning. Their research supports Gardner's assertion that MI-based
learning will serve students well.

Gardner claims that all human beings have multiple intelligences. These multiple intelligences can
be nurtured and strengthened or ignored and weakened. His research from 1991 identified seven
intelligences; in the intervening time, he has come to believe there are a total of nine intelligences:

 Verbal-Linguistic Intelligence: Well-developed verbal skills and sensitivity to the sounds,

meanings and rhythms of words.
 Mathematical-Logical Intelligence: The ability to think conceptually and abstractly, and the
capacity to discern logical or numerical patterns.
 Musical Intelligence: The ability to produce and appreciate rhythm, pitch and timbre.
 Visual-Spatial Intelligence: The capacity to think in images and pictures, to visualize
accurately and abstractly.
 Bodily-Kinesthetic Intelligence: The ability to control one's body movements and to handle
objects skillfully.
 Interpersonal Intelligence: The capacity to detect and respond appropriately to the moods,
motivations and desires of others.
 Intrapersonal Intelligence: The capacity to be self-aware and in tune with inner feelings,
values, beliefs and thinking processes.
 Naturalist Intelligence: The ability to recognize and categorize plants, animals and other
objects in nature.
 Existential Intelligence: The sensitivity and capacity to tackle deep questions about human
existence, such as the meaning of life, why we die and how we got here.
While all people possess some level of each intelligence, most will experience more dominant
intelligences which impact the way they learn and interact with the world around them.

MULTIPLE INTELLIGENCES AND LEARNING STYLES

Some may find it an impossible task to teach to all learning styles. However, teachers are using
multimedia, so it is becoming easier. As teachers begin to understand learning styles more
effectively, it is clear why multimedia is good for all learners and why a variety of media is more
effective. Multimedia inherently speaks to the different types of learning preferences that one person
has and has the potential to impart knowledge to a diverse class or group.
There are specific modes of multimedia and instruction techniques, which include the following:

 Visuals: Visual media help students acquire concrete concepts, such as object identification,
spatial relationship or motor skills.
 Printed words: While the printed word is the most common method of dispensing
information, some argue that audio is superior.
 Sound: Sound media offer a stimulus for sound recognition or recall. Audio narration is a
useful tool for students who struggle with reading.
 Motion: Motion depicts human performance so that learners can copy the movement. This
kinesthetic method can be essential for understanding some subject matter.
 Color: Choices on color display are required if it is essential to what is being learned (such
as, the sky is blue).
 Realia: Realia teaches cognitive and motor skills with objects. Realia can be used with
individuals or groups, depending on the situation. Realia may be used to present information
realistically, or with the way learners internalize information.
 Instructional Setting: Design must include what materials are being used, as well as the
environment in which it is to be taught. Printed materials should be individualized to allow the
learner to set the pace.
 Learner Characteristics: Teaching models must consider learner characteristics, as media
may be interpreted in various ways by different learners. Research has not provided
definitive methods in matching the media most suitable for types of learners.
 Reading ability: Pictures aid learning for poor readers who understand spoken words rather
than printed words; good readers can control the pace, and print allows for easier review.
 Categories of Learning Outcomes: Categories ranged from three to eleven and most
include some or all of Gagne's (1977) learning categories: intellectual skills, motor skills,
verbal information, overall attitudes and use of cognitive strategies.
 Events of Instruction: Teachers have to choose the external events which support internal
learning with events of instruction. This occurs in the planning stage and before selection of
appropriate media.
 Performance: It is important for students to perform tasks that demonstrate learning and
retention. The elicited performances can be categorized by type: covert, overt, motor, verbal,
constructed and select. Media should be selected to correspond with the desired outcome.

MULTIPLE INTELLIGENCES IN THE CLASSROOM

Educators have positively responded to Gardner's theory. It has been embraced by a range of
educational theorists and, significantly, applied by teachers and policymakers to the problems of
schooling.

Many schools in North America have sought to structure curricula according to the intelligences and
to design classrooms—even whole schools—to reflect the understandings that Howard Gardner
develops.
All intelligences are needed to live life well. Teachers, therefore, need to attend to all intelligences,
not just the first two of verbal-linguistic or mathematical-logical intelligences, which have historically
taken precedence.

MULTIPLE INTELLIGENCE ACTIVITIES

One of the most significant results of the theory of multiple intelligences is how it has provided 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:

 Words (linguistic intelligence).

 Numbers or logic (logical-mathematical intelligence).
 Pictures (spatial intelligence).
 Music (musical intelligence).
 Self-reflection (intrapersonal intelligence).
 A physical experience (bodily-kinesthetic intelligence).
 A social experience (interpersonal intelligence).
 An experience in the natural world (naturalist intelligence).
You don't have to teach or learn something in all eight ways. However, simply knowing the
possibilities available can enable you to decide which particular pathways interest you the most or
seem to be the most effective teaching or learning tools.

The theory of multiple intelligences is so intriguing because it expands our horizon of available
teaching and learning tools beyond the conventional linguistic and logical methods used in most
schools (e.g. lecture, textbooks, writing assignments, formulas, etc.).

MULTIPLE INTELLIGENCES: NEW HORIZONS

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.

We want to continue to develop this toolbox, so it is especially important to gather ongoing

information about student strengths and challenges, as well as their developing interests and
dislikes. Providing different learning contexts for students and engaging a variety of their senses is
supported by current research. Studies done by Hamari et al (2016) suggest that engaging in
learning games has a positive effect on learning: ". . . educational video games may be an effective
means of posing learning challenges that are perceived as interesting and enjoyable, resulting in
engagement and immersion in the game-based learning task."
As our insatiable curiosity about the learning process persists and studies continue to evolve,
additional scientific research may emerge that further elaborates on multiple intelligences and
learning styles.

HOW DO WE BENEFIT FROM UNDERSTANDING MULTIPLE INTELLIGENCES?

When educators are given the freedom to move away from the traditional, visually-based methods of
teaching, they will have the opportunity to reach more students, more effectively. By teaching to the
dominant learning intelligences, teachers will find students to be more productive, more receptive
and more willing to engage in the learning process.

As so many educators have already embraced this theory, it is time for educational administrators to
take notice of new techniques that can be successful based on the research of Howard Gardner and
the other researchers who have followed.

IDENTIFY THE INTELLIGENCES IN YOUR CLASSROOM

Understanding and adapting your teaching style to your students can help everyone succeed.
Our Master of Arts in Education degree program incorporates courses where you can identify and
build upon such multiple intelligences. Check out how you can grow in relating to your students by
checking out our M.A. in Education degree program pag

http://www.teachhub.com/12-ways-teach-using-multiple-intelligences, retrieved: 11/29/18

How to Use MI in the Classroom

Get to Know Your Students Better

There are many MI assessment tools available to take online or to print for use in your
classroom. These tests can provide a fascinating snapshot of your students’ innate
abilities. It’s important to explain to students that this inventory does not give them an
excuse – no “I’m musically intelligent, so I’m just going to flunk Chemistry.” Instead,
students should think about how to use their strengths to help them in all subjects.
Maybe that musically intelligent student should make up a song to help her learn the
Periodic Table of Elements.
Expand Upon Traditional Activities

Traditional school activities focus primarily on linguistic and logical-mathematical

intelligences. But here are some ways to reach any intelligence type in your
classroom:

Linguistic

Ask students to write a story about what they’re studying. If they’re learning a
process, have them write an instruction manual or give a “how to” speech. Writing
scripts, making videos, or designing a brochure are other good activities for this
intelligence.

Logical-Mathematical

Beyond doing math problems, this intelligence focuses on logical reasoning and
problem-solving. Can students conduct a survey and graph or chart the results? For
English or History classes, use a debate to teach the basics of logic and rhetoric. Ask
students to function the way a real-life scientist does – using logic and/or math to
solve a problem or propose a hypothesis.

Bodily-Kinesthetic

Let students act out a skit, do a dance, or physically simulate a scientific process. Use
manipulatives in math, have them build a model with clay, or create a collage about
an important concept.

Visual-Spatial

Let these “picture-smart” students draw a diagram, illustrate a group project, or

develop a PowerPoint presentation. You may want to encourage this group to use
symbols or colors to help them make sense of their notes, since they may struggle
with traditional note-taking methods. Graphic organizers can also help them.
Musical

These students may be gifted musicians, but they also tend to have a good ear for
rhythms and a sense of patterns. Consider having them create a rap song about their
subject or make connections between sound/music and the information you are
teaching. For example, ask students to choose three pieces of music – one that
represents a solid, one that represents a liquid, and one that represents a gas. Have
them play a clip of each piece of music and then explain why they chose each one –
this will appeal to their interests while still allowing you to check for comprehension
(e.g., the “solid” music should sound heavier than the “gas” music). These students
may also enjoy creating podcasts or other auditory products.

Interpersonal

These learners are usually the ones who can’t stop talking. Take advantage of that
chatty energy through class discussions or group work, let them teach the class, or use
technology to have them interact with others via Skype, chat, etc.

Intrapersonal

Give these students assignments that challenge them to make connections between
their personal experiences and the class subject. Blogs, journals, essays on personal
topics are common tasks, but these students can also benefit from metacognitive
assignments, that is, encouraging them to think about their own learning styles and
processes. Developing a portfolio of individual assignments may also appeal to these
students.

Naturalistic

Incorporate the outside world to hold these students’ attention. Field trips would be
ideal, but anything that allows them to get some fresh air and interact with plants and
animals will help. Take class outside on a nice day, or invite these students to help
you take care of a classroom garden. Use natural items like flowers or rocks for math
manipulatives or have them write a poem about the sky.
Coming up with assignments to reach all the multiple intelligences can be very time-
consuming, so start small! Pick one or two intelligences that you don’t normally use
in your lessons, and find a way to incorporate them. Interpersonal, intrapersonal, and
naturalistic can be some of the easier ones to start with.

RESEARCHES ON MI

Research on Multiple Intelligences Teaching and Assessment

https://www.researchgate.net/publication/268049194_Research_on_Multiple_Intelligences_Teaching_an
d_AssessmentThis research aimed at fusing the multiple intelligences theories with the teaching of
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The MI Study - Graduate School of Education - George Mason University

https://gse.gmu.edu/research/mirs/mistudy/This research project provides support for teachers as they
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https://ro.ecu.edu.au/cgi/viewcontent.cgi?article=2358&context=ajteMultiple Intelligences Theory,
Action Research, and Teacher Professional Development: The Irish MI Project. Australian Journal
of Teacher Education, 39(4 ).

EFL Teachers' Multiple Intelligences and Their Classroom Practice ...

https://journals.sagepub.com/doi/full/10.1177/2158244017722582Multiple intelligences theory,
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An Investigation between Multiple Intelligences and Learning ... - Eric

https://files.eric.ed.gov/fulltext/EJ1170867.pdfJan 27, 2018 ... The research study employed a
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EXAMINING THE EFFICACY OF MULTIPLE INTELLIGENCE-BASED ...

https://etd.ohiolink.edu/!etd.send_file?accession=findlay1495208835810005&disposition=inlineMay 19,
2017 ... The purpose of this mixed methods research study was to examine the
... multiple intelligence based teaching strategies on third grade male ...

The Effectiveness of learning materials based on multiple intelligence ...

http://iopscience.iop.org/article/10.1088/1742-6596/1013/1/012049/pdfThe research method used is
static-group pretest-posttest design. ... Multiple intelligences developed the teaching materials, namely
global warming theme for .

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PPST
Philippine Professional Standards for Teachers (PPST) - TeacherPH
https://www.teacherph.com › Teaching & Education

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Home⇛MSEUF Research Studies⇛vol. 14 no. ... of Teaching Modules in Principles

of TeachingIntegrating the National Competency-Based Teacher Standards.

Philippine Professional Standards for Teachers - SlideShare

https://www.slideshare.net/.../philippine-professional-standards-for-teachers

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