Multiple Intelligences and Learning

Styles
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Emily Giles, Sarah Pitre, Sara Womack

Department of Educational Psychology and Instructional Technology, University of
Georgia

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Contents
[hide]
 1 Introduction
 2 Multiple Intelligences Section
o 2.1 Multiple Intelligences Scenario
 3 What is Multiple Intelligences Theory?
 4 The Eight Intelligences
o 4.1 Verbal/Linguistic
o 4.2 Logical/Mathematical
o 4.3 Visual/Spatial
o 4.4 Bodily/Kinesthetic
o 4.5 Naturalistic
o 4.6 Musical Intelligence
o 4.7 Interpersonal
o 4.8 Intrapersonal
 5 Multiple Intelligences in the Classroom
o 5.1 Planning and Implementing Student-Centered Lessons
o 5.2 Planning and Implementing a Teacher-Centered Lesson
 o 5.3 Benefits of Multiple Intelligences
 6 Learning Styles Section
o 6.1 Scenario
 7 Learning Styles
o 7.1 The Visual Learning Style
o 7.2 The Aural Learning Style
o 7.3 The Reading/Writing Learning Style
o 7.4 The Kinesthetic/Tactile Learning Style
o 7.5 Learning Strategies for Each Learning Style
 8 Educational Implications for Learning Styles
 9 References

 10 Citation

Click Here to Play the Multiple Intelligences Presentation Caption: This Narrated
PowerPoint presentation describes how a single piece of math content might be addressed
from each of the 8 intelligences Howard Gardner proposes Click Here to for the script of
this Multiple Intelligences Presentation in MS Word. By Darren West, Joe Pearce and
Moira Chance (2010)
[edit]

Introduction
Various theories on learning have been developed with increasing frequency in the last
few decades. In order to understand the relationship between these theories, Curry's onion
model (Curry, 1983) was developed with four layers -- personality learning theories,
information processing theories, social learning theories, and multidimensional and
instructional theories.

Personality learning theories define the influences of basic personality on preferences to

acquiring and integrating information. Models used in this theory include Myers-Briggs
Type Indicator, which measures personality in dichotomous terms -- extroversion versus
introversion, sensing versus intuition, thinking versus feeling, and judging versus
perception, and the Keirsey Temperament Sorter, which classifies people as rationals,
idealists, artisans, or guardians.

Information processing theories encompass individuals' preferred intellectual approach to

assimilating information, and includes David Kolb's model of information processing,
which identifies two separate learning activities: perception and processing.

Social learning theories determine how students interact in the classroom and include
Reichmann's and Grasha's types of learners: independent, dependent, collaborative,
competitive, participant, and avoidant.
Multidimensional and instructional theories address the student's environmental
preference for learning and includes the Learning Style Model of Dunn and Dunn and the
multiple intelligences theory of Howard Gardner. This chapter focuses on this type of
learning theory by Howard Gardner.

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Multiple Intelligences Section

This is a questionnaire created with Flash to give users a profile of their multiple intelligences. It
assesses the eight intelligences that are fully accepted by educators in the classroom. The eight
intelligences are verbal, logical, spatial, kinesthetic, musical, interpersonal, intrapersonal and
naturalistic. The ninth would be Existential, but this is not a confirmed intelligence. This is NOT a
scientific assessment. There is no validty to this test at all. We include it to simply help you think
about your own abilities. By Myung Hwa Koh, Li Zhu and Seow Chong Wong (2003)

[edit]

Multiple Intelligences Scenario

Ms. Cunningham, a seventh grade American History Teacher, is preparing a unit on the
American Civil Rights Movement of the 1950's and 1960's. The teacher has created a
succession of lessons to be completed over a two-week period to enhance her students'
understanding of the events, organizations, and individuals that were crucial to the
movement. When the unit is over, Ms. Cunningham wants her students to have a
complete picture of the historical period. She designs a variety of activities that give the
students the opportunity to explore historical and cultural aspects of the 1950's and
1960's, and to fully identify with those who were involved in the Movement. In order to
reach her instructional goals, the students will read selected excerpts from the textbook
and listen to various lecturers about the Movement. In addition to the aforementioned, the
students will complete several exploratory tasks about the Civil Rights movement as
well.

To begin the unit the teacher uses a KWL chart on the overhead to spur discussion and
start the students' "juices" flowing. A KWL chart is a visual representation of what
students already know, what they want to know, and what they learned at the end of a
lesson. This activity is completed as a class. The students take turns sharing the tidbits of
information that they already know about the Civil Rights movement. This information is
on major figures, events and places involved in the Civil Rights movement. Upon
establishing what basic prior knowledge the students possess, it is now time to begin
discovering new information and confirming previously held information about the Civil
Rights movement. Ms. Cunningham then lectures on the basic events, people, and places
involved in the majority of the Civil Rights movement in order to provide students some
framework within which to begin placing their new information.

She closes the first lesson by asking the students to create a timeline using the dates of
events she has provided. This will be a working outline to be used throughout the unit.
During a subsequent lesson, students are asked to share their outlines with their
classmates in small groups. They should make corrections and comments on the outlines
as needed. Ms. Cunningham gains class consensus of the proper order for their working
outline as she places an enlarged version on the classroom wall.

The culmination of this unit will be a final project in which students create a portfolio
containing work on three mini-projects. All students will listen to the same guest
lecturers, view the same video taped footage and participate in the same class discussions
during the first half of each class. The remainder of each class period will be reserved for
work on personal exploration pertaining to their portfolio pieces. Ms. Cunningham has
provided a list of possible activities and a rubric for each suggested activity in order to
support and to guide the student's work. She has also arranged her room so that "art"
materials are in a central location; mapping and graphing information is grouped together
and there is a section replete with reading and research materials.

Mrs. Cunningham's students will have many options for creating something chat can be
included in their portfolios. Students will have the option to write letters to members of
the community who were teenagers during the Civil Rights Movement, asking them to
share their memories and experiences about life during the time period. Students may
work in teams to prepare speeches based on period issues for their fellow classmates.
Students may consult with the school's Media Specialist or more knowledgeable other to
find resources for the class, including popular music from the time period. They may also
learn and share dances that were popular during the 1950's and 1960's. If they choose,
students may include music in the plays they write and act out for their classmates. With
the assistance of the Art instructor, students may opt to work together to create a mural
that represents key figures of the Civil Rights Movement such as Rosa Parks and Martin
Luther King Jr., with accompanying biographical information about each leader. Students
may also create a map representing key events. Students may also work in groups to
prepare short plays to enact for the class based on the readings and what they learn from
the guest speakers. Afterwards, Mrs. Cunningham will moderate discussion sessions
about the plays. All students will keep a record of their thoughts and feelings about the
mini-lessons they completed. This journaling process will provide a synthesis of the
materials with which they dealt. As one final measure, students present their portfolios to
their classmates.

James, a student whose proclivities lean towards creative visual projects expresses
interest in working on the mural of Civil Rights leaders. Mrs. Cunningham feels that
James needs to shift gears and concentrate on other activities in the classroom. The
teacher suggests that James work on creating the map and / or timeline. At the teacher's
encouragement, James begins to work on the other projects, but his attention continues to
drift towards the students painting the mural. He contributes some excellent ideas and
shows so much interest in the details and creation of the mural, that the teacher allows
him to shift his focus back towards the visual project.

In another seventh grade classroom, Mr. Smith taught a unit on the Civil Rights
Movement by assigning textbook readings and lecturing the students on the historical
events surrounding the Movement. Students were given sentence completion pop quizzes
throughout the course of the lesson. The teacher showed videotaped programs to the class
and each student wrote a short research paper about a Civil Rights leader or prominent
figure. At the end of the unit, students were given a multiple choice and essay test.

[edit]

What is Multiple Intelligences Theory?

Howard Gardner's theory of Multiple Intelligences utilizes aspects of cognitive and
developmental psychology, anthropology, and sociology to explain the human intellect.
Although Gardner had been working towards the concept of Multiple Intelligences for
many years prior, the theory was introduced in 1983, with Gardner's book, Frames of
Mind.

Gardner's research consisted of brain research and interviews with stroke victims,
prodigies, and individuals with autism. Based on his findings, Gardner established eight
criteria for identifying the seven (he has subsequently added an eighth and is considering
a ninth) separate intelligences. The eight criteria used by Gardner to identify the
intelligences are listed below:

 Isolation by brain damage/neurological evidence

 The existence of prodigies, idiot savants, and exceptional individuals
 Distinguishable set of core operations
 Developmental stages with an expert end state
 Evolutionary history and plausibility
 Susceptibility to encoding in a symbol system
 Support from experimental psychological tasks
 Support from psychometric research

For a more detailed look at these eight criteria, visit

http://surfaquarium.com/MI/criteria.htm.

Originally, the theory accounted for seven separate intelligences. Subsequently, with the
publishing of Gardner's Intelligence Reframed in 1999, two more intelligences were
added to the list. The intelligences are Verbal/Linguistic, Logical/Mathematical,
Visual/Spatial, Bodily-Kinesthetic, Musical, Interpersonal, Intrapersonal, Naturalistic,
and Existential.

Gardner's theory challenges traditional, narrower views of intelligence. Previously

accepted ideas of human intellectual capacity contend that an individual's intelligence is a
fixed entity throughout his lifetime and that intelligence can be measured through an
individual's logical and language abilities. According to Gardner's theory, an intelligence
encompasses the ability to create and solve problems, create products or provide services
that are valued within a culture or society. Originally, the theory accounted for seven
separate intelligences. Subsequently, with the publishing of Gardner's Intelligence
Reframed in 1999, two more intelligences were added to the list. The nine intelligences
are outlined in more detail in the section below. Listed below are key points of Gardner's
theory:

 All human beings possess all nine intelligences in varying degrees.

 Each individual has a different intelligence profile.
 Education can be improved by assessment of students' intelligence profiles and
designing activities accordingly.
 Each intelligence occupies a different area of the brain.
 The nine intelligences may operate in consort or independently from one another.
 These nine intelligences may define the human species.

Gardner, a Professor of Education at Harvard University, and other researchers and

educators continue to work towards a more holistic approach to education through Project
Zero. For more information on the projects and research involved in Project Zero, visit
the website at http://www.pz.harvard.edu.

Although the theory was not originally designed for use in a classroom application, it has
been widely embraced by educators and enjoyed numerous adaptations in a variety of
educational settings Teachers have always known that students had different strengths
and weaknesses in the classroom. Gardner's research was able to articulate that and
provide direction as to how to improve a student's ability in any given intelligence.
Teachers were encouraged to begin to think of lesson planning in terms of meeting the
needs of a variety of the intelligences. From this new thinking, schools such the Ross
School in New York, an independent educational institution, and the Key Learning
Community, a public magnet school in Indianapolis emerged to try teaching using a
Multiple Intelligences curriculum. The focus of this part of the chapter will be on lesson
design using the theory of Multiple Intelligences, and providing various resources that
educator's may use to implement the theory into their classroom activities.

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The Eight Intelligences

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Verbal/Linguistic

Verbal/Linguistic intelligence refers to an individual's ability to understand and

manipulate words and languages. Everyone is thought to possess this intelligence at some
level. This includes reading, writing, speaking, and other forms of verbal and written
communication. Teachers can enhance their students' verbal/linguistic intelligence by
having them keep journals, play word games, and by encouraging discussion. People with
strong rhetorical and oratory skills such as poets, authors, and attorneys exhibit strong
Linguistic intelligence. Some examples are T.S. Elliot, Maya Angelou, and Martin Luther
King Jr. Traditionally, Linguistic intelligence and Logical/Mathematical intelligence have
been highly valued in education and learning environments.

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Logical/Mathematical

Logical/Mathematical intelligence refers to an individual's ability to do things with data:

collect, and organize, analyze and interpret, conclude and predict. Individuals strong in
this intelligence see patterns and relationships. These individuals are oriented toward
thinking: inductive and deductive logic, numeration, and abstract patterns. They would be
a contemplative problem solver; one who likes to play strategy games and to solve
mathematical problems. Being strong in this intelligence often implies great scientific
ability. This is the kind of intelligence studied and documented by Piaget. Teachers can
strengthen this intelligence by encouraging the use of computer programming languages,
critical-thinking activities, linear outlining, Piagetian cognitive stretching exercises,
science-fiction scenarios, logic puzzles, and through the use of logical/sequential
presentation of subject matter. Some real life examples people who are gifted with this
intelligence are Albert Einstein, Niehls Bohr, and John Dewey.

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Visual/Spatial

Visual/Spatial intelligence refers to the ability to form and manipulate a mental model.
Individuals with strength in this area depend on visual thinking and are very imaginative.
People with this kind of intelligence tend to learn most readily from visual presentations
such as movies, pictures, videos, and demonstrations using models and props. They like
to draw, paint, or sculpt their ideas and often express their feelings and moods through
art. These individuals often daydream, imagine and pretend. They are good at reading
diagrams and maps and enjoy solving mazes and jigsaw puzzles. Teachers can foster this
intelligence by utilizing charts, graphs, diagrams, graphic organizers, videotapes, color,
art activities, doodling, microscopes and computer graphics software. It could be
characterized as right-brain activity. Pablo Picasso, Bobby Fischer, and Georgia O'Keefe
are some examples of people gifted with this intelligence.

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Bodily/Kinesthetic

Bodily/Kinesthetic intelligence refers to people who process information through the

sensations they feel in their bodies. These people like to move around, touch the people
they are talking to and act things out. They are good at small and large muscle skills; they
enjoy all types of sports and physical activities. They often express themselves through
dance. Teachers may encourage growth in this area of intelligence through the use of
touching, feeling, movement, improvisation, "hands-on" activities, permission to squirm
and wiggle, facial expressions and physical relaxation exercises. Some examples of
people who are gifted with this intelligence are Michael Jordan, Martina Navratilova, and
Jim Carrey.

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Naturalistic

Naturalistic intelligence is seen in someone who recognizes and classifies plants, animals,
and minerals including a mastery of taxonomies. They are holistic thinkers who
recognize specimens and value the unusual. They are aware of species such as the flora
and fauna around them. They notice natural and artificial taxonomies such as dinosaurs to
algae and cars to clothes. Teachers can best foster this intelligence by using relationships
among systems of species, and classification activities. Encourage the study of
relationships such as patterns and order, and compare-and-contrast sets of groups or look
at connections to real life and science issues. Charles Darwin and John Muir are
examples of people gifted in this way.

[edit]

Musical Intelligence

Musical intelligence refers to the ability to understand, create, and interpret musical
pitches, timbre, rhythm, and tones and the capability to compose music. Teachers can
integrate activities into their lessons that encourage students' musical intelligence by
playing music for the class and assigning tasks that involve students creating lyrics about
the material being taught. Composers and instrumentalists are individuals with strength in
this area. Wolfgang Amadeus Mozart and Louis Armstrong are examples.

[edit]

Interpersonal

Although Gardner classifies interpersonal and intrapersonal intelligences separately, there

is a lot of interplay between the two and they are often grouped together. Interpersonal
intelligence is the ability to interpret and respond to the moods, emotions, motivations,
and actions of others. Interpersonal intelligence also requires good communication and
interaction skills, and the ability show empathy towards the feelings of other individuals.
Teachers can encourage the growth of Interpersonal Intelligences by designing lessons
that include group work and by planning cooperative learning activities. Counselors and
social workers are professions that require strength in this area. Some examples of people
with this intelligence include Gandhi, Ronald Reagan, and Bill Clinton.
[edit]

Intrapersonal

Intrapersonal Intelligence, simply put, is the ability to know oneself. It is an internalized

version of Interpersonal Intelligence. To exhibit strength in Intrapersonal Intelligence, an
individual must be able to understand their own emotions, motivations, and be aware of
their own strengths and weaknesses. Teachers can assign reflective activities, such as
journaling to awaken students' Intrapersonal Intelligence. Its important to note that this
intelligence involves the use of all others. An individual should tap into their other
intelligences to completely express their Intrapersonal Intelligence. Authors of classic
autobiographies such as Jean Paul Satre and Frederick Douglas are examples of
individuals who exhibited strong Interpersonal Intelligence in their lifetimes.

There is a ninth intelligence that has yet to experience full acceptance by educators in the
classroom. This is Existential intelligence, which encompasses the ability to pose and
ponder questions regarding the existence -- including life and death. This would be in the
domain of philosophers and religious leaders.

The table below summarizes the strengths, learning preferences, and needs that
correspond to the intelligences.

Table 1. Summary of the Eight Intelligences

Intelligence Learns best
Strengths Preferences Needs
Area through
Write, read,
Hearing and
tell stories, Books, tapes, paper
Writing, reading, seeing words,
talk, diaries, writing
Verbal / memorizing dates, speaking,
memorize, tools, dialogue,
Linguistic thinking in words, reading, writing,
work at discussion, debated,
telling stories discussing and
solving stories, etc.
debating
puzzles
Working with Things to think
Question,
relationships and about and explore,
work with
Math, logic, patterns, science materials,
Mathematical/ numbers,
problem-solving, classifying, manipulative, trips
Logical experiment,
reasoning, patterns categorizing, to the planetarium
solve
working with the and science
problems
abstract museum, etc.
Visual / Spatial Maps, reading Draw, build, Working with LEGOs, video,
charts, drawing, design, create, pictures and movies, slides, art,
mazes, puzzles, daydream, colors, imagination games,
imagining things, look at visualizing, mazes, puzzles,
visualization pictures using the mind's illustrated book,
 trips to art museums,
eye, drawing
etc.
Role-play, drama,
Touching,
things to build,
moving,
Athletics, dancing, Move around, movement, sports
Bodily / knowledge
crafts, using tools, touch and talk, and physical games,
Kinesthetic through bodily
acting body language tactile experience4s,
sensations,
hands-on learning,
processing
etc.
Sing-along time,
Rhythm,
Picking up sounds, Sing, play an trips to concerts,
singing, melody,
remembering instrument, music playing at
Musical listening to
melodies, rhythms, listen to home and school,
music and
singing music, hum musical instruments,
melodies
etc.
Leading,
Friends, group
organizing,
Comparing, games, social
understanding Talk to people,
relating, sharing, gatherings,
Interpersonal people, have friends,
interviewing, community events,
communicating, join groups
cooperating clubs, mentors/
resolving conflicts,
apprenticeships, etc.
selling
Recognizing Working alone,
Secret places, time
strengths and Work alone, having space,
alone, self-paced
Intrapersonal weaknesses, setting reflect pursue reflecting, doing
projects, choices,
goals, interests self-paced
etc.
understanding self projects
Working in
Understanding Order,
Be involved nature, exploring
nature, making same/different,
with nature, living things,
Naturalistic distinctions, connections to real
make learning about
identifying flora life and science
distinctions plants and
and fauna issues, patterns
natural events
[edit]

Multiple Intelligences in the Classroom

There are many ways to incorporate Multiple Intelligences theory into the curriculum,
and there is no set method by which to incorporate the theory. Some teachers set up
learning centers with resources and materials that promote involving the different
intelligences. For example, in the above scenario, Ms. Cunningham creates an area with
art supplies in her classroom. Other instructors design simulations that immerse students
into real life situations. Careful planning during the lesson design process will help to
ensure quality instruction and valuable student experiences in the classroom.
Other instructional models, such as project-based and collaborative learning may be
easily integrated into lessons with Multiple Intelligences. Collaborative learning allows
students to explore their interpersonal intelligence, while project-based learning may help
structure activities designed to cultivate the nine intelligences. For instance, Ms.
Cunningham uses aspects of project-based learning in her classroom by allowing students
to plan, create, and process (through reflection) information throughout the Civil Rights
unit, while also integrating activities that teach to the intelligences. This particular
instructional model allows students to work together to explore a topic and to create
something as the end product. This works well with Multiple Intelligences theory, which
places value on the ability to create products. By collaborating with the Media Specialist
to give students the opportunity to choose from a variety of resources to complete their
assignments, Ms. Cunningham uses aspects of resource-based learning, an instructional
model that places the ultimate responsibility of choosing resources on the student.

It is important for teachers to carefully select activities that not only teach to the
intelligences, but also realistically mesh with the subject matter of the lesson or unit.
Multiple Intelligences theory should enhance, not detract from what is being taught.

Disney's website entitled Tapping into Multiple Intelligences suggests two approaches for
implementing Multiple Intelligences theory in the classroom. One is a teacher-centered
approach, in which the instructor incorporates materials, resources, and activities into the
lesson that teach to the different intelligences. The other is a student-centered approach in
which students actually create a variety of different materials that demonstrate their
understanding of the subject matter. The student-centered approach allows students to
actively use their varied forms of intelligence. In a teacher-centered lesson, the number of
intelligences explored should be limited to two or three. To teach less than two is nearly
impossible since the use of speech will always require the use of one's Verbal/Linguistic
intelligence. In a student-centered lesson, the instructor may incorporate aspects of
project-based learning, collaborative learning, or other inquiry-based models. In such a
case, activities involving all nine intelligences may be presented as options for the class,
but each student participates in only one or two of the tasks.

Ms. Cunningham incorporates both student-centered and teacher-centered activities into

her unit on the Civil Rights Movement. The teacher-led lecture is a standard example of a
teacher-centered activity. The lecture teaches to students' Verbal/Linguistic Intelligence.
The viewing of the videotape is another example of a teacher-centered activity. This
activity incorporates Visual/Spatial Intelligence into how the unit is learned. It is
important to note that many activities, although designed to target a particular
intelligence, may also utilize other intelligences as well. For example, in Ms.
Cunningham's classroom the students may work together on creating a mural of Civil
Rights Leaders. This is a student-centered activity that directly involves Visual/Spatial
intelligence, but also gives students a chance to exercise their Interpersonal Intelligence.
The journal assignment, also a student-centered activity, is designed to enhance students'
Intrapersonal Intelligence by prompting them to reflect on their feelings and experiences
in relation to the Civil Rights movement. This activity also taps into Verbal/Linguistic
Intelligence. The timeline and map assignments are student-centered activities that are
designed to enhance students' Logical/Mathematical Intelligence, but they also delve into
Visual/Spatial Intelligence. Students must collect and organize information for both the
timeline and the map therefore using their Logical/Mathematical intelligence. In creating
these items, students must think visually as well. By incorporating dance into one lesson,
Ms. Cunningham is able to promote awareness of her students' Bodily-Kinesthetic
intelligence. By showing videos of popular dances from the time period, or inviting an
expert from the community to talk about the social aspects of dance, Ms. Cunningham
might incorporate a teacher-centered activity. Having students learn and perform dances
is a student-centered way of teaching through Bodily-Kinesthetic intelligence. The short
plays that students prepare involve Bodily-Kinesthetic intelligence, as well as
Interpersonal and Verbal/Linguistic intelligences. Class discussions provide an
opportunity for students to exercise both areas of their personal intelligences, as well as
to reinforce the subject matter.

[edit]

Planning and Implementing Student-Centered Lessons

This type of lesson revolves around student created materials. The types of activities and
assignments that support student-centered lessons can be easily designed in concert with
many of the inquiry-based models discussed in the text of this book. One of the most
important aspects of student-centered lessons is allowing students to make choices.
Teachers should encourage students to exercise their weaker intelligences, but allow them
to explore their stronger areas as well. In Ms. Cunningham's class, the student named
James is very strong in Visual/Spatial Intelligence and always leans towards this type of
project. The teacher encourages James to participate in other activities, but when it is
obvious that his interest lies in working on the mural Ms. Cunningham allows him to
work on the project.

Listed below are steps to implement a student-centered lesson or unit:

 Carefully identify instructional goals, objectives, and instructional outcomes.

 Consider activities that you can integrate into the lesson or unit that teach to the
different intelligences. Teachers need not incorporate all nine intelligences into
one lesson.
 When gathering resources and materials, consider those which will allow students
to explore their multiple intelligences.
 Specify a timeframe for the lesson or unit.
 Allow for considerable element of student choice when designing activities and
tasks for the intelligences
 Design activities that are student-centered, using inquiry-based models of
instruction.
 Provide a rubric for student activities. You might consider having students help
create rubrics.
 Incorporate assessment into the learning process.
In an effort to maximize students' interest in both the subject matter and their own
learning proclivities, teachers may wish to teach their students a little bit about Multiple
Intelligences. Teachers can brief the class about each type of intelligence and then follow
up with a self-assessment for each student. In this way, students will be able to capitalize
on their strengths and work on their weaker areas. Disney's Tapping Into Multiple
Intelligences website includes a self-assesment.

[edit]

Planning and Implementing a Teacher-Centered Lesson

Structured, teacher-centered activities provide an opportunity for teachers to introduce

material and establish prior knowledge and student conceptions. Teachers may lecture
students, show informational videos and posters, perform drills, pose problem-solving
exercises, arrange museum visits, and plan outings to concerts. There are all examples of
teacher-centered activities. All of these activities integrate the Multiple Intelligences into
the subject matter being taught. Teacher-centered lessons should be limited to a few
activities that provide a foundation for students to later complete more exploratory tasks
in which they can demonstrate understanding of the material. A teacher may choose to
start an instructional unit or lesson with teacher-centered activities and then follow up
with subsequent student-centered lessons. Teachers may follow these steps when
designing and implementing a teacher-centered lesson:

 Identify instructional goals and objectives

 Consider teacher-centered activities that teach to students' Multiple Intelligences.
In a teacher-centered lesson, limit the number of activities to two or three.
 Consider what resources and materials you will need to implement the lesson. For
example, will you need to schedule a museum visit or to consult the Media
Specialist for videos or other media?
 Specify a timeframe for the lesson or unit.
 Provide an opportunity for reflection by students
 Provide a rubric to scaffold student activities
 Integrate assessment into the learning process

Assessment is one of the biggest challenges in incorporating Multiple Intelligences in the

classroom. Ms. Cunningham's students are given the option of working on several mini-
projects during the course of the Civil Rights unit. At the end of the unit, their
performance is assessed through a portfolio that represents their work on these projects. It
is very important for assessment to be integrated into the learning process. Assessment
should give students the opportunity to demonstrate their understanding of the subject
matter. One of the main goals of acknowledging and using Multiple Intelligences in the
classroom is to increase student understanding of material by allowing them to
demonstrate the ways in which they understand the material. Teachers need to make their
expectations clear, and may do so in the form of a detailed rubric.

[edit]
Benefits of Multiple Intelligences

Using Multiple Intelligences theory in the classroom has many benefits:

 As a teacher and learner you realize that there are many ways to be "smart"
 All forms of intelligence are equally celebrated.
 By having students create work that is displayed to parents and other members of
the community, your school could see more parent and community involvement.
 A sense of increased self-worth may be seen as students build on their strengths
and work towards becoming an expert in certain areas
 Students may develop strong problem solving skills that they can use real life
situations

Multiple Intelligences: Classroom Application (Table added by Brandy Bellamy and

Camille Baker, 2005)

Table 2. Multiple Intelligences: Classroom Application (Table added by Brandy Bellamy

and Camille Baker, 2005)
Teacher Centered Student Centered
 Student Presents
Material
 Present content verbally  Students read content
 Ask questions aloud and and prepare a
look for student feedback presentation for his/her
classmates
Verbal/Lingusitic  Interviews
 Students debate over an
issue
 Students categorize
 Provide brain teasers or information in logical
challenging questions to sequences for
begin lessons. organization.
 Students create graphs or
 Make logical connections charts to explain written
between the subject info.
matter and authentic
Logical/Mathematical situations to answer the  Students participate in
question "why?" webquests associated
with the content
 Use props during lecure  Students use computers
 Provide tangible items to research subject
pertaining to content for matter.
students to examine  Students create props of
their own explaining
 Review using sports subject matter (shadow
related examples (throw
 boxes, mobiles, etc...)
a ball to someone to
Bodily/Kinesthetic answer a question)  Students create review
games.
 Have students work
individually or in groups
When presenting the to create visuals
information, use visuals to pertaining to the
explain content:</br> information:

PowerPoint Slides, Charts,  Posters; timelines;

Graphs, cartoons, videos, models; powerpoint
overheads, smartboards slides; maps;
Visual/Spatial
illustrations, charts;
concept mapping
 Play music in the
 Create a song or melody
classroom during
with the content
reflection periods
embedded for memory
 Show examples or create
 Use well known songs to
musical rythms for
memorize formulas,
students to remember
skills, or test content
Musical things
 Encourage collaboration
among peers
 Be aware of body
 Group work strengthens
language and facial
interpersonal
expressions
connections
 Offer assistance whenver
 Peer feedback and peer
needed
tutoring
 Students present to the
 Encourage classroom
class
Interpersonal discussion
 Encourage group editing
 Encourage journaling as
a positive outlet for
expression  Journaling
 Introduce web logging  Individual research on
(blogs) content
 Make individual
questions welcome  Students create personal
portfolios of work
Intrapersonal  Create a positive
environment.
  Take students outside to  Students organize
enjoy nature while in thoughts using natural
learning process (lecture) cycles
 Compare authentic  Students make
subject matter to natural relationships among
occurrences. content and the natural
environment (how has
 Relate subject matter to nature had an impact?)
Naturalistic stages that occur in
nature (plants, weather,  Students perform
etc) community service
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Learning Styles Section

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Scenario

A group of four city planners in Boston is working on a project to improve the methods
of repairing streets. They have spent a lot of time in the field looking at streets and
learning about the stresses they receive, how engineers currently deal with those
problems, and the public's perceptions of street conditions. Some improvements have
been made including a new system of diagnosing problems and new methods of repairing
the streets. The final stage of their project is to determine how to educate the city's
employees on these improvements.

Jessica believes that showing maps of where the various sidewalks in various states of
decay would be helpful. She also wants to use a flow chart to represent the new repair
process. Maybe a computer instruction guide could be utilized in the employee education
program.

Patrick feels that the planners need to discuss these improvements with the city's
employees. A question and answer session could also be implemented in an attempt to
answer any questions concerning the new system of diagnosing problems and new
methods of repairing the streets.

Will has already begun work on an extensive training manual, which will provide a
concrete resource to guide employees in training and for later reference. The manual will
be available in hard copy and on the web.

Claire thinks that the city employees would benefit the most from a multimedia
presentation as well as a CD-ROM with links to other useful information. She also wants
the employees to go into the field and see some of the streets that were used as models in
the new program. If that is not possible, pictures could be provided as examples to give
the employees a concrete idea of the improvements.
[edit]

Learning Styles
The term "learning styles" is commonly used throughout various educational fields and
therefore, has many connotations. In general, it refers to the uniqueness of how each
learner receives and processes new information through their senses. The National
Association of Secondary School Principals defines learning style as, "the composite of
characteristic cognitive, affective, and physiological factors that serve as relatively stable
indicators of how a learner perceives, interacts with, and responds to the learning
environment." Other phrases are used interchangeably with learning styles. Some include
perceptual styles, learning modalities, and learning preferences.

Each person is born with certain preferences toward particular styles, but culture,
experience, and development influence these preferences. The four most common
learning styles are visual, aural, reading/writing, and kinesthetic/tactile. Most people
learn through all modalities, but have certain strengths and weaknesses in a specific
modality. Some people have an equal propensity for more than one style, which is titled
as the multimodal style. This preference can be determined through various testing
instruments. Once a person's learning style is ascertained, accommodations can be made
to increase academic achievement and creativity, as well as improve attitudes toward
learning.

What is your learning style? Take the VARK Questionnaire!

[edit]

The Visual Learning Style

Visual learners process information most effectively when the information is seen.
Depictions can include charts, graphs, flow charts, and all the symbolic arrows, circles,
hierarchies and other devices that instructors use to represent what could have been
presented in worlds. These learners think in pictures and have vivid imaginations. Most
people are classified as visual learners.

Jessica is a visual learner. Her suggestions focus on the use of visual aids to increase
information processing.

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The Aural Learning Style

Aural learners process information most effectively when spoken or heard. These learners
respond well to lectures and discussions and are excellent listeners. They also like to talk
and enjoy music and dramas. When trying to recall information, aural learners can often
"hear" the way someone told them the information.
Patrick is an aural learner. His need to discuss the new improvements points to the
benefits of obtaining information in an oral language format.

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The Reading/Writing Learning Style

Reading/Writing learners process information most effectively when presented in a

written language format. This type of learner benefits from instructors that use the
blackboard to accent important points or provide outlines of the lecture material. When
trying to recall information, reading/writing learners remember the information from their
"mind's eye." Many academics have a strong preference for the reading/writing style.

Will is a reading/writing learner. His comprehensive training manual allows the

employees to utilize the written language format.

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The Kinesthetic/Tactile Learning Style

Kinesthetic/Tactile learners process information actively through physical means.

Kinesthetic learning refers to whole body movement while tactile learning refers only to
the sense of touch. These learners gesture when speaking, are poor listeners, and lose
interest in long speeches. Most students that do not perform well in school are
kinesthetic/tactile learners. The crux of this learning style is that the learner is connected
to real situations through experience, example, practice, or simulation.

Claire is a kinesthetic/tactile learner. Her method of instruction utilizes "hands on"

demonstrations and field experiences.

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Learning Strategies for Each Learning Style

The Visual Learning Style

 Replace words with symbols or initials.

 Translate concepts into pictures and diagrams.
 Underline or highlight your notes or textbooks with different colors.
 Practice turning your visuals back into words.
 Make flashcards of key information with words, symbols, and diagrams.

The Aural Learning Style

 Attend lectures and tutorials.

 Discuss topics with your instructor and other students.
  Put summarized notes on tape and listen to them.
 Join a study group or have a "study buddy."
 Tape record your lectures.
 When recalling information or solving problems, talk out loud.

The Reading/Writing Learning Style

 Write out important information again and again.

 Read your notes silently.
 Organize any diagrams into statements.
 Rewrite the ideas and principles in other words.
 Make flashcards of words and concepts that need to be memorized.

The Kinesthetic/Tactile Learning Style

 Sit near the instructor in classroom situations.

 Read out loud from your textbook and notes.
 Copy key points onto large writing surfaces (i.e. chalkboard or easel board).
 Copy key points using word processing software.
 Listen to audiotapes of your notes while exercising.
 Take in information through field trips, laboratories, trial and error, exhibits,
collections, and hands-on examples.
 Put real life examples into your notes summary.
 Recall experiments and role-play.
 Use pictures and photographs that illustrate an idea.

Click Here to Play the Presentation Caption: This PowerPoint presentation shows several
concrete examples of the VARK learning styles applied to math, language arts, social
studies and science.. By Rebecca Homan, Troy Perkins, Jean Pirkle, and Kathy Traylor
(2005)
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Educational Implications for Learning Styles

Teachers that rely on learning styles have opened their classrooms to more than one
approach to intellectual work. The activities planned by these teachers are more student-
centered than traditional activities and have engaged in learning-style based instruction.

The first step in implementing learning style-based instruction is diagnosing the

individual learning styles of each student. A variety of methods exist for testing learning
styles in a relatively quick manner. Many are available online, like the VARK
Questionnaire listed above.

The second step is profiling group preferences and weaknesses. Are most of the students
visual learners? Does your class have very few kinesthetic/tactile learners?
The third step is assessing current instructional methods to determine whether they are
adequate or require more flexibility. If modifications need to be made, various activities
can be developed and/or adapted to conform with learning styles. Three techniques have
been proposed.

1. Teachers can add alternative activities that could replace or supplement ones. This
could create increased opportunities for students to use different styles. For
example, hands on activities can be conducted after a lecture to confirm abstract
concepts.
2. Teachers can also challenge students to develop skills in other areas by
completing assignments that utilize all learning styles. For example, the students
can complete multidimensional packets, which contain activities from each
learning style.
3. Another approach to include learning styles in an education curriculum is to
organize activities around complex projects. These projects would require that
students use all learning styles. An example of a complex activity would be a
project-based learning project.

When teaching an individual, teachers should present the most difficult concepts in the
preferred style. Easier concepts should be introduced in a different style. When teaching
an entire class, teachers should use all learning styles in their presentations if they are to
reach every student. This can be fairly simple.

For example, Mrs. Erwin, a fifth grade teacher is going to teach a unit on Charlotte's
Web. In order to accommodate all learning styles, she will have the students read sections
of the book silently and out loud to others, act out various scenes, and complete a
timeline of events on the bulletin board. Mrs. Erwin understands that students must be
exposed to the concepts in a variety of ways to ensure full comprehension.

[edit]

References
Armstrong, T. (1994). Multiple Intelligences in the classroom. Alexandria, VA:
Association for Supervision and Curriculum Development.

Campbell, L., & Campbell, B. (1992). Teaching and learning through Multiple
Intelligences. Seattle, WA: New Horizons for Learning.

Curry, Lynn. (1983). An organization of learning style theory and constructs. ERIC
Document, 235, 185.

Dunn, R., and Dunn, K. (1978). Teaching students through their individual learning
styles. Reston, VA: Reston Publishing Company, Inc.
Fogarty, R. (1997). Problem-based learning and other curriculum models for the Multiple
Intelligences classroom. Arlington Heights, IL: IRI/Skylight Training and Publishing.

Gardner, H. (1983). Frames of mind: the theory of Multiple Intelligences. New York,
NY: Basic Books.

Gardner, H. (1999). Intelligence reframed: Multiple Intelligences for the 21st century.
New York, NY: Basic Books.

Zhang, Li-Fang. (2002). Thinking styles: Their relationships with modes of thinking and
academic performance. Educational Ps

Websites:

Concept to Classroom: Cooperative and Collaborative Learning

Concept to Classroom: Tapping into Multiple Intelligences

Education World: Multiple Intelligences: A Theory for Everyone

Gardner's Eight Criteria for Identifying Multiple Intelligences

Multiple Intelligences

Project Zero

Technology and Multiple Intelligences

[edit]

Citation
APA Citation: Giles, E., Pitre, S., Womack, S. (2003). Multiple intelligences and learning
styles. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology.
Retrieved <insert date>, from http://projects.coe.uga.edu/epltt/