Tips to handle Multiple Intelligence -II

Teaching and Learning Practices for MI Subtypes

• Teaching for Linguistic Intelligence:
Use the following activities and techniques for students and groups with high linguistic
intelligence:
Use creative writing activities such as poetry or script writing
o Set up class debates
o Allow for formal speaking opportunities
o Use humour, such as joke writing or telling
o Make sure there are plenty of reading opportunities

• Learning with Linguistic Intelligence:

Learn your best by writing, practicing speeches, creating jokes, journaling, and
reading.

• Teaching for Logical-Mathematical Intelligence:

Use the following activities and techniques for students and groups with high logical-
mathematical intelligence:

o Provide opportunities for problem solving

o Involve calculations
o Create activities that involve deciphering a code
o Use pattern or logic games
o Organize new information in an outline format

• Learning with Logical-Mathematical Intelligence:

Learn your best by creating information outlines with points and making patterns of
the information.

• Teaching for Visual-Spatial Intelligence:

Use the following activities and techniques for students and groups with high visual-
spatial intelligence:
 o Use mind mapping techniques
o Use guided visualizations or verbal imagery
o Provide opportunities for artistic expression using a variety of mediums (paint,
clay, etc.)
o Allow for make-believe or fantasy
o Create collages for visual representations

• Learning with Visual-Spatial Intelligence:

Learn your best by creating something visual using space such as a collage, art piece,
or written map of the information.

• Teaching for Bodily-Kinesthetic Intelligence:

Use the following activities and techniques for students and groups with high bodily-
kinesthetic intelligence:
o Use body sculpture
o Use of role playing, miming, or charade games
o Allow for physical exercise, dance, or martial arts
o Create opportunities for dramatic arts such as skits
o Use human graphs

• Learning with Bodily-Kinesthetic Intelligence:

To learn at your best, try creating a movement routine or role play to learn a concept
or remember information

• Teaching for Musical Intelligence:

Use the following activities and techniques for students and groups with high musical
intelligence:
o Use instruments and instrument sounds
o Use environmental sounds to illustrate a concept
o Allow for musical composition and performance
o Allow students to create songs about a topic

• Learning with Musical Intelligence:

To learn best with your musical intelligence, try making a song with content you need
to know.
• Teaching for Interpersonal Intelligence:
Use the following activities and techniques for students and groups with high
interpersonal intelligence:
o Teach collaborative skills
o Provide plenty of group work opportunities
o Use person-person communication
o Use empathy

• Learning with Interpersonal Intelligence:

To learn best with high interpersonal intelligence, try doing most of your work in a
group or with another person. Try to put yourself in the shoes of people or situations
you are learning about.

• Teaching for Intrapersonal Intelligence:

Use the following activities and techniques for students and groups with high
intrapersonal intelligence:

o Practice meditation
o Allow for plenty of self-reflection
o Use mindfulness
o Practice reaching altered states of consciousness

• Learning with Intrapersonal Intelligence:

To learn best with intrapersonal intelligence, try using mindful walks, meditation, and
metacognition.

• Teaching for Naturalist Intelligence:

Use the following activities and techniques for students and groups with high
naturalist intelligence:
o Practice conservation
o Have a classroom plant or animals to care of
o Observe nature, go on nature walks
o Use species classification
o Provide hands-on labs of natural materials

• Learning with Naturalist Intelligence:

To learn at your best, do your learning outdoors. Work with natural materials or
animals as much as possible to work through concepts.
Classroom Layout
The best way to layout a classroom to support multiple intelligences is to have places
in the room that work for each type of intelligence.
Linguistic intelligence, there should be a quiet area for reading, writing, and practicing
speeches.
Logical-mathematical intelligence, there should be an area where students can
conduct scientific experiments.
Visual-spatial intelligence, include an open area for object manipulation or art
creation.
Bodily-kinesthetic intelligences, an open area for body movement could be provided.

Musical intelligences, include a separate area for music listening and creating,
perhaps with soundproofing or headphones.

Naturalistic intelligences, an outdoor space or indoor aquarium or terrarium could be

provided.
Interpersonal intelligences, there should be an area with large tables for group work,
Intrapersonal intelligences there should be areas for individual activities.

Factors In Educational Reform

According to Gardner, there are four factors in educational reform: assessment,
curriculum, teacher education, and community participation.
Gardner argues that in addition to using multiple intelligences, educational reform
should occur within the following:
o Assessment: Children should be assessed according to their learning styles
and intelligences, and traditional forms of assessment should not be used
to drive instruction.
o Curriculum: Curriculum has traditionally been unchanged, and no one
seems to know why. Curriculums should shift to focus on skill development
and knowledge formation.
o Teacher Education: There must be a way to attract more talented teachers
into the profession, keep them there, and incentivize them to use research-
backed methods.
o Community Participation: Children and adolescents don’t stop learning at
3:00pm. The entire community must be committed and involved in the
education of young society members.
Challenges of Multiple Intelligences Theory
Accommodating so many different intelligences within the classroom is difficult, and
some intelligences may not lend themselves well to group learning situations.
Teachers should still try to incorporate as many as possible and give students the
opportunity to use their intelligence types at least some of the time, if all the time is
not feasible.

The Difference Between Multiple Intelligences and Learning

Styles
Multiple intelligences and learning styles are commonly confused with one another,
but they are not the same.

Multiple intelligences represent different intellectual abilities and strengths, whereas

learning styles are about how an individual may approach a task. Learning styles are
fluid and may not correlate completely to the intelligence type.

Conclusion
As a teacher, it is important to use multiple intelligences in the classroom, but first you
must understand the multiple intelligence theory and know which intelligences your
students must be able to teach them in the best way possible.

As a student, it is important to know which intelligences you have so you know the
most effective way to learn.

Hopefully you now have a better understanding of what the multiple intelligences are
and how you can use them to your benefit to help both yourself and others learn
better and faster than ever before.

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