Multiple Intelligencesmr.'s Learning Website

Posted : admin On 8/23/2021

The linguistic intelligence Consists in the ability to use words and express to other different concepts and thoughts through them, whether oral or written. It is one of the 8 types of intelligence defined by Howard Gardner. Gardner's precise definition of this intelligence is:'linguistic intelligence is the sensitivity to the meaning of words, their order, sounds, rhythms, inflections. Multiple intelligences, theory of human intelligence first proposed by the psychologist Howard Gardner in his book Frames of Mind (1983). At its core, it is the proposition that individuals have the potential to develop a combination of eight separate intelligences, or spheres of intelligence; that proposition is grounded on Gardner’s assertion that an individual’s cognitive capacity. Taxpayers are encouraged not to engage potential scammers online or on the phone. Learn more about reporting suspected scams by going to the Report Phishing and Online Scams page on Official IRS information about the COVID-19 pandemic and economic impact payments can be found on the Coronavirus Tax Relief page on

  1. Multiple Intelligence Learning
  2. 8 Multiple Intelligences Learning Activities
  3. Intelligence News Websites
  4. Multiple Intelligences And Learning Styles

Lets learn more about Howard Gardner’s intelligence types: naturalistic, bodily-kinesthetic, musical, interpersonal, intrapersonal, visual-spatial, logical-mathematical, and verbal-linguistic. Furthermore, a clear distinction should be made between multiple intelligences (how people process information) and learning styles (how people approach tasks differently). Research, however, does suggest that providing students with multiple ways to learn content improves learning

Howard Gardner of Harvard has identified seven distinct intelligences. This theory has emerged from recent cognitive research and “documents the extent to which students possess different kinds of minds and therefore learn, remember, perform, and understand in different ways,” according to Gardner (1991). According to this theory, “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 – the so-called profile of intelligences -and in the ways in which such intelligences are invoked and combined to carry out different tasks, solve diverse problems, and progress in various domains.” Gardner says 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. 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 numbers of ways and learning could be assessed through a variety of means.” (Lane, n.d.)
Additional research is needed to understand the applications of Howard Gardner’s theory of multiple intelligences in educational settings. Furthermore, a clear distinction should be made between multiple intelligences (how people process information) and learning styles (how people approach tasks differently). Research, however, does suggest that providing students with multiple ways to learn content improves learning (Hattie, 2011).

Interpersonal – understanding, interacting with others
These students learn through interaction. They have many friends, empathy for others, street smarts. They can be taught through group activities, seminars, dialogues. Tools include the telephone, audio conferencing, time and attention from the instructor, video conferencing, writing, computer conferencing, E-mail.
Intrapersonal – understanding one’s own interests, goals
These learners tend to shy away from others. They’re in tune with their inner feelings; they have wisdom, intuition and motivation, as well as a strong will, confidence and opinions. They can be taught through independent study and introspection. Tools include books, creative materials, diaries, privacy and time. They are the most independent of the learners.
Interpersonal Intelligence may be defined as the ability to recognize distinctions between other people to know their faces and voices; to react appropriately to their needs, to understand their motives, feelings and moods and to appreciate such perspectives with sensitivity and empathy.
Intrapersonal intelligence is the ability to be reflective and access one’s inner feelings. There is a strong ability to learn from past events because people exhibiting these strengths analyse and interpret events that have affected them well.
Visual-Spatial – think in terms of physical space, as do architects and sailors
Very aware of their environments. They like to draw, do jigsaw puzzles, read maps, daydream. They can be taught through drawings, verbal and physical imagery. Tools include models, graphics, charts, photographs, drawings, 3-D modeling, video, videoconferencing, television, multimedia, texts with pictures/charts/graphs.

Bodily-kinesthetic – use the body effectively, like a dancer or a surgeon

Keen sense of body awareness. They like movement, making things, touching. They communicate well through body language and be taught through physical activity, hands-on learning, acting out, role playing. Tools include equipment and real objects.

Auditory-Musical – show sensitivity to rhythm and sound

They love music, but they are also sensitive to sounds in their environments. They may study better with music in the background. They can be taught by turning lessons into lyrics, speaking rhythmically, tapping out time. Tools include musical instruments, music, radio, stereo, CD-ROM, multimedia.

Naturalistic – learn by working with nature

Naturalistic learning is about understanding the patterns of living things and applying scientific reasoning to the world. Nature intelligence is particularly applicable in careers such as that of a farmer, naturalist, animal behaviorist, and scientist

Verbal/Linguistic – using words effectively

These learners have highly developed auditory skills and often think in words. They like reading, playing word games, making up poetry or stories. They can be taught by encouraging them to say and see words, read books together. Tools include computers, games, multimedia, books, tape recorders, and lecture.

Logical -Mathematical – reasoning, calculating

Think conceptually, abstractly and are able to see and explore patterns and relationships. They like to experiment, solve puzzles, ask cosmic questions. They can be taught through logic games, investigations, mysteries. They need to learn and form concepts before they can deal with details.

Finding, recognizing, and valuing different combinations of multiple intelligences is a key to applying these skills effectively. Sometimes an intrapersonal learner and an interpersonal learner working together will be in conflict. But when both step back and consider their differing outlooks, they may find that they’re both headed for the same result; they’re just taking different paths to arrive at the goal. After graduation, professionals such as these two learners might team up to create or advance a new, successful idea.

The Difference between Multiple Intelligences and Learning Styles

One common misconception about multiple intelligences is that it means the same thing as learning styles. Instead, multiple intelligences represents different intellectual abilities. Learning styles, according to Howard Gardner (2011), are the ways in which an individual approaches a range of tasks. They have been categorized in a number of different ways — visual, auditory, and kinesthetic, impulsive and reflective, right brain and left brain, etc. Gardner (2011) argues that the idea of learning styles does not contain clear criteria for how one would define a learning style, where the style comes, and how it can be recognized and assessed. He phrases the idea of learning styles as “a hypothesis of how an individual approaches a range of materials.”
Everyone has all eight types of the intelligences listed above at varying levels of aptitude — perhaps even more that are still undiscovered — and all learning experiences do not have to relate to a person’s strongest area of intelligence. For example, if someone is skilled at learning new languages, it doesn’t necessarily mean that they prefer to learn through lectures. Someone with high visual-spatial intelligence, such as a skilled painter, may still benefit from using rhymes to remember information. Learning is fluid and complex, and it’s important to avoid labeling students as one type of learner. As Gardner (2011) states, “When one has a thorough understanding of a topic, one can typically think of it in several ways.”

8 multiple intelligences learning activities

PART 2 Didactic and quality in educational setting

Didactic method
Didactic method is a specific tactic of educational process. It aims educational objectives fulfillment. Also it promotes consolidation of knowledge in form of facts, phenomena, ideas, formula, laws, etc. Also didactic methods help to handle the accumulated knowledge of each person. They arrange the information making it logical and accessible. It is not enough to discover truths and demonstrate ideas – all this should be applicable and useful. Otherwise, information becomes useless.
Didactic method plays not just the role of settling of educational process, but offers a large array of possibilities to motivate students; to originally present information; to relate to up to time subjects; etc. Teacher or professor can choose from various didactic methods to inform the needed information.
A didactic method appears and renovates when there are preconditions for this. The main preconditions are changes in society.

Didactic methods have the following functions (Education in Moldova, n.d.):
• cognitive function: to open paths and possibilities of discovering and understanding reality; research technical possibilities; develop cultural background; etc.
• formative-educative function: to create and discover talents, abilities, capacities, behavior, skills, etc.
• instrumental function: method represents a tool for achievement of educational objectives;
• normative function: method indicates how educative process should evolve; what results should be achieved; how to reach the best productivity; what are the shortest ways to the cognition; etc.

Gardner’s theory has provided opportunities to broaden definitions of intelligence, but as an educator, I think it is useful to think about the different ways that information can be presented. However, it is critical to not classify students as being specific types of learners nor as having an innate or fixed type of intelligence.
Activities suggested can (and should) be used for all types of learners, lessons should be designed to have all types of activities.

Verbal – Linguistic
Students with verbal-linguistic intelligence are usually great at:
• Reading
• Writing
• Memorizing words
• Learning languages
• Speaking and telling stories

Often, these students have a broad vocabulary, enjoy word games, and take pride in owning books.

Some of the clubs that exercise verbal-linguistic intelligence include:
• Book Club
• Debate Club
• Digital Storytelling Club
• Pen Pal Club
• Poetry Club
• Student Literary Magazine
• Student Newspaper
• Theater Arts Club

Logical – Mathematical
School clubs can enhance your child’s math and logic skills—and perhaps help him or her find new interests. Below are some of the clubs that exercise logic smarts:
• Brainteasers Club
• Chess Clubs
• Gaming and Computer Technology Club
• Math Clubs
• Music Club
• Quiz Bowl Club
• Robotics Club

Sample activities:
• Think about what you are trying to learn as a puzzle or a formula.
• Ask questions, and allow yourself to experiment with your own hypotheses to find solutions or new answers.
• Concentrate on symbols, designs, and words to bridge mathematical and verbal logic.
• Create an outline to understand your subject step by step. Doing so will allow you to stay organized and track what you’re learning in a logical sequence.

Multiple Intelligence Learning

Visual – Spatial

Another way for your child to exercise his or her visual-spatial skills is to join a virtual school club. Some of the clubs that visual-spatial learners may enjoy include:
• Art Clubs
• Gaming and Technology Club
• Digital Storytelling Club
• Movie Club
• Math Club
• Robotics Club
• Science in the Kitchen Club
• Sports Club

Sample activities:
• Use art projects to create representations of the content you are learning.
• Draw related images next to your notes — along with arrows between ideas — to create connection and reference points.
• Organize with color. Use different-colored highlighters, paper, index cards, folders, or tabs to create a visual system for finding things and grouping topics.
• Visualize your topic. When you are learning something new, imagine what it looks like.
Auditory – Musical
People with strong music smarts thrive in surroundings full of music. They also notice sounds and rhythms in their everyday lives. The click-clack of trains on tracks, the sweet conversations between songbirds, the chiming of doorbells, and more influence the music-smart person as much as formal music does. Students with music smarts and word smarts can even find music in the rhythmic rise and fall of syllables in a Dr. Seuss poem.
Sample activities:
• Listen to music while you study to connect its patterns and sounds with the subject you are studying. Replay the same song just before a test.
• Create a rhyme, song, or chant for material you would like to memorize.
• Associate what you’re learning with a song you like.
• Use your ability to distinguish sounds — like hearing the beat, tone, or chord in a song — by learning an instrument or mixing sound.

8 Multiple Intelligences Learning Activities

Bodily – Kinetic
This type of intelligence helps you retain information when it is associated with an activity, such as dance, acting, and sports. Relating what you are trying to learn to one of these activities will help you retain information and gain understanding.
Hands-on Clubs
Another way for child to get active is to join a Connections Academy club. Some of the online school clubs that appeal to kinesthetic learners include:

• Sports Club
• Theater Arts Club
• Robotics Club
• Environmental Club
• Art Club

Sample activities:
• Perform a skit to show the action of the idea you are trying to learn.
• Make a game out of the materials.
• Apply what you are learning to hands-on models or in-practice examples.
• Stay active when you are in a situation in which you need to concentrate. You can squeeze a stress ball when talking with someone or walk around while reading a book.

Intelligence News Websites

Children who have innate nature smarts enjoy working with nature and studying the environment. Some topics that often interest a budding naturalist include:

• Animals
• Botany and gardening
• Nutrition
• Weather
• Hiking and camping
• Recycling
• Composting
• Repurposing and upcycling

Sample activities:
• Recognize and classify different types of plants or animals.
• Observe and record data.
• Create a living system for the material you are trying to learn. Imagine the new material as an ecosystem or a pattern for you to figure out.
• Write about nature, daily life, or people as a topic so you become engaged in your assignment.

Practical example

As previously mentioned, all types of activities should be used in lessons, and here is one example on how to do that:

Character info template

Activity: Writing a poem. (targeting verbal-linguistic intelligence)
On its own, poetry writing helps students build their vocabularies, practice their rhyming skills, and understand a unique literary form. But we want to help activate other intelligences, so we will try to add these elements for other students:

Auditory-Musical: Turning a poem into lyrics and setting them to a melody to create a song.
Bodily-Kinesthetic: Act out your poem, create a dance for it, or present it to your family
Logical-Mathematical: Place math objects above the words in your poem to distinguish the rhyme pattern. For example, the objects for an ABAB pattern could be red, blue, red, blue. You can also place manipulatives over different syllables to visually display the meter.
Naturalistic: Make nature the topic of your poem, and write it outdoors if you can.
Visual-Spatial: Draw pictures to illustrate your poem or write a poem about a picture.

Multiple Intelligences And Learning Styles

Now it is clear that by taking different approaches to poetry writing, students can learn much more about the form than if they simply sit down and write. Some students in my educational setting can’t just sit down and write, so I’m using this different approaches to poetry to have everyone in the class focused on same thing. Children with disabilities can benefit a lot from simple change, and same is for language adaptations for cultural diversity and even for work with general class because not everyone feels like writing or singing each day, and we should respect that and have different options for everyone.

Education in Modlova (n.d.) Didactic method and Didactic proceeding. Retrieved from:
Gardner, H. (2011). Frames of mind: The theory of multiple intelligences. Basic books.
Hattie, J. (2011). Visible Learning for Teachers: Maximizing Impact on Learning. New York, NY: Routledge.
Lane, Carla. (n.d.): Gardner’s multiple intelligences: The distance learning technology resource guide. Retrieved from:
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