Multiple Intelligence Theory HOW DO YOU LEARN?

MIT  In 1983, Howard Gardner proposed the Theory of Multiple Intelligences (MI), though he has continued to revise his theory over the years. He felt the traditional concept of intelligence was incomplete and instead proposed a variety of different types of intelligence, such as:  Linguistic (skilled with words and language)  Logical-mathematical (skilled with logic, reasoning, and/or numbers)  Bodily-kinesthetic (skilled at controlling bodily motion such as sports, dance, etc.)  Visual-spatial (skilled with images, spatial judgment, and/or puzzles)  Musical (skilled with sound, rhythm, tone and music)  Interpersonal (skilled at communicating with others/relating to others)  Intrapersonal (skilled at self-knowledge, reflection, etc.)  Naturalistic (skilled at understanding/relating to the natural world)

How might this help me?  MI assessments can provide a fascinating snapshot of your innate abilities.  It’s important to note that this inventory does not give you an excuse – no “I’m musically intelligent, so I’m just going to flunk Chemistry.”  Instead, you should think about how to use your strengths to help you in all subjects.  Maybe a musically intelligent student could make up a song to help learn the Periodic Table of Elements.

Traditional activities and how you can adapt to them.  Traditional school activities focus primarily on linguistic and logical-mathematical intelligences.  Here are some ways you could satisfy a teacher’s expectations in non-traditional ways based on your type(s) of MI: LINGUISTIC  Write a story about what you’re studying. If you’re learning a process, 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 get behind the basics of logic and rhetoric. You could be asked to function the way a real-life scientist does – using logic and/or math to solve a problem or propose a hypothesis.

Traditional activities and how you can adapt to them. BODILY-KINESTHETIC  Act out a skit, do a dance, or physically simulate a scientific process. Use manipulatives in math: build a model with clay, or create a collage about an important concept. VISUAL-SPATIAL  Being “picture-smart”, draw a diagram, illustrate a group project, or develop a PowerPoint presentation. You may want to use symbols or colors to make sense of your notes, since you may struggle with traditional note-taking methods. Graphic organizers can also help.

Traditional activities and how you can adapt to them. MUSICAL  You may be gifted musicians, but also tend to have a good ear for rhythms and a sense of patterns. Consider creating a rap song about a subject or make connections between sound/music and the information you are learning. For example, the teacher could have you choose three pieces of music – one that represents a solid, one that represents a liquid, and one that represents a gas. You play a clip of each piece of music and then explain why you chose each one – this will appeal to your interests while still allowing the teacher to check for comprehension (e.g., the “solid” music should sound heavier than the “gas” music). You 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, you could ask to teach the class, or use technology to interact with others via Skype, chat, etc.

Traditional activities and how you can adapt to them. INTRAPERSONAL  These students can take 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 you can also benefit from metacognitive assignments, that is, encouraging yourself to think about your own learning styles and processes. A portfolio of individual assignments may also appeal to you. NATURALISTIC  Incorporate the outside world to hold your attention. Field trips would be ideal, but anything that allows you to get some fresh air and interact with plants and animals will help. The class could go outside on a nice day, or you could take care of a classroom garden. Natural items like flowers or rocks can be used for math manipulatives or write a poem about the sky. You could bring a plant to class or listen to natural sounds on headphones.

 MI assessment tools MI assessment tools