MULTIPLE INTELLIGENCES

Recognizing & Utilizing Multiple Intelligences in Students

Jana Emrich
HRD210 Building Academic Success
February 2, 2012
Brandon McNeal, Marie Greene, Elise Blas
Southwestern College Professional Studies

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Abstract

Howard Gardner first introduced his theory of multiple intelligences in 1983. He qualifies this by
stating not How smart are you? but How are you smart?. This supports his idea of
differentiation in the classroom. If children are all smart in different ways, then it stands to reason
that not all methods will be effective with all students. This concept is important to me because as
a teacher, I believe it is my duty to do whatever it takes to meet the needs of all my students. By
learning as much as possible about the different intelligences, I can recognize the differing abilities
of each student and find ways to incorporate methods of learning that all will be able to benefit
from.
It is of the utmost importance that we recognize and nurture all of the
varied human intelligences, and all of the combinations of intelligences .We
are all so different largely because we all have different combinations of
intelligences. If we recognize this, I think we will have at least a better
chance of dealing appropriately with the many problems that we face in the
world."
Howard Gardner (ITEC Course Review, 2001)
MI is compelling because it conveys two essential messages: firstly, MI honors different
intellectual profiles of each individual, and secondly, MI nurtures the individual proclivities with
multifaceted approaches so that each person may have the chance to learn.
(Betty, J.T. & Shen, L.)

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Recognizing & Utilizing Multiple Intelligences as a Teacher

Differentiation within the classroom is one of the most important aspects of being a
teacher. By utilizing this highly important skill, a teacher will take into account the individual
needs of each of his or her students. This can make a lasting impact upon the students future
career in school, which can then affect their success in their career and life after school.
After learning about the different types of intelligences and how they can affect a persons
skills and interests, a teacher would then need to find an effective evaluation tool depending upon
the age of his or her students. Then the teacher would need to be familiar with his or her own
learning style so he or she would know which methods will come more easily in planning and
which ones will have to be more intentional. Effective differentiation will include using all
methods, not just the ones preferred by the teacher.
What are Multiple Intelligences?
Howard Garners theory of Multiple Intelligences stemmed from his belief that the tern
intelligence was too narrow. He has determined that there are at least 8 different intelligences and
that some of the IQ tests we have used in the past; do not give a full picture of a persons
potential. Those who do not fall into this narrower definition were a lot of times labeled. His idea
is that if we teach students according to a students personal abilities, the result will be better
understanding and retention of material. The eight intelligences are; Linguistic,
Logical/Mathematical, Spatial, Bodily/Kinesthetic, Musical, Interpersonal, Intrapersonal, and
Naturalistic. (Armstrong, 2000)
Key Points of Multiple Intelligences

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Thomas Armstrong outlines several key points in his book, Multiple Intelligences in the
Classroom. The first is Each person has all eight intelligences (Armstrong, 2000), and it is just a
matter of which ones are stronger or weaker for any given person. Secondly Most people can
develop each intelligence to an adequate level of competency (Armstrong, 2000). As a teacher, a
person must be able to recognize what his or her own preferences or strengths are. He or she may
need to develop other areas in order to be able to instruct using strategies that are geared toward
the different intelligences. He points out that a teacher needs to use available resources in the
areas he or she is not as strong in. Third, Armstrong states, Intelligences usually work together
in complex ways (Armstrong, 2000). He points out that none of these intelligences are
independent of the other they were just segregated out to be able to determine the best way to use
each of them effectively. The last key point he gives is There are many ways to be intelligent
within each category (Armstrong, 2000) There are many skills within each intelligence, so that
means there can be a lot of varience between two people who might have the same developed
intelligences. Most of the time a person can increase their ability within an intelligence, but the
first step is to be aware of which ones may require more effort to develop.

Multiple Intelligences in Students

Armstrong explains that children start, from a very early age, showing inclinations towards certain
intelligences. He warns, Keep in mind, however, that most students have strengths in several
areas, so you should avoid pigeonholing a child in one intelligence (Armstrong, 2000). While
there are many tests available, the best method, for a teacher, is to watch what her children are
doing. Armstrong jokes that if you want to know which intelligence a student favors, watch how

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they misbehave in class. The linguistic ones will be talking when they are not supposed to, the
kinesthetic ones will be fidgeting, the spatial ones will be drawing or doodling, and the naturalistic
ones may bring animals to school without permission. (Armstrong, 2000) There are many
resources available on creating lesson plans that will utilize each of the intelligences. By teaching
students about the Multiple Intelligence Theory, you can help them determine what their personal
preferences are.
Conclusion
Gardners theory of Multiple Intelligences is a very useful tool for a teacher that has a
desire to reach each of his or her students in a way that interests and engages them all. By
understanding what the eight intelligences are, the key points about the intelligences, and how to
determine the ways his or her students are intelligent, a teacher can adjust his or her lesson plans
to be able to adapt to any needs. To what degree a person implements these strategies is a
personal choice, but I think no matter what methods are used, a great amount of focus on each
individual student is imperative.

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References

Armstrong, T. (2000). Multiple Intelligences in the Classroom. Alexandria: Association for

Supervision and Curriculum Development.
Betty J.T. & Shen, L. u. (n.d). Multiple Intelligences: New Horizons (Revised and Updated).
Christian Education Journal, 6(1), 154.
ITEC Course Review. (2001, May 10). Retrieved February 9, 2012, from Muliple Intelligences:
http://online.sfsu.edu/~foreman/itec800/finalprojects/danabayer/multipleintelligences.html