Multiple Intelligences in the Classroom
Multiple intelligences theory is a view of intelligence that extends beyond that measured by traditional IQ tests. It encompasses a range of capabilities which include physical, intellectual and social aptitudes. The concept was developed by US psychologist Howard Gardner.
Knowledge bank
There is some dispute as to the validity of the application of these criteria and the judgement process has been described as more of an art than a science. Nonetheless, Gardner's work has found significant favour in educational settings in USA and UK.
Since 1983 when Gardner first outlined his seven intelligences he has added an eighth: Naturalist intelligence. This he characterizes as an ability to recognize, categorize and draw upon features of the natural world. Other intelligences have also been muted, but provide real challenges in relation to definition and measurement; these include spiritual intelligence, existential intelligence and moral intelligence.
Another key element of multiple intelligences is that they are modifiable, that is that they can be improved through practice and reflection.
Multiple intelligence theory has been strongly advocated by many educators. It has been applied by educational leaders and teachers to manage a range of issues in schools. In particular, it is used as a way of looking resourcefully at the range of abilities and gifts that learners have. Some schools are using the theory as a way of building self-esteem amongst learners. This is done through offering learners the intelligences as a way of valuing all of their abilities.
The theory has also had its fair share of critics, especially in recent years, including some vociferous UK-based researchers who have cast doubt on the validity of the ideas and the potential of using them to raise the attainment of learners in school settings.
The intelligences are also used in some schools as a way of differentiating learning tasks. It is possible to develop lesson plans which incorporate a range of activity over time which appeals to a range of intelligences. Choices of activity can also be offered.
Inevitably Gardner's original ideas have been extrapolated and extended beyond his original intention, yet many schools find that there is real value to them in adopting a wider view of intelligence and diversity in classrooms. The theory offers a way of positively supporting that diversity in classrooms.
Ask yourself
- How are you currently celebrating diversity in your classroom?
- What tools are you using to actively promote self-esteem?
- How might multiple intelligences support your work in building self-esteem and valuing diversity?
- In what ways might multiple intelligences assist in bridging intelligence gaps?
To do list
- Read more on the practical applications of the intelligences in the classroom (Smith (1998) is especially recommended).
- Look at the range of tasks and activities you currently use with your learners. Identify which tasks match which intelligences. This will give you an idea of the range of human intelligence you are currently matching in class. You can then use this audit to research further approaches that will bolster intelligence areas in which you currently offer fewer opportunities.
- You might like to consider exploring your own profile of intelligences using one of the many multiple intelligence tests available on the internet. Caution should always be exercised in this area as few of these tests are scientifically validated.