MULTIPLE INTELLIGENCE

In 1983 a psychologist from Harvard named Howard Gardner

challenged the commonly held belief that intelligence could be measured
objectively and reduced to a single number (the IQ score). In his book
Frames of Mind, he proposed that our culture defines intelligence too
narrowly, and suggested that there are at least seven basic intelligences
Gardner delineated. He has since added an eighth and is exploring a ninth
intelligence. Gardner has worked to broaden the scope of individual
potential beyond the traditional IQ measurement. He suggests that human
intelligence has more to do with problem solving capacity in the real world
than a single test situation can demonstrate. Gardner established certain
basic criteria for each intelligence to distinguish from simply a talent or
aptitude. A brief overview of each of the intelligences proposed by Gardner
will follow.

Linguistic Intelligence

The ability to use words effectively through writing or in oral format. This
intelligence includes the ability to manipulate language structure or syntax,
semantics or meaning of language, language sounds or phonology and the
practical/pragmatic uses of language.

Logical-Mathematical Intelligence

The ability to reason well and to use numbers effectively. It includes an

understanding of logical patterns, functions, abstractions, as well as
statements and propositions (if-then, cause-effect).

Bodily-Kinesthetic Intelligence

The ability to use one’s hands to produce or transform things, or to use the
whole body to express ideas and feelings. This intelligence encompasses
specific physical skills like balance, coordination, dexterity, strength,
flexibility, speed, as well as proprioceptive and tactile capabilities.
Spatial Intelligence

The capacity to perceive the visual-spatial environment accurately and to use

the capacity to transform those perceptions. It involves sensibilities
regarding color, line, shape, form, space and the relationship of all of those
elements.

Musical Intelligence

The ability to perceive, transform, discriminate and express musical forms. It

includes sensibility about the pitch, rhythm, melody, tone or timbre of a
musical piece.

Interpersonal Intelligence

The ability to perceive and distinguish the moods, intentions, motivations,

and feelings of other people. This implies sensitivity to facial expressions,
voice, and gestures that allow the individual to respond in a pragmatic way
(influence a group of people to follow a specific course of action).

Intrapersonal Intelligence

The capacity for self-knowledge and the ability to act in an adaptive way
based on that knowledge. It implies a capacity for having an accurate picture
of oneself, an awareness of inner moods, intentions, motivations, and having
self-discipline, self-knowledge and self-esteem.

Naturalist Intelligence

The ability to recognize numerous species in an individual’s environment

and to classify them. It includes the observation of other natural phenomena
and in an urban environment a sensitivity to discriminate among nonliving
forms like trucks, cars and brands.
Why is an understanding of Gardner’s theory of Multiple
Intelligence’s important?

In any given classroom there are children who learn best by using the variety
of intelligences listed above. A traditional classroom is heavily weighted
towards those students whose strongest intelligence is Linguistic or Logical-
Mathematical. In a classroom where a teacher incorporates all of the
multiple intelligences while teaching a subject it is more likely the students
will absorb the information. This is especially true of “at risk” students who
do not perform well in a traditional classroom. Thomas Armstrong provides
good information on teaching strategies for the multiple intelligences in his
book Multiple Intelligences in the Classroom (Armstrong, 2000). Much of
the information presented above can be found in his book in much greater
detail. He encourages us to remember that all students, all people, have all of
the multiple intelligences. The issue for classroom teachers is that all
children have some intelligence that is stronger or weaker than others, and
we should teach so all children can learn in their strongest intelligence.

Humor and The Multiple

Intelligences
by Dee Dickinson

A sense of humor is what holds things

together when everything is falling
apart. Without a sense of humor, the
unexpected problems and challenges in
life would become unbearable--without
a sense of humor, everyday life could
become pretty boring. In our opinion, a
sense of humor is a basic skill that needs
to be nurtured and cultivated, and it can
enliven any school subject. Classrooms
in which laughter is welcome help bring
learning to life.

Linguistic intelligence
Linguistic intelligence can be exercised
and enhanced in playful ways in the
classroom through jokes, puns, satires,
funny stories and anecdotes. (It is, of
course, important that students avoid
destructive humor that might hurt the
feelings of others.)

Musical comedian Victor Borge's "verbal

punctuation" (making sounds that stand
for periods, question marks, and
exclamation points) can be used to
enliven the sometimes boring study of
mechanics essential to the development
of good writing skills. Apparently, the
relaxed alertness that is conducive to the
most effective learning can be facilitated
in an environment where positive
humor and laughter are encouraged.

Mathematical intelligence

Subjects that are difficult for some

students can be less stressful when
humor is used. For students who find
math difficult and fear its challenges,
teachers can diffuse anxiety by using
funny story problems or telling an
occasional joke to relax tension. Math
teacher and tutor Mark Wahl, author of
The Mathematical Mystery Tour and
other hands-on math resources, finds
that humorous stories engage attention,
clarify meaning in non-threatening
ways, and motivate previously fearful
students to work more confidently
towards understanding the subject. It is
clear that math facts can be memorized
under stress, but the development of
mathematical intelligence and its use in
mathematical thinking can best be done
in a relaxed environment which humor
can facilitate.

Visual-Spatial intelligence
Classroom environments can be made
more supportive and inviting when
visual humor is part of the setting.
Cartoons, witty posters, and funny
pictures related to the subject to be
taught convey a non-threatening
message about learning to students. For
many, that message may also be more
memorable and easily understood than
it might in another form. Visual-Spatial
intelligence can also be developed as
students are encouraged to try their
hands at cartooning or making
humorous illustrations related to any
subject-matter.

Kinesthetic intelligence

As students engage in funny actions--

making their bodies into the shapes of
periods, commas, and question marks--
or creating an "action" sentence with
each student being a part of speech--or
acting out funny mathematical story
problems--their bodies help them to
understand and remember. Teachers too
can exercise kinesthetic intelligence by
humorous actions-- standing in the
wastebasket to read a funny poem about
trees-- or walking into the classroom
backwards to begin a discussion about
the importance of looking ahead or
"anticipatory" learning. When our
bodies are both relaxed and alert,
kinesthetic intelligence has an
opportunity to thrive.

Musical intelligence

Musical puns, such as those by the noted

composer P.D.Q. Bach, are an
interesting way to help students sharpen
their listening skills and improve
concentration. Students can also make
up funny songs that help them
remember historical events or
geographical locations or math facts.
Needless to say, their musical
intelligence is also exercised in the
process. Funny songs can also add
warmth and a welcoming atmosphere to
the classroom environment as students
enter the room. Like any other teaching
strategy, musical humor should be used
sparingly and at unexpected times in
order to surprise and delight.

Interpersonal intelligence

Interpersonal intelligence can be

developed through humor as students
work in pairs as a funny person and a
straight person. Analyzing videos of
some of the old comedy teams such as
Laurel and Hardy or the Marx Brothers
will help students to recognize, through
caricature, different kinds of
interpersonal skills and the importance
of timing in clever repartee. Students
can then try doing their own version of
some of the skits. Such exercises are
excellent ways to develop self-
confidence in front of an audience, as
well as the ability to collaborate
spontaneously. The planning and
performance of humorous skits,
pantomimes, and theatre games (such as
Viola Spolin's) offer interesting and
amusing ways to develop interpersonal
intelligence that will serve students in
many other contexts.

Intrapersonal intelligence

Intrapersonal intelligence need not be a

solemn quality. As a matter of fact, the
ability to understand ourselves better by
being able to laugh at our foibles or
mistakes is a non-threatening way to
greater self-understanding. Students
will be well-served by learning that
making an honest mistake should not
automatically lead to self-depreciation
or shame or anger. When we are able to
laugh at ourselves, we are much better
able to pick ourselves up and start over.
When teachers demonstrate this ability
in front of students, they model a very
basic survival skill.