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Multiple Intelligences: The Role in the Classroom

Kacie D. Lee

Arizona State University

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Abstract

The following essay compares the concept of multiple intelligences with learning and

cognitive ability within the classroom. While the theory of multiple intelligences has been

around for decades, the application in the classroom has been misrepresented and misunderstood.

Given today’s diverse learning community, the concept of multiple intelligences can guide

instruction, but needs reform. Although many use the term multiple intelligences and learning

styles interchangeably, they are distinct in their function in classroom instruction and curriculum.

Given the analysis of various peer-reviewed articles, it is noted that learning styles refer to

students’ preferences, and to not promote educational development while multiple intelligences,

when applied in a more neutral understanding of students needing diverse instruction can

promote deeper understanding of curriculum when teacher’s apply this knowledge to activity-to-

activity based instruction and incorporate different techniques in relation to patterns in learning.
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Types of Intelligences

The standard definition of intelligence is “The ability to learn or understand or to deal

with new or trying situations; the skilled use of reason” (Macnamara, 2016). While the concept

of intelligence has many different angels, developmental psychologist Howard Gardner

developed the concept of multiple intelligences. The eight intelligences Gardner found are as

follows: Mathematical/logical – ability to problem solve and carryout mathematical operations;

Linguistic/verbal – ability to work with spoken and written language to accomplish goals; Spatial

– ability to use patterns in both wide open and confined spaces; Body/kinesthetic – ability to use

one’s body or parts of the body to complete tasks and solve problems; Musical/rhythmic – ability

to recognize patterns in music including capacity to work with tones, pitches, and tunes;

Interpersonal – ability to work with others by understanding desires, intentions, and motivations

of others; Intrapersonal – the ability to understand oneself along with ones own emotions,

thoughts, fears, motivations, limitations and strengths; and Naturalistic – ability to draw on

characteristics of the environment (Macnamara, 2016).

Despite these definitions of intelligences, many scholars have argued that these are not

intelligences themselves, but rather skills that develop from prior knowledge. The concept of

multiple intelligences is still widely discussed today, and many critics still carry on the debate of

multiple intelligences against “applications of human intelligence” (Macnamara, 2016).

Intelligences vs. Cognitive Ability

Students ability to learn (cognitive ability) is shaped by their levels of multiple

intelligences. Although the verbal and mathematical intelligences are most often stressed in the

classroom, Gardner proposes that the other models of intelligence may benefit instruction. To
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illustrate this concept Lisa Cassidy from the department of Philosophy at Ramapo college

explains, “Philosophers themselves are likely to be talented with words, logic, and mathematics,

but it is a challenge to teach the abstractions of philosophy to students who are better at

interpersonal reasoning” (2007). Cassidy argues that appealing to multiple forms of intelligences

in the classroom facilitates a deeper understanding of curriculum – particularly though the use of

stick figures in administering the instruction of concepts of philosophy. Cassidy concluded that

concepts of Philosophy relied on logical-mathematical and linguistic intelligences, but stresses

that it does not mean students who were deficient in these intelligences could not do philosophy.

Rather, they needed instruction to aid in their strengths to support their understanding of

philosophical concepts (Cassidy, 2007). Overall, students with specific strengths in one area of

intelligence or the other are not incapable of completing tasks that require more use of a certain

type of intelligence, but instead can benefit from varied instruction.

Intelligence vs. Learning Style

Learning Styles as a concept of expediting understanding of curriculum in the classroom

has been around for models of learning for many years. Many learning styles theorists support

developing ways to provide instruction to student’s preferences. Despite many studies debunking

this idea, the idea of learning styles is still promoted to teachers as a means to better suit

student’s learning needs. In contrast, Gardner argues that students differ from one another in

cognitive ability and therefore need varied instruction. Yet, critics argue that labeling these

cognitive functions as spatial, mathematical, linguistic, and so forth limits student’s ability and is

too simplistic. Instead, these strengths work together depending on the task at hand. While some

tasks may require more logical or more linguistic strengths, this does not mean that activities can

be altered to the preferences of students (Klein, 2003). Instead, learning takes place when
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students and instructors use “activity-by-activity” approach and “how the characteristics of

particular curricular representations interact with the cognitive resources of the learner” (Klein,

2003).

Instructional Strategies for Teachers

While it is unrealistic that every lesson given by a teacher will be directly tailored to each

intelligence, the theory of multiple intelligences is becoming increasingly important to classroom

instruction. With more diversity in the classroom than ever before, the concept of multiple

intelligences and diverse instruction is becoming increasingly present across every level of

educational institutions – that is, from primary levels to post-secondary education. As patterns in

learning emerge, teachers can alter instruction to meet the learning needs of all students by

providing multiple techniques in the classroom (Abenti, 2020). Essentially, “With the application

of MI theory, education and classroom communication can be differentiated with activities and

other variety to allow teachers at all academic levels to provide a way students with a variety of

MI blends can make the most of the educational system” (Abenti, 2020). Ultimately, teachers

can find success by embedding different intelligences into classroom instruction based on an

activity-to-activity approach.

Conclusion

Overall, the concept of multiple intelligences has been altered with time. While critics

argue that labeling these different skills and applications of said skills are intelligence is far-

fetched, many theorists do agree that optimal cognitive development results from varied

instruction. Teachers, therefore, should create variations in their instructional approach to

promote growth in learning by applying techniques relevant to the given activity. Although
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students may struggle with one intelligence or the other, curriculum can be progressed by

understanding that students use each approach cooperatively rather than an all-or-nothing

ideology. Instead, students rely on a combination of intelligences to complete certain tasks and

activities. With this understanding, teachers can promote profound proficiency in curriculum by

recognizing patterns in learning and forming instruction to be varied in these respects.

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References

Abenti. H.F., (2020). How do I teach you? An Examination of Multiple Intelligences and the

Impact on Communication in the Classroom. Science Direct Language and

Communication, 73, 29-33. https://doi.org/10.1016/j.langcom.2020.04.001.

Cassidy, L., Appealing to Multiple Intelligences in the Classroom: Using Stick Figures to Teach

Philosophy. Teaching Philosophy, 30(3), 293-308. https://www-pdcnet-org.exproxy1.lib.

asu.edu/collection/authorizedshow?

id=teachphil_2007_0030_0003_0293_0308&file_typ e=pdf.

Klein, P.D., (2003). Rethinking the multiplicity of cognitive resources and curricular representa-

tions: alternatives to ‘learning styles’ and ‘multiple intelligences.’ Taylor & Francis

Journals, 35(1), 45-81. https://web-bebscohostcom.ezproxy1.lib.asu.edu/ehost/pdfviewer/

pdfviewer?vid=1&sid=2d46144a-0ca5-4fe0-b338-166ed5c621e0%40pdc-v-sessmgr06.

Macnamara, J., Multiple intelligences and minds as attributes to reconfigure PR—A critical

analysis. Science Direct Public Relations Review, 42(2), 249-257. https://doi.org/10.1016

/j.pubrev.2015.03.002.