Multiple Intelligences

Howard Gardner of Harvard has identified seven distinct intelligences. This theory has
emerged from recent cognitive research and "documents the extent to which students
possess different kinds of minds and therefore learn, remember, perform, and
understand in different ways," according to Gardner (1991). According to this theory,
"we are all able to know the world through language, logical-mathematical analysis,
spatial representation, musical thinking, the use of the body to solve problems or to
make things, an understanding of other individuals, and an understanding of ourselves.
Where individuals differ is in the strength of these intelligences - the so-called profile of
intelligences -and in the ways in which such intelligences are invoked and combined to
carry out different tasks, solve diverse problems, and progress in various domains."

Gardner says that these differences "challenge an educational system that assumes
that everyone can learn the same materials in the same way and that a uniform,
universal measure suffices to test student learning. Indeed, as currently constituted, our
educational system is heavily biased toward linguistic modes of instruction and
assessment and, to a somewhat lesser degree, toward logical-quantitative modes as
well." Gardner argues that "a contrasting set of assumptions is more likely to be
educationally effective. Students learn in ways that are identifiably distinctive. The broad
spectrum of students - and perhaps the society as a whole - would be better served if
disciplines could be presented in a numbers of ways and learning could be assessed
through a variety of means." The learning styles are as follows:

Visual-Spatial - think in terms of physical space, as do architects and sailors. Very

aware of their environments. They like to draw, do jigsaw puzzles, read maps,
daydream. They can be taught through drawings, verbal and physical imagery. Tools
include models, graphics, charts, photographs, drawings, 3-D modeling, video,
videoconferencing, television, multimedia, texts with pictures/charts/graphs.

Bodily-kinesthetic - use the body effectively, like a dancer or a surgeon. Keen sense
of body awareness. They like movement, making things, touching. They communicate
well through body language and be taught through physical activity, hands-on learning,
acting out, role playing. Tools include equipment and real objects.

Musical - show sensitivity to rhythm and sound. They love music, but they are also
sensitive to sounds in their environments. They may study better with music in the
background. They can be taught by turning lessons into lyrics, speaking rhythmically,
tapping out time. Tools include musical instruments, music, radio, stereo, CD-ROM,
multimedia.

Interpersonal - understanding, interacting with others. These students learn through

interaction. They have many friends, empathy for others, street smarts. They can be
taught through group activities, seminars, dialogues. Tools include the telephone, audio
conferencing, time and attention from the instructor, video conferencing, writing,
computer conferencing, E-mail.

Intrapersonal - understanding one's own interests, goals. These learners tend to shy
away from others. They're in tune with their inner feelings; they have wisdom, intuition
and motivation, as well as a strong will, confidence and opinions. They can be taught
through independent study and introspection. Tools include books, creative materials,
diaries, privacy and time. They are the most independent of the learners.

Linguistic - using words effectively. These learners have highly developed auditory
skills and often think in words. They like reading, playing word games, making up poetry
or stories. They can be taught by encouraging them to say and see words, read books
together. Tools include computers, games, multimedia, books, tape recorders, and
lecture.

Logical -Mathematical - reasoning, calculating. Think conceptually, abstractly and are

able to see and explore patterns and relationships. They like to experiment, solve
puzzles, ask cosmic questions. They can be taught through logic games, investigations,
mysteries. They need to learn and form concepts before they can deal with details.

At first, it may seem impossible to teach to all learning styles. However, as we move into
using a mix of media or multimedia, it becomes easier. As we understand learning
styles, it becomes apparent why multimedia appeals to learners and why a mix of media
is more effective. It satisfies the many types of learning preferences that one person
may embody or that a class embodies. A review of the literature shows that a variety of
decisions must be made when choosing media that is appropriate to learning style.

Visuals: Visual media help students acquire concrete concepts, such as object
identification, spatial relationship, or motor skills where words alone are inefficient.

Printed words: There is disagreement about audio's superiority to print for affective
objectives; several models do not recommend verbal sound if it is not part of the task to
be learned.

Sound: A distinction is drawn between verbal sound and non-verbal sound such as
music. Sound media are necessary to present a stimulus for recall or sound recognition.
Audio narration is recommended for poor readers.

Motion: Models force decisions among still, limited movement, and full movement
visuals. Motion is used to depict human performance so that learners can copy the
movement. Several models assert that motion may be unnecessary and provides
decision aid questions based upon objectives. Visual media which portray motion are
best to show psychomotor or cognitive domain expectations by showing the skill as a
model against which students can measure their performance.
Color: Decisions on color display are required if an object's color is relevant to what is
being learned.

Realia: Realia are tangible, real objects which are not models and are useful to teach
motor and cognitive skills involving unfamiliar objects. Realia are appropriate for use
with individuals or groups and may be situation based. Realia may be used to present
information realistically but it may be equally important that the presentation
corresponds with the way learner's represent information internally.

Instructional Setting: Design should cover whether the materials are to be used in a
home or instructional setting and consider the size what is to be learned. Print
instruction should be delivered in an individualized mode which allows the learner to set
the learning pace. The ability to provide corrective feedback for individual learners is
important but any medium can provide corrective feedback by stating the correct
answer to allow comparison of the two answers.

Learner Characteristics: Most models consider learner characteristics as media may

be differentially effective for different learners. Although research has had limited
success in identifying the media most suitable for types of learners several models are
based on this method.

Reading ability: Pictures facilitate learning for poor readers who benefit more from
speaking than from writing because they understand spoken words; self-directed good
readers can control the pace; and print allows easier review.

Categories of Learning Outcomes: Categories ranged from three to eleven and most
include some or all of Gagne's (1977) learning categories; intellectual skills, verbal
information, motor skills, attitudes, and cognitive strategies. Several models suggest a
procedure which categorizes learning outcomes, plans instructional events to teach
objectives, identifies the type of stimuli to present events, and media capable of
presenting the stimuli.

Events of Instruction: The external events which support internal learning processes
are called events of instruction. The events of instruction are planned before selecting
the media to present it.

Performance: Many models discuss eliciting performance where the student practices
the task which sets the stage for reinforcement. Several models indicate that the elicited
performance should be categorized by type; overt, covert, motor, verbal, constructed,
and select. Media should be selected which is best able to elicit these responses and
the response frequency. One model advocates a behavioral approach so that media is
chosen to elicit responses for practice. To provide feedback about the student's
response, an interactive medium might be chosen, but any medium can provide
feedback. Learner characteristics such as error proneness and anxiety should influence
media selection.
Testing which traditionally is accomplished through print, may be handled by electronic
media. Media are better able to assess learners' visual skills than are print media and
can be used to assess learner performance in realistic situations.

from "The Distance Learning Technology Resource Guide," by Carla Lane

howard gardner's multiple intelligences

Howard Gardner's multiple intelligence theories

model, free multiple intelligences tests, and VAK
learning styles
The Multiple Intelligences concepts and VAK (or VARK or VACT) learning
styles models offer relatively simple and accessible methods to understand
and explain people's preferred ways to learn and develop. Occasionally well-
intentioned people will write that the use of such models and tests is wrong
because it 'pigeon-holes' people, and ignores the point that we are all a
mixture of styles and preferences, and not just one single type, which is true.
Please remember that over-reliance on, or extreme interpretation of, any
methodology or tool can be counter-productive.
In the case of the Multiple Intelligences model, and arguably to greater extent
VAK (because VAK is such a simple model), remember that these concepts
and tools are aids to understanding overallpersonality, preferences and
strengths - which will almost always be a mixture in each individual person.
Therefore, as with any methodology or tool, use Multiple Intelligences
concepts, VAK and other learning styles ideas with care and interpretation
according to the needs of the situation.
On this point, the Kolb Learning Styles page offers additional notes on the use
of Learning Styles in young people's education.
In addition to the VAK guide below, further VAK detail and VAK tests are
available on the VAK tests page.
 

multiple intelligences theory

Howard Gardner's Multiple Intelligence Theory was first published in Howard
Gardner's book, Frames Of Mind (1983), and quickly became established as a
classical model by which to understand and teach many aspects of human
intelligence, learning style, personality and behaviour - in education and
industry. Howard Gardner initially developed his ideas and theory on multiple
intelligences as a contribution to psychology, however Gardner's theory was
soon embraced by education, teaching and training communities, for whom
the appeal was immediate and irresistible - a sure sign that Gardner had
created a classic reference work and learning model.
Howard Gardner was born in Scranton, Pennsylvania USA in 1943 to German
Jewish immigrant parents, and entered Harvard in 1961, where, after
Gardner's shift from history into social relations (which included psychology,
sociology, and anthropology) he met his early mentor Erik Erikson. Later
Gardner was also influenced by psychologists Jeane Piaget, Jerome Bruner,
and philosopher Nelson Goodman, with whom Gardner co-founded 'Project
Zero' in 1967 (focusing on studies of artistic thought and creativity). Project
Zero's 1970's 'Project on Human Potential', whose heady aim was to address
'the state of scientific knowledge concerning human potential and its
realization', seems to have been the platform from which Gardner's multiple
intelligences ideas grew, and were subsequently published in Gardner's
Frames Of Mind 1983 book. A wonderful example of 'thinking big' if ever there
was one.
At the time I write/revise this summary (2005-2012) Howard Gardner is the
(John H and Elisabeth A) Hobbs Professor of Cognition and Education at the
Harvard Graduate School of Education; he serves as adjunct Professor at
Harvard University, Boston University School of Medicine, and remains senior
director of Harvard Project Zero. Gardner has received honorary degrees from
at least twenty foreign institutions, and has written over twenty highly
regarded books on the human mind, learning and behaviour. How ironic then
that Gardner, who has contributed so much to the understanding of people
and behaviour, was born (according to his brief auto-biographical paper 'One
Way To Make Social Scientist', 2003), cross-eyed, myopic, colour-blind and
unable to recognise faces. There's hope for us all.
Since establishing his original multiple intelligences model, Howard Gardner
has continued to develop his thinking and theory, so you will see references
to more than the seven intelligences nowadays. Gardner most recently refers
to their being eight or nine intelligences.
This article chiefly focuses on the original seven intelligences model.
 

howard gardner's multiple intelligences theory

This simple grid diagram illustrates Howard Gardner's model of the seven
Multiple Intelligences at a glance.

intelligence type capability and perception

Linguistic words and language

Logical-
logic and numbers
Mathematical

Musical music, sound, rhythm

Bodily-Kinesthetic  body movement control

Spatial-Visual images and space

Interpersonal other people's feelings

Intrapersonal self-awareness

Free multiple intelligences tests based on Howard Gardner's seven-

intelligences model are available below in MSExcel self-calculating format,
manual versions in MSExcel and pdf, and manual test versions for young
people.
 
Gardner said that multiple intelligences were not limited to the original seven,
and he has since considered the existence and definitions of other possible
intelligences in his later work. Despite this, Gardner seems to have stopped
short of adding to the seven (some might argue, with the exception of
Naturalist Intelligence) with any clearly and fully detailed additional
intelligence definitions. This is not because there are no more intelligences - it
is because of the difficulty of adequately and satisfactorily defining them,
since the additional intelligences are rather more complex than those already
evidenced and defined.
Not surprisingly, commentators and theorists continually debate and interpret
potential additions to the model, and this is why you might see more than
seven intelligences listed in recent interpretations of Gardner's model. As
mentioned above, Naturalist Intelligence seems most popularly considered
worthy of inclusion of the potential additional 'Gardner' intelligences.
 

gardner's suggested possible additional

intelligences

intelligence type capability and perception

Naturalist natural environment

Spiritual/Existential religion and 'ultimate issues'

Moral ethics, humanity, value of life

 
If you think about the items above it's easy to see why Gardner and his
followers have found it quite difficult to augment the original seven
intelligences. The original seven are relatively cut and dried; the seven
intelligences are measurable, we know what they are, what they mean, and
we can evidence or illustrate them. However the potential additional human
capabilities, perceptions and attunements, are highly subjective and complex,
and arguably contain many overlapping aspects. Also, the fact that these
additional intelligences could be deemed a measure of good or bad poses
extra questions as to their inclusion in what is otherwise a model which has
hitherto made no such judgement (good or bad, that is - it's a long
sentence...).
 
gardner's multiple intelligences - detail
The more detailed diagram below expands the detail for the original seven
intelligences shown above, and also suggests ideas for applying the model
and underpinning theories, so as to optimise learning and training, design
accelerated learning methods, and to assess training and learning suitability
and effectiveness.

related
preferred
intelligenc tasks,
  description typical roles learning
e type activities
style clues
or tests

1 Linguistic words and writers, write a set words and

language, lawyers, of language
written and journalists, instruction
spoken; speakers, s; speak
retention, trainers, copy- on a
interpretation writers, english subject;
and teachers, edit a
explanation poets, editors, written
of ideas and linguists, piece or
information translators, PR work; write
via language, consultants, a speech;
understands media commentat
relationship consultants, TV e on an
between and radio event;
communicatio presenters, apply
n and voice-over positive or
meaning artistes negative
'spin' to a
story

2 Logical- logical scientists, perform a numbers and

Mathemati thinking, engineers, mental logic
 cal detecting computer arithmetic
patterns, experts, calculation;
scientific accountants, create a
reasoning statisticians, process to
and researchers, measure
deduction; analysts, something
analyse traders, difficult;
problems, bankers analyse
perform bookmakers, how a
mathematical insurance machine
calculations, brokers, works;
understands negotiators, create a
relationship deal-makers, process;
between trouble- devise a
cause and shooters, strategy to
effect directors achieve an
towards a aim;
tangible assess the
outcome or value of a
result business or
a
proposition

3 Musical musical musicians, perform a music,

ability, singers, musical sounds,
awareness, composers, piece; sing rhythm
appreciation DJ's, music a song;
and use of producers, review a
sound; piano tuners, musical
recognition of acoustic work;
tonal and engineers, coach
rhythmic entertainers, someone
patterns, party-planners, to play a
understands environment musical
 relationship and noise instrument
between advisors, voice ; specify
sound and coaches mood
feeling music for
telephone
systems
and
receptions

4 Bodily- body dancers, juggle; physical

Kinesthetic  movement demonstrators, demonstrat experience
control, actors, e a sports and
manual athletes, technique; movement,
dexterity, divers, sports- flip a beer- touch and
physical people, mat; feel
agility and soldiers, fire- create a
balance; eye fighters, PTI's, mime to
and body performance explain
coordination artistes; something;
ergonomists, toss a
osteopaths, pancake;
fishermen, fly a kite;
drivers, crafts- coach
people; workplace
gardeners, posture,
chefs, assess
acupuncturists, work-
healers, station
adventurers ergonomic
s

5 Spatial- visual and artists, design a pictures,

Visual spatial designers, costume; shapes,
perception; cartoonists, interpret a images, 3D
 interpretation story-boarders, painting; space
and creation architects, create a
of visual photographers, room
images; sculptors, layout;
pictorial town-planners, create a
imagination visionaries, corporate
and inventors, logo;
expression; engineers, design a
understands cosmetics and building;
relationship beauty pack a
between consultants suitcase or
images and the boot of
meanings, a car
and between
space and
effect

6 Interperso perception therapists, HR interpret human

nal of other professionals, moods contact,
people's mediators, from facial communicatio
feelings; leaders, expression ns,
ability to counsellors, s; cooperation,
relate to politicians, demonstrat teamwork
others; eductors, e feelings
interpretation sales-people, through bo
of behaviour clergy, dy
and psychologists, language;
communicatio teachers, affect the
ns; doctors, feelings of
understands healers, others in a
the organisers, planned
relationships carers, way; coach
between advertising or counsel
people and professionals, another
 their coaches and person
situations, mentors;
including (there is clear
other people association
between this
type of
intelligence
and what is
now
termed'Emotio
nal
Intelligence' or
EQ)

7 Intraperso self- arguably consider self-

nal awareness, anyone (see and decide reflection,
personal note below) one's own self-discovery
cognisance, who is self- aims and
personal aware and personal
objectivity, involved in the changes
the capability process of required to
to understand changing achieve
oneself, one's personal them (not
relationship thoughts, necessarily
to others and beliefs and reveal this
the world, behaviour in to others);
and one's relation to their consider
own need for, situation, other one's
and reaction people, their own 'Johari
to change purpose and Window',
aims - in this and decide
respect there is options for
a similarity developme
toMaslow's nt;
 Self- consider
Actualisation le and decide
vel, and again one's own
there is clear position in
association relation to
between this theEmotio
type of nal
intelligence Intelligenc
and what is e model
now
termed'Emotio
nal
Intelligence' or
EQ

Roles and intrapersonal intelligence: Given that a 'role' tends to imply

external style/skills, engagement, etc., the intrapersonal ability is less liable to
define or suggest a certain role or range of roles than any of the other
characteristics. That said, there is a clear correlation between intrapersonal
ability/potential and introverted non-judgemental roles/working styles.
Intrapersonal capability might also be seen as the opposite of ego and self-
projection. Self-awareness is a prerequisite for self-discipline and self-
improvement. Intrapersonal capacity enables an emotionally
mature ('grown-up') response to external and internal stimuli. The
intrapersonal characteristic might therefore be found among (but most
definitely not extending to all) counsellors, helpers, translators, teachers,
actors, poets, writers, musicians, artists, and also any other role to which
people can bring emotional maturity, which commonly manifests as
adaptability, flexibility, facilitation, reflection, and other 'grown-up' behaviours.
There are also associations between intrapersonalcapacity
and Erikson's 'generative' perspective, and to an extent Maslow's self-
actualization, that is to say: both of these 'life-stages' surely demand a
reasonably strong level of self-awareness, without which adapting one's
personal life, outlook and responses to one's environment is not easy at all.
 
(If you are using a test to help people identify and develop unique personal
potential, especially foryoung people, try using the test in conjunction with
the Fantasticat idea, or similar ways to focus on individual potential, rather
than the more narrow imposed measures found typically in young people's
education systems. Many young people (and older people too..) mistakenly
form a dim view of their capabilities and potential according to typical
academic measures in schools, which remain largely oriented towards
university and higher education expectations. The spectrum of human
capability, and the potential to be valued and productive in life, are much
broader than this, which are central aspects of multiple intelligence theory.
Encouraging people to think beyond traditional academic measures of value
and talent is a vital early step to enabling better self-esteem and bigger
personal belief, confidence and aspiration.)
 

is this test scientifically validated or normed?..

This free Multiple Intelligences testing instrument has not been scientifically
validated or normed.
If your research or study requires the use of a scientifically validated
instrument then this instrument may not be suitable for your work. However,
where you have reason/flexibility to justify the use of a free 'non-scientifically-
validated' instrument, the following details about this test (and its various
versions) might be of help to you in deciding whether to use it:
This instrument is a simple directly reflective assessment tool which works in
a single dimension. That is, the results are produced directly from the inputs
(the scored answers to the statement questions). There are no complex
computations or correlations or scaling. As such it less prone to distortion or
confusion than a more complicated testing methodology might be, especially
one involving convoluted formulae or scales on several dimensions. The
instrument in its various versions has been downloaded and used tens of
thousands of times by teachers, trainers, managers, academics, and
researchers all around the world since 2005, and (to my knowledge) has not
generated any complaint or criticism about its reliability and suitability for
purpose. Additionally, this webpage featuring the instrument download links
has been highly ranked (top five or so in Google's listings for keywords such
as 'multiple intelligence tests') for several years and remains so, with zero
advertising and promotion, which is perhaps a virtual validation of sorts.
That said, I repeat, the instrument has not been scientifically validated, and
where you are definitely required to use an instrument that has been
scientifically validated or normed, then this free tool is probably not the right
one for you.
 

gardner's multiple intelligences - principles and

interpretation
Howard Gardner asserts certain principles relating to his multiple intelligence
theory, which are explained and interpreted here, along with implications and
examples:
The multiple intelligences theory represented/represents a definition of
human nature, from a cognitive perspective, ie., how we perceive; how we
are aware of things.
This provides absolutely pivotal and inescapable indication as to
people's preferred learning styles, as well as their behavioural and
working styles, and their natural strengths. The types of intelligence that
a person possesses (Gardner suggests most of us are strong in three types)
indicates not only a persons capabilities, but also the manner or method in
which they prefer to learn and develop their strengths - and also to develop
their weaknesses.
So for example:
 A person who is strong musically and weak numerically will be more likely
to develop numerical and logical skills through music, and not by being
bombarded by numbers alone.
 A person who is weak spatially and strong numerically, will be more likely
to develop spatial ability if it is explained and developed by using numbers
and logic, and not by asking them to pack a suitcase in front of an
audience.
 A person who is weak bodily and physically and strong numerically might
best be encouraged to increase their physical activity by encouraging them
to learn about the mathematical and scientific relationships between
exercise, diet and health, rather than forcing them to box or play rugby.
The pressure of possible failure and being forced to act and think unnaturally,
have a significant negative influence on learning effectiveness. Happy relaxed
people learn more readily than unhappy stressful people.
A person's strength is also a learning channel. A person's weakness is not a
great learning channel. Simple huh?
When you add in what we know about personal belief and confidence it all
begins to make even more sense. Develop people through their strengths and
we not only stimulate their development - we also make them happy
(because everyone enjoys working in their strength areas) - and we also grow
their confidence and lift their belief (because they see they are doing well,
and they get told they are doing well too).
Developing a person's strengths will increase their response to the learning
experience, which helps them to develop their weaknesses as well as their
strengths.
Having illustrated that sensible use of a person's natural strengths and types
of intelligence is a good thing it's important to point out that intelligence in
itself is not a measure of good or bad, nor of happy or sad.
The different intelligences - in Gardner's context (and normally in most other
interpretations and definitions of the term) - are not a measure or reflection
of emotion type. Intelligences are emotionally neutral. No type of intelligence
is in itself an expression of happiness or sadness; nor an expression of feeling
good or good or bad.
In the same way, the multiple intelligences are morally neutral too. No type of
intelligence is intrinsically right or wrong. In other words intelligences are
amoral, that is, neither moral nor immoral - irrespective of a person's blend of
intelligences.
Intelligences are separate to the good or bad purposes to which people apply
whatever intelligences they possess and use. Intelligences are not in
themselves good or bad.
The types of intelligences that a person possesses are in themselves no
indication or reflection - whatsoever - of whether the person is good or bad;
happy or sad, right or wrong.
People possess a set of intelligences - not just one type and level of
intelligence. This was a primary driver of Gardner's thinking; the fact, or
assertion, that intelligence is not a single scalable aspect of a person's style
and capability. Historically, and amazingly a perception that still persists
among many people and institutions and systems today, intelligence was/is
thought to be measurable on a single scale: a person could be judged -
supposedly - to have a high or low or average intelligence; or a person would
be considered 'intelligent or 'unintelligent'. Gardener has demonstrated that
this notion is ridiculous.
Intelligence is a mixture of several abilities (Gardner explains seven
intelligences, and alludes to others) that are all of great value in life. But
nobody's good at them all. In life we need people who collectively are good at
different things. A well-balanced world, and well-balanced organisations and
teams, are necessarily comprised of people who possess different mixtures of
intelligences. This gives the group a fuller collective capability than a group of
identically able specialists.
Incredibly many schools, teachers, and entire education systems, persist in
the view that a child is either intelligent or not, and moreover that the
'intelligent' kids are 'good' and the 'unintelligent' kids are 'bad'. Worse still
many children grow up being told that they are not intelligent and are
therefore not of great worth; (the "you'll never amount to anything"
syndrome is everywhere).
Schools aren't the only organisations which, despite all that Gardner has
taught us, commonly still apply their own criteria (for example IQ -
'Intelligence Quotient' - tests) to judge 'intelligence', and then label the
candidate either worthy or not. Adult people in work in organisations and
business are routinely judged by inappropriate criteria, and then written off as
being worthless by the employer. This type of faulty assessment is common
during recruitment, ongoing management, and matters of career development
and performance review.
The fact is that we are all intelligent in different ways.
The most brilliant scientific professor may well have exceptional intelligence in
a number of areas (probably Logical-Mathematical, and one or two others)
but will also be less able in other intelligences, and could well be inept in
some.
By the same token a person who struggles with language and numbers might
easily be an excellent sportsman, or musician, or artist.
A hopeless academic, who is tone-deaf and can't add up, could easily possess
remarkable interpersonal skills.
Many very successful business-people were judged to be failures at school.
They were of course judged according to a very narrow definition of what
constitutes intelligence.
Many very successful and fulfilled people in life were also judged to be failures
at school - brilliant scientists, leaders, writers, entertainers, sports-people,
soldiers, humanitarians, healers, religious and political leaders - all sorts of
happy, fulfilled remarkable people - they too were judged according to a very
narrow definition of what constitutes intelligence.
Each one of us has a unique and different mix of intelligence types, and
commonly the people with the least 'conventional' intelligence (as measured
using old-fashioned narrow criteria), actually possess enormous talent - often
under-valued, unknown and under-developed.
Gardner, and others of course, pointed out that managing people and
organising a unique mixture of intelligence types is a hugely challenging
affair.
It starts however with the recognition that people have abilities and potential
that extend far beyond traditional methods of assessment, and actually far
beyond Gardner's seven intelligences, which after all are only a starting point.
Gardner was one of the first to teach us that we should not judge and
develop people (especially children, young people, and people at the
beginnings of their careers) according to an arbitrary and narrow definition of
intelligence. We must instead rediscover and promote the vast range of
capabilities that have a value in life and organisations, and then set about
valuing people for who they are, what they can be, and helping them to grow
and fulfil their potential.
 

other intelligences and models

Gardner said from the beginning that there could be additional intelligences
worthy of inclusion within the model, and I certainly agree. Notably Gardner
discussed Naturalist Intelligence (perception of and relationship with the
natural environment); Spiritual or Existential Intelligence (as would concern
one's relationship with the universe or God, depending on one's personal
philosophy); and Moral Intelligence (one's relationship with other living things
and their well-being).
Thus the model is extendable to modern ideas beyond those listed in the
seven basic intelligences. As already discussed, defining additional
intelligences is not easy. But they do exist, and people do possess capabilities,
potential and values far beyond the seven original 'multiple intelligences'.
Gardner knew - as we can now see - that his multiple intelligences theory left
some room to grow, however, while so many are still stuck on IQ and the
'Three R's' (the hackneyed 'Reading Writing and Arithmetic' - I ask you - how
can so many buy into a framework that has so effortlessly assumed such a
ridiculous description?...), the seven intelligences are a bloody good first step
towards valuing and developing people in a more compassionate and
constructive way.
If first we concentrate on encouraging schools and industry to think beyond
IQ and the bleeding three R's - then perhaps soon we'll be ready for morality
and spiritualism.
 

VAK - visual, auditory, kinesthetic learning styles

model
The VAK (or VARK or VACT) learning styles model and related
VAK/VARK/VACT tests (and for that matter the Multiple Intelligences
concepts) offer reasonably simple and accessible methods to understand and
explain people's preferred ways to learn. Occasionally well-intentioned people
will write that the use of such models and tests can be problematical. This is
true of course of any tool if undue reliance is placed on the methodology, or if
the results of tests are treated as absolute and exclusive of other styles and
considerations in the overall mix of a person's personality and needs.
As with any methodology or tool, use VAK and other learning styles concepts
with care. The concepts are an aid, not a dogma to be followed and applied
rigidly. See the notes for using Learning Styles with young people on the Kolb
Learning Styles page.
In addition to the VAK guide below, further VAK detail and VAK tests are
available on the VAK tests page.
The explanation and understanding of Gardner's Seven Intelligences can be
further illuminated and illustrated by looking at another classical intelligence
and learning styles model, known as theVisual-Auditory-Kinesthetic (or
Kinaesthetic - either is correct) learning styles model or 'inventory', usually
abbreviated to VAK. Alternatively the model is referred to as Visual-Auditory-
Physical, or Visual-Auditory-Tactile/Kinesthetic. The VAK concept, theories and
methods (initially also referred to as VAKT, for Visual-Auditory-Kinesthetic-
Tactile) were first developed by psychologists and teaching specialists such as
Fernald, Keller, Orton, Gillingham, Stillman and Montessori, beginning in the
1920's. The VAK multi-sensory approach to learning and teaching was
originally concerned with the teaching of dyslexic children and other learners
for whom conventional teaching methods were not effective. The early VAK
specialists recognised that people learn in different ways: as a very simple
example, a child who could not easily learn words and letters by reading
(visually) might for instance learn more easily by tracing letter shapes with
their finger (kinesthetic). The VAK theory is a favourite of the accelerated
learning community, and continues to feature - although not nearly as
strongly as it should do - in the teaching and education of young people. The
Visual-Auditory-Kinesthetic learning styles model does not overlay Gardner's
multiple intelligences; rather the VAK model provides a different perspective
for understanding and explaining a person's preferred or dominant thinking
and learning style, and strengths. Gardner's theory is one way of looking at
thinking styles; VAK is another.

learning
description
style

Visual seeing and reading

Auditory listening and speaking

Kinesthetic touching and doing

 
According to the VAK model, most people possess a dominant or preferred
learning style, however some people have a mixed and evenly balanced blend
of the three styles.
A person's learning style is a reflection of their mix of intelligences. It is also a
reflection of their brain type and dominance, for which a wonderful
perspective is provided by Katherine Benziger's brain dominance model.
It is also helpful to look at Kolb's learning styles model.
 

vak visual-auditory-kinesthetic learning styles

The VAK learning styles model provides a very easy and quick reference
inventory by which to assess people's preferred learning styles, and then most
importantly, to design learning methods and experiences that match
people's preferences:
Visual learning style involves the use of seen or observed things, including
pictures, diagrams, demonstrations, displays, handouts, films, flip-chart, etc.
Auditory learning style involves the transfer of information through listening:
to the spoken word, of self or others, of sounds and noises.
Kinesthetic learning involves physical experience - touching, feeling,
holding, doing, practical hands-on experiences.
The word 'kinesthetic' describes the sense of using muscular movement -
physical sense in other words. Kinesthesia and kinesthesis are root words,
derived from the Greek kineo, meaning move, and aisthesis, meaning
sensation. Kinesthetic therefore describes a learning style which involves the
stimulation of nerves in the body's muscles, joints and tendons. This relates to
the colloquial expression 'touchy-feely'.
It is easy to begin to assess your own or another person's learning style
within the Visual-Auditory-Kinesthetic model.

vak visual-auditory-kinesthetic learning styles

indicators and quick free test
Here are some common indicators, which can be converted into a
questionnaire very easily. Ask the person to score each statement and then
total each column to indicate learning style dominance. There are no right and
wrong answers. See also the longer version free VAK learning styles test.

  visual auditory kinesthetic/physical/tactile

operate read listen to have a go

new
instructions explanation
equipment

travel look at a ask for spoken follow your nose and maybe
directions map directions use a compass

cook a follow a call a friend for follow your instinct, tasting as

new dish recipe explanation you cook

teach
write demonstrate and let them have
someone explain verbally
instructions a go
something

I see what I hear what you

you'd say.. I know how you feel
you mean are saying

you'd say.. show me  tell me let me try

watch how listen to me

you'd say.. you have a go
I do it explain

faulty write a send or take it back to the

phone
goods letter store

museums
music and
leisure and playing sport or DIY
conversation
galleries

buying
books music tools and gadgets 
gifts

look and discuss with shop

shopping try on and test
imagine  staff 
 choose a read the listen to
imagine the experience 
holiday brochures recommendations

choose a read the discuss with

test-drive what you fancy
new car reviews friends

You can use this grid as a simple learning style indicator questionnaire - for
example score each box out of five or ten and then put the total for each
column in the boxes below. The totals will indicate your relative learning style
preference and mix. There are no right or wrong answers.

totals indicate preferred learning

     
style(s)

See also the longer version free VAK learning styles test questionnaire,
including assessment and scoring instructions.
 

vark and vact learning styles models

Consistent with many other classical models and theories (for
example Tuckman's Forming Norming etc., Conscious Competence learning
stages model, and others), certain people have chosen to augment the VAK
model.
This has been done by the addition of R for 'Reading'.
Or by the addition of T for 'Tactile'.
Accordingly you may see the VAK model represented in this elongated VARK
or VACT forms. You might even see it expressed as VARKT, combining the
two variations.
I leave it to you to decide whether it's worth introducing these fourth and/or
fifth elements to what is otherwise an adequate and nicely balanced model, in
which the Visual style arguably (and many would suggest, certainly) covers a
person's preference towards absorbing via the written or printed word, which
is obviously a visual sensory activity, and in which the Kinesthethic style
arguably encompasses a preference for tactile experiences (touching and
holding things), because this is obviously a sensory activity related
to muscular movement and sensation (see the definition of Kinesthetic
above).
It's up to you. As ever, use these models and theories in ways that suit your
purposes.
Apply your own judgement and interpretation so that you get the best out of
them, and where possible even improve and adapt them for your own
situation. As the quote says, "A dwarf standing on the shoulders of a giant
may see farther than the giant himself" (Didacus Stella, circa AD60).
Also relevant to the subject of intelligence, particularly the fact that
'intelligence', however it is defined, is never as important as the way we use
our brains, and make the best of ourselves:
"Many highly intelligent people are poor thinkers. Many people of average
intelligence are skilled thinkers. The power of a car is separate from the way a
car is driven." (Edward de Bono, b.1933, British psychologist, writer and
expert on thinking.)
(More inspirational quotes.)
Multiple Intelligence (MI) – Howard Gardner
 

Background of Howard Gardner

Howard Gardner is a psychologist and Professor
at Harvard University's Graduate School of Education.  Based on his
study of many people from many different walks of life in everyday
circumstances and professions, Gardner developed the theory of
multiple intelligences. He performed interviews with and brain
research on hundreds of people, including stroke victims, prodigies,
autistic individuals, and so-called "idiot savants." 

Gardner defined the first seven intelligences in Frames of Mind in

1983.  He added the last two in Intelligence Reframed in 1999.  

Theory Behind the Model

Gardner's MI Theory challenged traditional beliefs in the fields of education and cognitive
science.  According to a traditional definition, intelligence is a uniform cognitive capacity people are born
with.  This capacity can be easily measured by short-answer tests.  According to Gardner, intelligence is:

      The ability to create an effective product or offer a service that is valued in a culture

      A set of skills that make it possible for a person to solve problems in life

      The potential for finding or creating solutions for problems, which involves gathering new knowledge
 

In addition, Gardner claims that:

      All human beings possess all intelligences in varying amounts

      Each person has a different intellectual composition

      We can improve education by addressing the multiple intelligences of our students

      These intelligences are located in different areas of the brain and can either work independently or
together

      These intelligences may define the human species

      Multiple intelligences can be nurtured and strengthened, or ignored and weakened 

      Each individual has nine intelligences (and maybe more to be discovered)

 

Multiple Intelligences
According to MI Theory, identifying each student’s intelligences has strong ramifications in the
classroom.  If a child's intelligence can be identified, then teachers can accommodate different children
more successfully according to their orientation to learning.  Teachers in traditional classrooms primarily
teach to the verbal/linguistic and mathematical/logical intelligences.  The nine intelligences are:
 
      VISUAL/SPATIAL - children who learn best visually and organizing things spatially. They like to see
what you are talking about in order to understand.  They enjoy charts, graphs, maps, tables,
illustrations, art, puzzles, costumes - anything eye catching.
      VERBAL/LINGUISTIC - children who demonstrate strength in the language arts: speaking, writing,
reading, listening. These students have always been successful in traditional classrooms because
their intelligence lends itself to traditional teaching.
      MATHEMATICAL/LOGICAL - children who display an aptitude for numbers, reasoning and problem
solving. This is the other half of the children who typically do well in traditional classrooms where
teaching is logically sequenced and students are asked to conform.
      BODILY/KINESTHETIC - children who experience learning best through activity: games, movement,
hands-on tasks, building. These children were often labeled "overly active" in traditional classrooms
where they were told to sit and be still!
      MUSICAL/RHYTHMIC - children who learn well through songs, patterns, rhythms, instruments and
musical expression. It is easy to overlook children with this intelligence in traditional education.
      INTRAPERSONAL - children who are especially in touch with their own feelings, values and ideas.
They may tend to be more reserved, but they are actually quite intuitive about what they learn and how
it relates to themselves.
      INTERPERSONAL - children who are noticeably people oriented and outgoing, and do their learning
cooperatively in groups or with a partner. These children may have typically been identified as
"talkative" or " too concerned about being social" in a traditional setting.
      NATURALIST - children who love the outdoors, animals, field trips. More than this, though, these
students love to pick up on subtle differences in meanings. The traditional classroom has not been
accommodating to these children.
      EXISTENTIALIST - children who learn in the context of where humankind stands in the "big picture" of
existence. They ask "Why are we here?" and "What is our role in the world?" This intelligence is seen
in the discipline of philosophy.
 
 The 9 Intelligences of MI Theory
  Intelligence
1. Verbal-Linguistic Intelligence  Skills - Listening, speaking, writing, teaching.
Well-developed verbal skills and sensitivity to
the sounds, meanings and rhythms of words
2. Mathematical-Logical Intelligence Ability
to think conceptually and abstractly, and
capacity to discern logical or numerical
patterns
3. Musical Intelligence
Ability to produce and appreciate rhythm,
pitch and timber
4. Visual-Spatial Intelligence
Capacity to think in images and pictures, to
visualize accurately and abstractly
5. Bodily-Kinesthetic Intelligence
Ability to control one's body movements and
to handle objects skillfully
6. Interpersonal Intelligence
Capacity to detect and respond appropriately
to the moods, motivations and desires of
others
7. Intrapersonal Intelligence
Capacity to be self-aware and in tune with
inner feelings, values, beliefs and thinking
processes
8. Naturalist Intelligence
Ability to recognize and categorize plants,
animals and other objects in nature
9. Existential Intelligence
Sensitivity and capacity to tackle deep
questions about human existence, such as the
meaning of life, why do we die, and how did
we get here
Skills and Career Preferences
Careers - Poet, journalist, writer, teacher, lawyer,
politician, translator
Skills - Problem solving (logical & math),
performing experiments
Careers - Scientists, engineers, accountants,
mathematicians
Skills - Singing, playing instruments, composing
music
Careers - Musician, disc jockey, singer,
composer
Skills - puzzle building, painting, constructing,
fixing, designing objects
Careers - Sculptor, artist, inventor, architect,
mechanic, engineer
Skills - Dancing, sports, hands on experiments,
acting
Careers - Athlete, PE teacher, dancer, actor,
firefighter
Skills - Seeing from other perspectives, empathy,
counseling, co-operating
Careers - Counselor, salesperson, politician,
business person, minister
Skills - Recognize one’s S/W, reflective, aware of
inner feelings
Careers - Researchers, theorists, philosophers
Skills - Recognize one’s connection to nature,
apply science theory to life
Careers – Scientist, naturalist, landscape
architect
Skills – Reflective and deep thinking, design
abstract theories
Careers – Scientist, philosopher, theologian