Multiple Intelligences

By: Kacie Lee

 ● Mathematical/logical
● Linguistic/verbal
The Eight Multiple ● Spatial
Intelligences ●
●
Body/kinesthetic
Musical/rhythmic
Howard Gardner ● Interpersonal
● Intrapersonal
● Naturalistic
● (Macnamara, 2016)
Intelligences & Cognitive Ability:
1. Just because the theory of Multiple
Intelligences assumes strengths in
one area or another of learning does
not mean students cannot learn a
certain concept.
2. Cognitive ability is not limited to
intelligence.
3. Students use more than one
intelligence at a time based on
activity.
Multiple Intelligences vs. Learning Styles
Multiple Intelligences:
● Often criticized as being a skill and
application of skill based on prior
knowledge.
● Is somewhat outdated in application
in classroom.
● Students use different intelligences
based on activity.
Learning Styles:
● Refers to students preferences for
learning. Is based on surveys.
● No substantial evidence that learning
styles alter students
understanding/learning. Students
tend to use multiple styles based on
task rather than relying on only one
style to learn.
Conclusion
Multiple Intelligences as a concept can help teachers in
the instruction and management of the classroom when
patterns in learning are recognized. Students need varied
instruction based on task, not preference. Teachers can
vary instruction to ensure students are getting the most
from their education by looking at task and approaching
instruction from different lens, rather than relying on
students inability to learn a concept because of their
perceived strength in intelligence. Essentially, intelligence
is malleable and students can learn with varied
instruction.
Resources:
https://www.teachhub.com/teaching-strategies/2010/05/12-ways-to-teach-using-m
ultiple-intelligences/
https://www.scholastic.com/teachers/articles/teaching-content/adapting-instruction-
multiple-intelligences/
(I especially like this one because it has techniques tailored to grade level!)
https://www.uopeople.edu/blog/what-is-the-multiple-intelligences-theory/ (This one
is also great as it breaks down techniques based on the type of intelligence).
References:
Abenti. H.F., (2020). How do I teach you? An Examination of Multiple Intelligences and the Impact on Communication in the Classroom.
ScienceDirect 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_type=pdf.

Klein, P.D., (2003). Rethinking the multiplicity of cognitive resources and curricular representations: 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. ScienceDirect Public Relations Review, 42(2),
249-257. https://doi.org/10.1016/j.pubrev.2015.03.002.