Multiple Intelligences Theory Mi Was Developed Education Essay

Multiple Intelligences Theory was developed by Howard Gardner in 1983 which implies that all humans understand and understand the world in various ways (Learning-Theories. com 2007-2013). Howard detailed them as seven intelligences which can be Linguistic, Logical-Mathematical, Visual-Spatial, Body-Kinesthetic, Musical-Rhythmic, Interpersonal (insight, metacognition) and Intrapersonal (cultural skills). The idea of multiple intelligences applies to all age range. This theory identifies human mother nature from a cognitive perspective i. e. all humans have personal styles and preferences to learn and develop and means that individuals have preferred learning styles, behavioural and working styles. Therefore educating strategies, learning resources and activities should appeal to different types of brains learners represent and should encourage learners to use their preferred intelligences in learning (instructionaldesign. org, Multiple Intelligences (H. Gardner).

This theory means that we are all intelligent in several ways and anybody may have one type of intelligence and an assortment of intelligences. From the teacher's point of view, all learners have their own talents and weaknesses, so coaching, designed and designed according to their strengths and personal preferences, will not only induce their development but also build their confidence. Coaching learners with a mixture of intelligence types can be hugely challenging. All learners have different levels of abilities and potential which is vital to address the multiple intelligences of the learners in order to help them develop and fulfil their potential.

Logical -Mathematical learners like reasoning, calculating whereas visual-spatial learners think in conditions of physical space and revel in illustrations and pictures. They are very aware of their surroundings. Bodily-kinesthetic learners learn best through activity and like making things, touching and role play. Interpersonal learners like getting together with others and learn best through cooperative activities whereas Intrapersonal learners are unbiased and understand one's own hobbies and goals. They understand their interior thoughts; intuition and inspiration, confidence and opinions. Matching to Gardner, verbal-linguistic learners enjoy expressing themselves orally and on paper. They often times think in words and like reading, playing word games, creating testimonies etc.

It can be very challenging to teach and satisfy different types of learning styles. The important thing is for professors to understand that all learners have different ways of learning and doing things and therefore need classroom activities and techniques which appeal to their intellect type. I firmly believe that a careful selection and use of school room activities that appeal to different kinds of intelligence profiles of the learners can encourage learning and at the same time provide significant and pleasurable learning environment.

teaching strategies

Gardner's theory of multiple intelligences remarks that we now have numerous ways that people learn to gain knowledge and understand the world. Reber (1995) identifies a cognitive style as 'the characteristic style or way cognitive duties are approached or managed'. Thus a person's cognitive style reflects his or her preferred types of perceiving, remembering and pondering (TPPEL Reading 3. 1 Individual distinctions and Learning). This theory identifies seven different ways in which a pupil might learn and provides some ideas how to apply multiple intelligences to ESOL learners so that teaching methods appeal with their intelligence type and they all have the same chance to learn and develop.

This theory can be employed to educating ESL students because they all have their own preferred way of learning that is determined by their cultural and educational history and their personalities. In order to apply this theory to ESL students, you need to see and communicate effectively with your students to ascertain their types of intelligences because each cleverness also identifies a specific learning style which can help you choose appropriate teaching methods and plan effectively to indicate different intelligences in your class.

Teaching strategies to meet multiple intelligences should include a number of teaching strategies. Independent and group work provides opportunities to react to different cleverness types and enhance learning because some students might be strong in interpersonal cleverness whereas others in intrapersonal intellect. Group work providing body motion activities also helps bodily-kinaesthetic students. Effective planning should include multiple intelligences teaching methods as some students might learn through several. For example, a student who is highly verbal-linguistic might also have strong visual-spatial and social intelligences. Effective way to apply teaching methods (e. g. a lessons on job interview) to appeal to these multiple intelligences can include some vocabulary (linguistic learner) or a video clip (visual-spatial) and employment interview role-play (social).

Bodily-Kinaesthetic Brains learners like working with their hands and can't stay still for long time. Coaching method should combine body activity activities with linguistic activities. Total Physical Response is a good method for them. They keep in mind material best if indeed they work it out.

Verbal-Linguistic Intelligence learners learn through using terminology effectively both in speaking and writing. They enjoy expressing themselves orally and on paper and doing different varieties of word video games. Teaching method should concentrate on using language which should include reading a wording or a reserve aloud or notify a story, issue a current issue. The Terms Experience Procedure (LEA) will be best for teaching reading skills. These students will also reap the benefits of whole language approaches to reading. The Interpersonal Intellect learners like group activities. They like speaking with other folks or like instructing people what they know. Teaching method should focus on cooperative learning strategies allowing students to utilize others to handle the duties and complete activities. The Intrapersonal Cleverness learners want to work individually, therefore teaching method should focus on providing independent duties and activities. Visual-Spatial Intellect learners like sketching, reading books which have a lot of illustrations, doing puzzles and mazes. visible hints can help them to remember language.

There are a number of teaching strategies that can be used to improve learning. Creating intelligence-based lessons can help all students to comprehend and develop their skills and advantages as well as work on their weaknesses. This may build their self confidence and boost their achievement. It is vital for educators to change lessons to meet and develop different intelligences in the class to enhance learning and assist in second dialect learning.


The theory of multiple intelligences claims that we are different in the ways we understand and perceive the world. Although it will be difficult to incorporate all intelligences into one lessons, I would make an effort to combine resources and materials that will allow students to work matching with their multiple intelligences whenever you can. Careful selection and design of suitable resources is very important to making sure that each intellect learning style is dealt with at some point. Below are some ideas for dealing with different intelligence types in adult ESL school room which are organized by multiple intelligences (Alan Chapman 2003-2012). Terms exercises respond to linguistic, intrapersonal and also interpersonal learners.

Verbal-Linguistic learners learn best through reading and writing and enjoy telling reviews and considering in words. Quite simply they learn effectively through using words i. e. hearing and discovering words and also enjoy conversing, so learning activities could include debates, discussions, role play, reading and writing responsibilities, word games and crosswords. Other ideal activities could be dental presentations, writing words, stories or instructions. Visual-Spatial learners enjoy learning by looking at pictures, flashcards. They learn best through working with pictures, colours and visualizing. Usage of videos, visualization (posters, leaflets), colorings, jigsaw puzzles and word with illustrations would be effective.

Bodily-Kinaesthetic learners prefer to move around and take action things out. They are simply tactile i. e. they learn by coming in contact with and manipulating objects. Learning activities could include role play, hands-on experience, construct "human sentences" to apply punctuation or phrase order, playing table games and following instructions to make something. Interpersonal learners are intuitive and are strong in understanding people, leading and managing groups, conversing and persuading. They learns best by dealing with others, socialising, showing, contrasting, and interviewing. Activities and resources such as co-operative jobs, group jobs, interviewing, role play will build connections amongst learners and therefore promote a feeling of sharing and relationship. Peer coaching and conversations or debates will also work well with these learners.

Intrapersonal learners are logical and strong in understanding self, recognizing talents and weaknesses, setting goals. Intrapersonal learners enjoy working together and like to follow their own hobbies separately, therefore effective learning resources and activities would be making a diary, listening to sound tapes, 3rd party reading or research.

For example, a lesson on healthy eating including resources such as whiteboard, smartboard, picture and expression cards, term search or cross, online self-assessment questionnaires, PowerPoint presentation, Internet for search and term cpu for typing, leaflets or posters etc can react to multiple intelligences in your class room. Activities in this lesson can be surveys, interviewing, matching, Find SOMEBODY WHO, making a poster, reading a leaflet or a word in silence or aloud, making a list in categories or individually, reveal own diet plan, express likes and dislikes etc. plus they can develop different types of intelligences of your learners: verbal-linguistic, naturalistic, visual-spatial, musical, interpersonal and intrapersonal.

As a tutor, I think of my learners as people who represent many different ways of understanding, learning and developing skills and for that reason need different kinds of class room activities and techniques. Awareness of their abilities, advantages and weaknesses, styles and choices will help you determine different intelligences you have in your classroom and plan coaching and learning resources predicated on the preferred multiple intelligence learning styles. Accommodating multiple intelligences of your ESL students in the choice and design of resources will significantly have an impact on student's learning and success.

Choice of examination methods

Gardner's theory (1985) proposes that all humans have many various ways of knowing, understanding, and studying our world. Like a teacher, it's important for me to be aware of how my learners learn and develop skills regarding to their cleverness. My students demonstrates so many different individual strengths and weaknesses.

MI theory offers professors many suggestions to look at their assessment techniques in the light of brains differences. The tutor needs to develop different analysis techniques to treat different intelligences and give attention to the kind of intelligences being developed in the lessons. Pen-and-paper assessment methods work very well the linguistic intelligence whereas "study or interview" responds to the bodily-kinaesthetic intellect as well as the social intelligence. Mostly evaluation jobs include quizzes, reading comprehensions, and writing duties, which work best with verbal-linguistic learners.

I use open up questions frequently to check on learners' understanding which, I feel, is a very effective method of diagnosis. When my students will work in small organizations, I ask each member of the group a new question or ask them to comment or make clear the answers distributed by others.

To address different learning styles, it's important to ask different types of questions. A understanding question may be used to determine Intrapersonal or verbal-linguistic learners to write a short wording about a familiar theme or execute a reading comprehension. To determine bodily-kinaesthetic learners, I would ask the learner to operate and interview other learners, express a picture either verbally or in writing (visual-spatial), "How will you. . . . . ?" (Intrapersonal learners).

Asking different sorts of questions allows students expressing themselves and display their learning in their preferred way. Various questioning techniques helps me to appeal to numerous kinds of intelligences, because each university student has specific way of learning and producing skills. I ensure that all the students hold the opportunity to answer an alternative kind of question.

In order to support multiple intelligences and different learning styles in the classroom, it is important to incorporate written analysis like checks and home work and it contributes towards making your class friendly for all sorts of learners.

How can you notify if your students really understand? (Maggie Meyer and Jenna Glock, 2004) Howard Gardner's MI theory offers some useful recommendations in developing our lessons and assessments predicated on the multiple intelligences so that students possess the chance to learn, be successful and demonstrate achievement. When students have alternatives in ways to show their understanding, the data is more exact.

Students can choose from a number of ways, created by utilizing the multiple intelligences, to demonstrate their understanding of learning final results. Many teachers use true/ bogus, multiple choice, and brief answer checks to examine students' knowledge and skills nonetheless they do not really give a precise evidence of what students have learned and if they can indicate their learning and knowledge in functional ways.

Gardner's Theory of Multiple Intelligences proposes that every student has his / her own intellectual, strengths and weaknesses. Therefore, many types of intelligences and learning styles can be found within a classroom and in order to get a precise picture of the students' talents and weaknesses, appropriate analysis methods should be used.

Therefore, it is important with an intelligence profile for each and every student which will enable the instructor to hire appropriate methods of assessment. Traditional tests (e. g. , multiple choice, understanding words or writing responsibilities) do not allow students showing their knowledge in their own ways. Students should get opportunities based on Multiple Intelligences to demonstrate their understanding and knowledge in their own preferred ways. Diagnosis methods might include presentations, unbiased work, group discussions / assignments, peer examination, sequencing, corresponding and tasks involving use of ICT.

Gardner's Theory of Multiple Intelligences implies that students may be fragile in one area nonetheless they may be strong in other areas. Teachers should become aware of the great variety in the brains types and learning styles of the students which could be influenced by their social, economic, cultural and educational qualifications and can have a significant influence on student's learning process. I feel that assessing learning, taking into consideration different intelligences, helps students to effectively participate in classroom learning.

inclusive learning

Howard Gardner's multiple intelligences theory assesses seven different kinds of intellect which indicate that individuals have their own specific way of understanding, learning, carrying out and expanding skills. These intelligences are verbal/Linguistic, rational/mathematical, aesthetic/spatial, music/rhythmic, body/kinaesthetic, interpersonal and intrapersonal. Gardner suggests that every one of the intelligences must be addressed in teaching in order for learning to be effective but it could be difficult to use this in every lesson. Nevertheless, the instructors should make an effort to address these intelligences as much as possible.

The teacher should be aware of the fact that students are unique and have their own individual abilities, interests, characteristics and advantages. Understanding students will enhance their progress substantially. Gardner's theory of multiple intelligences offers useful suggestions to address a range of intelligences and styles. Educators need to take into consideration an array of learners in their likely to ensure inclusive learning environment. Therefore, educating strategies and learning materials need to be matched with individual student's intellect type. First of all, as a educator, you identify your students' strengths and weaknesses and their personal way of learning i. e. learners with authority qualities, logical thinking and intuitive, sociable, inquisitive learners etc. Questionnaires can provide useful information about multiple intelligences in your class room. Structured planning will include a variety of ways to present materials (visual, multimedia system), combine peer and group work, real-life situations activities, usage of technology providing a variety of opportunities for students to demonstrate learning.

Including a number of approaches to coaching and learning can make a big change to learning environment enabling different kinds of learners to efficiently engage in their learning and the procedure of learning becomes more inclusive which helps widening participation and increases achievements. Individual dissimilarities and needs of students should reveal in teaching training and learning activities and must be relevant, challenging, significant and engaging. The next suggestions include delivering material in various format and styles. For example, for a spelling activity in an ESOL Accessibility 1 course, students may choose to write the lacking characters, label the pictures, write what, use letters to help make the words, spell words in a team or individually. Such activities take into consideration multiple intelligences and learning styles. This allows students to use their own advantages. Another example add a reading activity, that students can continue reading their own/aloud, re-tell the storyline, answer the questions individually or in a team, straighten out the story in the right order or match text message with the illustrations.

A learner-centred approach responds well to cater for variety in the students as all students do not learn in the same way i. e. bodily-kinaesthetic learner prefers learning through touch/motion and hands-on learning is important for them. A visual learner, on the other palm, would prefer to see information in images or pictures. Interpersonal learners enjoy getting together with others, therefore, they work best in categories and through dialogue with others. These learners could work equally well in teams or on their own whereas intrapersonal learners prefer to solve problems separately.

It is essential to provide materials and activities that treat the multiple learning styles and allow students to make alternatives because students result from a variety of ethnic, cultural, cultural and educational backgrounds. Teachers can improve the learning environment for his or her students by planning jobs so that different intelligences are catered for.

The possible impact on the progress and achievements of learners.

(Workshop: Experiencing Multiple Intelligences) Applying Gardner's MI theory helps students learn better because they realize and understand how they are sensible. In Gardner's view, learning is both a sociable and internal process. When students understand the balance of their own multiple intelligences they commence to manage their own learning and value their individual strengths. Teachers know how students are brilliant as well as how clever they are. Awareness of students' strengths specifically intelligence can help the teacher to plan opportunities for the students to obtain options to work in their preferred way.

Howard Gardner's Theory of "multiple intelligences" proposes people develop different intelligences which influence their thought process and learning. It's important for the teacher to identify individual differences (strengths, preferences, and talents) through careful observation and plan training, centered on multiple intelligences, to provide opportunities for students to see and use different sorts of material in various ways. Fostering different types of intelligences will make learning environment interesting, meaningful and engaging for many students. Using multiple intellect teaching techniques increases student inspiration, enhances learning and for that reason, raises students' achievement.

The activities which allow students to learn in their preferred ways enhances their self-confidence as well as accomplishment. For example, verbal/linguistic students can get activities including debate, display, communication, proofreading, hearing, creative writing and reading aloud whereas students who are body/kinaesthetic, can get hands on tests activities, role-plays and interview activities regarding room layout and cooperative communities activities. Cooperative and leading a group conversation learning activities work very well with social students whereas independent work which involves focus and focus skills responds well to intrapersonal students. The purpose of multiple intelligences centered activities is to allow students to realise their learning potential and build on the talents, so that students stay determined and feel successful in their learning.

(2000 words)

Task 2

The category I seen was ESOL Accessibility 1 which got a very mixed band of students. The class contains 15 students between your age ranges of 25 and 65. 60% percent of students were Muslim from different nationalities- India, Iraq Kurds, Afghanistan and Somalia including 3 Gujarati learners and 1 Sikh learner. There is a great diversity in their educational and work backgrounds. Most of them were unemployed but looking for work. There is a variety of men (6) and women (9). Some possessed spent 20 or even more years in the united kingdom and some arrived recently. Some experienced no education in their countries of source, some have never worked plus some experienced work experience in their local countries and also in the UK. One thing each of them have in common is the necessity and desire to be able to talk effectively in daily life situations. However, they have very diverse levels of English language talents and for that reason have diverse learning goals.

Before the observation, I spoken with the tutor about her students and the items I would concentrate on. The topic of the lesson was job interviews to get ready students for the forthcoming speaking and tuning in exam as well as provide experience for real life situations. Within my observation, my focus was on communication in the class room. It was very interesting to see a very high degree of interaction among the students and how everyone appeared so encouraged and actively employed in learning. AS I entered the class room, the teacher presented me and then instructor began the lesson with exhibiting some pictures and PowerPoint slides of job interview. To introduce this issue, the tutor asked learners some questions that they discussed with one another and in groupings. The professor asked the students to predict what they were going to learn which promoted student proposal as well as thought. As the teacher was launching new vocabulary, all students were being attentive attentively.

Some students got very limited knowledge of English, nevertheless it was amazing to see them enjoying their learning experience. Revitalizing real life situations were created by causing interview sections and swapping their tasks as an interviewee and an interviewer. Learners had choices to pick their roles and were still left free to experience the target words. The tutor used communicative language way, pair-work and group work correctly. Appointment role-play activity helped the less determined learners to get involved. I noticed that there have been two students who weren't very talkative, nevertheless they still participated and indicated themselves really well. All students in school were very motivated to learn British. The students very respectfully listened to the tutor and peers. All of the students seemed to get along very well.

Seating layout was adjusted based on the activities and the versatility of the area space and it was seemingly very relaxing, pleasant and safe Furniture were planned in U condition for students to see the video of the work interview and listen to the teacher's instructions. Dining tables were also changed and organized for group work which prompted students to participate in discussion.

I was impressed with the teacher's non-verbal communication techniques. He used gestures and facial expressions for his instructions and explanations. The educators moved surrounding the classroom to monitor and take notice of the groups during the activities. The tutor demonstrated interview skills somewhat than detailing and repeated if needed. His tone of voice and build was audible. He retained attention contact while describing and listening to students. He used gestures, vision contact and facial expressions such as smiling face to talk to the learners and convey the text messages. Different questioning techniques were used to check on understanding and learning. Open-ended questions were used allowing students to go over in categories, compare their answers and comment on the answers given by other learners or groupings. The teacher directed questions at each student. A number of the questions were "what do you notify about you in the interview?, What things should you do or avoid through the interview? What do they ask you in the interview? What are strengths? etc". It was clear that the students thought very comfortable with each other and the professor.

The teacher used funny strategies, a variety of visuals and activities to help make the class energetic and fun. All 4 skills were integrated i. e. , reading, writing, speaking and tuning in. The instructor was careful never to dominate the conversations or speaking, but rather offered the students opportunities to speak and practice their communication skills. Visual aids included question credit cards/answer cards, video tutorial, smart panel, whiteboard. These visual aids were used effectively to provide this issue and within terminology practice. Matching (Q/A) credit cards were used to reinforce learning and allow students to actually interact with one another. Video of appointment helped university student to learn some important skills including body gestures and gestures. Listening to each other, to the instructor and enjoying the video advanced their listening capacity. Worksheets and the handouts were prepared taking into consideration the diverse selection of learners, the individual needs of the learner (large printing, colors, pictures and laminated).

The instructor was careful about grouping the students as he didn't want students working with students who spoke the same words or at the same capability. He had to stop two of the Kurdish students interact with one another in their own vocabulary. It had been very interesting to view the students work together and help each other. It exhibited that the students were very respectful and supportive of each other. On the whole the content and the function of discussion were benefitting them.

Task 3

As a educator, I ensure that my teaching methods and learning resources match students' preferred learning styles and intelligences. I strongly feel that choice and variety boosts self-confidence and motivation which has a very positive effect on learning. I believe that if learning is interesting, significant and successful, it establishes good romance between the teacher and the college student. From my experience and careful observation, I've identified many types of intelligences and preferred learning styles of my students and to be able to keep students' desire to learn and achieve, I put into practice different approaches to teaching and a variety of activities and resources in my planning. (G¶khan Bas, May 2008) As Gardner (1993) implies, there are several sorts of intelligence where people understand, learn and develop skills. The theory of Multiple Intelligences offers eight ways of teaching and learning styles. In this respect, educators can ensure they offer enough variety in the activities they use so that as much of their pupils' learning potential can be tapped as you possibly can (Berman, 1998).

Most of the students strive to improve their oral communication skills to permit them to boost their employment potential customers and to handle daily life situations. One of the teaching methods, I use to provide students with the opportunities to boost their communication competence, is Communicative Language strategy. As a tutor, I am very alert to my body terms as well as students and I often use eyeball contact, smile, move around to connect and convey emails to students. Although I use a number of questioning techniques and also let students to apply questioning skills, Personally i think that I need to explore more means of examining learning using levelled questions such as knowledge, comprehension and request questions as recommended by Reece and Walker (2003). I'd also like to develop and explore more ways of getting student reviews. In order to develop my own practice, I would like to do more reading and go to staff development consultations such as coaching and learning professional class periods. I plan to read a publication by Susan Wallace, Coaching and Supporting Learning in Further Education 2001.

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