Using Learning Styles And Multiple Intelligences Can Make Classroom Learning More Effective

Multiple Intelligences is a term coined by Professor Howard Gardner based on his research in the 1980's, to explain how human beings learn. In Gardner's view, we don't possess a fixed mental capacity, known as intelligence, but rather make use of different kinds of intelligent thinking to solve problems or create products that have value in different contexts and cultural settings.

He believes that all human beings possess multiple intelligences, and although individuals may demonstrate preferences for certain intelligences, it is possible to nurture and strengthen all the intelligences, enabling human beings to become more effective learners across a wider range of experience.

The opposite, according to Gardner, is also true: intelligences can be weakened if they are ignored, leading to learning that is less effective than it might be.

The different types of intelligence suggested by multiple intelligence theory

Gardner originally proposed seven different types of intelligence, to which he has added two more:

• Verbal-Linguistic Intelligence - characterised by strong verbal skills and a sensitivity to and appreciation of the sounds, meanings and rhythms of words
• Mathematical-Logical Intelligence - this includes the ability to think conceptually and in abstract ways as well as the capacity to see clearly numerical or logical patterns
• Musical Intelligence - this type of intelligence enables people to appreciate and produce rhythm, pitch and tone
• Visual-Spatial Intelligence - people who are strong in this kind of intelligence are able to think easily in images and pictures, they can visualize accurately both realistically and abstractly
• Bodily-Kinesthetic Intelligence - this is the ability to control body movements and to handle objects skilfully - people with strong bodily-kinesthetic intelligence often perform well in sporting activities, and in drama and dance
• Interpersonal Intelligence - this type of intelligence provides the capacity to understand and respond appropriately and sensitively to the desires, motivations and moods of other people
• Intrapersonal Intelligence - is the ability to be self-aware and in tune with your inner feelings, beliefs, values and the way you think: in short, the ability to understand yourself well

Since the publication of the original theory Gardner has suggest two further intelligences:

• Naturalist Intelligence - this involves having an affinity with the natural world that enables people to recognize and develop a detailed understanding of animals, plants, and other natural phenomena
• Existential Intelligence - the ability and sensitivity to explore deep questions about human existence, and the meaning of life: it's worth pointing out that the 'jury is still out' about this type of intelligence and is at the moment on a less secure footing than the other intelligences, especially the original seven

Gardner's theory proposes that all human beings possess all nine intelligences but the amounts of each intelligence or capacity may vary from one individual to another.

The different intelligences are located in different parts of the brain and they may function separately or together in different combinations and in varying amounts.

It's important to point out that, as with all theories, some experts are critical of both learning styles and mutiple intelligences. Nevertheless, both learning styles and multiple intelligences have a lot of support in the field of education. In my view, both are aspects of a wider framework for learning, and, as educators, we owe it to our students to understand as many aspects of this framework as possible so we can offer our learners the very best learning experiences we can.

Along with VAK, the theory of mulitple intelligences reflects a coherent view of what we might call 'natural learning', in other words, the learning modes human beings have used since time immemorial to make sense of the world, from way back when learning was about survival and progress, not simply focusing on making sense of a series of dots and dashes on a page - the written word - that still reigns supreme in classroom learning today.

The contribution multiple intelligences can make in the classroom.

Like all learning styles, multiple intelligences can offer a way in and through classroom learning that can enable all students to make sense of what they need to know. It can do this by providing:

* a varied diet of activities that helps to arouse and maintain interest

* a range of approaches that can tap into students' different learning strengths

* a more coherent context for learning - some people call it 'joined up learning' - which focuses on activities that enable deep learning and understanding

* opportunites for learners to explore all aspects of 'how they are smart' rather than limiting their beliefs of 'how smart they are'

A major reason why many educators incorporate multiple intelligence theory into their student learning programs is based on Gardner's premise that if teachers can engage the multiple intelligences of students the quality of education will be improved.

This means that educators can take a broader view of what we mean by intellectual capacity and ability. Dance, music and visual arts come to be seen as equally valuable in terms of helping students to understand and learn as traditional subjects.

For Gardner, it's more valuable for students to study a smaller number of subjects seriously and in depth than to treat a lot of subjects at a superficial level.

* Benefit #1

By using learning styles and multiple intelligences students and teachers come to accept a broader view of intellectual ability. Many students are labelled as underachievers because they can't easily access the verbal/linguistic know-how needed to do well in traditional academic tests. Research srudies show, however, that these students often demonstrate a deep understanding of relevant concepts when they are engaged by classroom activities that include artistic, dramatic, musical or athletic elements.

*Benefit #2

By using learning styles and multiple intelligences teachers can give students opportunities for authentic learning that addresses the students' actual needs. In this sense the classroom can replicate the 'real world'. In our modern world the graphic designer is just as valid as the accountant, who in turn is as valid as the computer programmer. In this context students will more easily become engaged in learning.

* Benefit #3

By using learning styles and multiple intelligences we can use a wider range of assessment contexts. It's no longer necessary just to assess student learning by pen and paper tests and multiple choice questions. Using learning styles and multiple intelligences encourages students to show what they know, so they give presentations in class, and to parents and other audiences, they produce portfolios of work that they can explain to a panel of judges, they make artefacts and so on.

* Benefit #4

By using learning styles and multiple intelligences we can bring students of different strengths and preferences together, giving them all the chance to share their expertise, and to develop their 'weaker' intelligences by learning alongside fellow students who are 'stronger' in these areas. Learning in this way can do wonders for students' self-esteem, as they see themselves valued by their peers.

* Benefit #5

Learning styles and multiple intelligences focus on teaching for understanding, in other words what students can do rather then highlight what they can't do. This contributes to positive educational experiences, which is a strong precursor to successful learning in life.

An '8 Ways of Thinking' tool for classroom use

Mulitple intelligence theory gives teachers at least 8 ways to 'wrap up' learning to make it more attractive and meaningful to students, giving them 8 potential pathways into the learning.

For example, when teachers struggle to engage students with more traditional verbal/linguistic approaches, which require a strong capacity to use words, they can try the other seven elements. They can:

• use numbers or logic (logical-mathematical intelligence)to explain certain concepts
• present concepts by means of pictures (spatial intelligence)
• introduce music to help understanding (musical intelligence)
• show students how to use self-reflection (intrapersonal intelligence) to understand and manage their own learning
• involve students in physical activities and experiences (bodily-kinesthetic intelligence) which often give some students a chance to 'excel' in ways that they never excelled in traditional classrooms
• use a social experience such as taking part in group projects (interpersonal intelligence), as a way of leveraging other people's learning to add value to their own contribution
• arrange for students to experience the natural world(naturalist intelligence)by means of, for example, a visit to a zoo or nature park to make concepts real for learners

Hard pressed teachers can be forgiven if they ask whether using learning styles and multiple intelligences in the classroom is another nice idea in theory, but too utopian to to use in a practical sense.

The bottom line for me is that learning styles and multiple intelligences are, like every other theory or doctrine, a strategy that offers possibilities to make learning more effective. They're not a magic bullet, but they are another tool in the teachers's toolkit, which, when used wisely, will make for a better job, which can only be of benefit to students.




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