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 (!!. #ccording 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. %here individuals differ is in the strength of these intelligences $ the so$called profile of intelligences $and in the ways in which such intelligences are invoked and combined to carry out different tasks, solve diverse problems, and progress in various domains." Gardner says that these differences "challenge an educational system that assumes that everyone can learn the same materials in the same way and that a uniform, universal measure suffices to test student learning. &ndeed, as currently constituted, our educational system is heavily biased toward linguistic modes of instruction and assessment and, to a somewhat lesser degree, toward logical$'uantitative modes as well." Gardner argues that "a contrasting set of assumptions is more likely to be educationally effective. tudents 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. *ery aware of their environments. They like to draw, do +igsaw pules, read maps, daydream. They can be taught through drawings, verbal and physical imagery. Tools include models, graphics, charts, photographs, drawings, -$ modeling, video, videoconferencing, television, multimedia, texts with pictures/charts/graphs. Bodily-kinesthetic $ use the body effectively, like a dancer or a surgeon. 0een 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 e'uipment and real ob+ects. 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, 1$234, 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, 5$mail. Intrapersonal $ understanding one6s own interests, goals. These learners tend to shy away from others. They6re in tune with their inner feelings7 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 pules, ask cosmic 'uestions. They can be taught through logic games, investigations, mysteries. They need to learn and form concepts before they can deal with details.
#t first, it may seem seem impossible impossible to teach teach to all learning learning styles. However However,, as we move into using a mix of media or multimedia, it becomes easier. #s we understand learning styles, it becomes apparent why multimedia appeals to learners and why a mix of media is more effective. &t satisfies the many types of learning preferences that one person may embody or that a class embodies. # review of the literature shows that a variety of decisions must be made when choosing media that is appropriate to learning style. Visuals ) *isual media help students ac'uire concrete concepts, such as ob+ect identification, spatial relationship, or motor skills where words alone are inefficient. Printed words) There is disagreement about audio6s superiority to print for affective ob+ectives7 several models do not recommend verbal sound if it is not part of the task to be learned. Sound ) # distinction is drawn between verbal sound and non$verbal sound such as music. ound media are necessary to present a stimulus for recall or sound recognition. #udio narration narration is is recommended recommended for for poor readers. readers. Motion) 4odels force decisions among still, limited movement, and full movement visuals. 4otion is used to depict human performance so that learners can copy the movement. everal models assert that motion may be unnecessary and provides decision aid 'uestions based upon ob+ectives. *isual 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 ) ecisions on color display are re'uired if an ob+ect6s color is relevant to what is being learned. Realia) 2ealia are tangible, real ob+ects which are not models and are useful to teach motor and cognitive skills involving unfamiliar ob+ects. 2ealia are appropriate for use with individuals or groups and may be situation based. 2ealia may be used to present information realistically but it may be e'ually important that the presentation corresponds with the way learner6s represent information internally. Instructional Setting ) esign should cover whether the materials are to be used in a home or instructional setting and consider the sie what is to be learned. 8rint instruction should be delivered in an individualied 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) 4ost models consider learner characteristics as media may be differentially effective for different learners. #lthough research has had limited success in identifying the media most suitable for types of learners several models are based on this method. Reading ability ) 8ictures facilitate learning for poor readers who benefit more from speaking than from writing because they understand spoken words7 self$directed good readers can control the pace7 and print allows easier review. Categories of Learning Outcomes ) 1ategories ranged from three to eleven and most include some or all of Gagne6s (!99 learning categories7 intellectual skills, verbal information, motor skills, attitudes, and cognitive strategies. everal models suggest a procedure which categories learning outcomes, plans instructional events to teach ob+ectives, 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) 4any models discuss eliciting performance where the student practices the task which sets the stage for reinforcement. everal models indicate that the elicited performance should be categoried by type7 overt, covert, motor, verbal, constructed, and select. 4edia should be selected which is best able to elicit these responses and the response fre'uency. 3ne model advocates a behavioral approach so that media is chosen to elicit responses for practice. To provide feedback about the student6s response, an interactive medium might be chosen, but any medium can provide feedback. :earner characteristics such as error proneness and anxiety should influence media selection.
Testing which traditionally is accomplished through print, may be handled by electronic media. 4edia are better able to assess learners6 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 http://www.tecweb.org/styles/gardner.html
Multiple Intelligences The theory of multiple intelligences was developed in !;- by r. Howard Gardner, professor of education at Harvard
Linguistic intelligence ("word smart"
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Logical-mathematical intelligence ("number/reasoning smart"
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Spatial intelligence ("picture smart"
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Bodily-Kinesthetic intelligence ("body smart"
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Musical intelligence ("music smart"
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Interpersonal intelligence ("people smart"
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Intrapersonal intelligence ("self smart"
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Naturalist intelligence ("nature smart"
r. Gardner says that our schools and culture focus most of their attention on linguistic and logical$ mathematical intelligence. %e esteem the highly articulate or logical people of our culture. However, r. Gardner says that we should also place e'ual attention on individuals who show gifts in the other intelligences) the artists, architects, musicians, naturalists, designers, dancers, therapists, entrepreneurs, and others who enrich the world in which we live. t receive much reinforcement for them in school. 4any of these kids, in fact, end up being labeled "learning disabled," "# (attention deficit disorder," or simply underachievers, when their uni'ue ways of thinking and learning aren>t addressed by a heavily linguistic or logical$mathematical classroom. The theory of multiple intelligences proposes a ma+or transformation in the way our schools are run. &t suggests that teachers be trained to present their lessons in a wide variety of ways using music, cooperative learning, art activities, role play, multimedia, field trips, inner reflection, and much more (see 4ultiple &ntelligences in the 1lassroom. The good news is that the theory of multiple intelligences has grabbed the attention of
many educators around the country, and hundreds of schools are currently using its philosophy to redesign the way it educates children. The bad news is that there are thousands of schools still out there that teach in the same old dull way, through dry lectures, and boring worksheets and textbooks. The challenge is to get this information out to many more teachers, school administrators, and others who work with children, so that each child has the opportunity to learn in ways harmonious with their uni'ue minds (see &n Their 3wn %ay. The theory of multiple intelligences also has strong implications for adult learning and development. 4any adults find themselves in +obs that d o not make optimal use of their most highly developed intelligences (for example, the highly bodily$kinesthetic individual who is stuck in a linguistic or logical desk$+ob when he or she would be much happier in a +ob where they could move around, such as a recreational leader, a forest ranger, or physical therapist. The theory of multiple intelligences gives adults a whole new way to look at their lives, examining potentials that they left behind in their childhood (such as a love for art or drama but now have the opportunity to develop through courses, hobbies, or other programs of self$ development (see 9 0inds of mart. How to Teach or Learn nything ! "i##erent $ays 3ne of the most remarkable features of the theory of multiple intelligences is how it provides eight different potential pathways to learning. &f a teacher is having difficulty reaching a student in the more traditional linguistic or logical ways of instruction, the theory of multiple intelligences suggests several other ways in which the material might be presented to facilitate effective learning. %hether you are a kindergarten teacher, a graduate school instructor, or an adult learner seeking better ways of pursuing self$study on any sub+ect of interest, the same basic guidelines apply. %hatever you are teaching or learning, see how you might connect it with •
words (linguistic intelligence
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numbers or logic (logical$mathematical intelligence
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pictures (spatial intelligence
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music (musical intelligence
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self$reflection (intrapersonal intelligence
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a physical experience (bodily$kinesthetic intelligence
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a social experience (interpersonal intelligence, and/or
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an experience in the natural world. (naturalist intelligence
?or example, if you>re teaching or learning about the law of supply and demand in economics, you might read about it (linguistic, study mathematical formulas that express it (logical$mathematical, examine a graphic chart that illustrates the principle (spatial, observe the law in the natural world (naturalist or in
the human world of commerce (interpersonal7 examine the law in terms of your own body @e.g. when you supply your body with lots of food, the hunger d emand goes down7 when there6s ve ry little supply, your stomach6s demand for food goes way up and you get hungryA (bodily$kinesthetic and intrapersonal7 and/or write a song (or find an existing song that demonstrates the law (perhaps ylan6s "Too 4uch of BothingC". Dou don>t have to teach or learn something in all eight ways, +ust see what the possibilities are, and then decide which particular pathways interest you the most, or seem to be the most effective teaching or learning tools. The theory of multiple intelligences is so intriguing because it expands our horion of available teaching/learning tools beyond the conventional linguistic and logical methods used in most schools (e.g. lecture, textbooks, writing assignments, formulas, etc.. To get started, put the topic of whatever you>re interested in teaching or learning about in the center of a blank sheet of paper, and draw eight straight lines or "spokes" radiating out from this topic. :abel each line with a different intelligence. Then start brainstorming ideas for teaching or learning that topic and write down ideas next to each intelligence (this is a spatial$linguistic approach of brainstorming7 you might want to do this in other ways as well, using a tape$recorder, having a group brainstorming session, etc.. Have funE %esources
http://www.thomasarmstrong.com/multiple_intelligences.php
Mul t i pl eI nt el l i genceT ypes There are various types of multiple intelligence. Level of intelligence differs from person to person. Everyone has an inherent talent that keeps on developing and improving through the process of learning. Let's find out more about multiple intelligence types.
Howard Gardner, a professor of cognition and education at the Harvard niversity, developed the theory of multiple intelligences !"#$ in %&(. The word 'intelligence' is coined from a Latin word intellegere, which means 'to understand'. #ntelligence is the ability to ac)uire and apply
knowledge. Let's discuss the multiple intelligence types of Gardner.
Theory of Multiple Intelligences
Traditionally, the concept 6intelligence6 is based on intelligence 'uotient (&= test. Though, &= is assumed to be a standard test, a set to assess intellect of a person in a particular sub+ect or task, it cannot refer to human intellect as the whole. ?or example, if a student scored less marks in math but he can draw nice paintings, how will you calculate his intellectC o you think his painting art is an outstanding and uni'ue skill that can be an intellectual activityC Fut, what about other talents and creative skills of an individualC Howard also came across the same 'uestions and thought out an ideology of assessment based on &=.
However, intelligent 'uotient test is reliable, but it restricts an individual from his uni'ue abilities to some extent. Howard worked on different parameters of intelligence and devised the theory of 64&6. His multiple intelligence theory was an invention in the study of human psychology. #ccording to Howard Gardner, intelligence is 6the capacity to solve problems or to fashion products which are valued in one or more cultural settings6. 8reviously, he categoried the 64&6 into seven types, i.e. linguistic, logical$mathematical, musical, bodily$kinesthetic, spatial$visual, interpersonal, and intrapersonal intelligence. 5arlier, he added two more type of intelligence, namely, naturalist and existential intelligences.
Nine Multiple Intelligence Types
Types of MI
Linguistic Intelligence
Characteristics
Ability to learn diferent languages, grammar, syntax and vocabulary.
Suitable Professions
ditor, writer, reporter, translator, salesperson, poet, linguistician, lawyer, novelist, secretary, spea!er and "ournalist
$omputer programmer, Logical/#athematic xperts in math, reasoning mathematician, accountant, al Intelligence and logic. ban!er, logician, lawyer and scientist &as the sensitivity to %patial Intelligence understand images and direction.
Advertiser, artist, pilot, sailor, geographer, tailor, engineer and builder
'ond o( music, sound, #usical Intelligence rhythm and can analy)e tones and pitch.
%inger, musician, composer and music teacher, piano tuner, violinist and choir or choral director
*ody+!inesthetic Intelligence
Activities related to control o( body movement.
$arpenter, actor, "uggler, magician, dancer and sportsmen
Interpersonal Intelligence
eligious and political leader, i(ted with leadership educators, salesperson, -ualities and organi)ing, as counselor, peacema!ers, well as understanding other administrator, anthropologist, people. psychologist, and mediator
Intrapersonal Intelligence
Analy)ing things, sel(+ $lergy, nurse, spiritual counselor, reection, setting goals and analy)er and philosopher motivations
0aturalist Intelligence
1nderstanding the natural world and has the ability to easily classi(y animal species.
xistential intelligence
2hin!s beyond li(e, death, and a(ter death, in other words, what lies beyond
*iologist, anthropologist, geologist, )oologist and environmental scientist, gatherer, (armer and bird watcher Astrologist and theologian
the sub"ective perspective.
The above*mentioned multiple intelligence types are categori+ed, according to the characteristics and professions of individuals. ne may be gifted with one or more types of intelligence.
http://www.bu))le.com/articles/multiple+intelligence+types.html
multiple intelligences theory
&oward ardner3s #ultiple Intelligence 2heory was 4rst published in &oward ardner3s boo!, 'rames 5( #ind 6789;, and -uic!ly became established as a classical model by which to understand and teach many aspects o( human intelligence, learning style, personality and behaviour + in education and industry. &oward ardner initially developed his ideas and theory on multiple intelligences as a contribution to psychology, however ardner3s theory was soon embraced by education, teaching and training communities, (or whom the appeal was immediate and irresistible + a sure sign that ardner had created a classic re(erence wor! and learning model. &oward ardner was born in %cranton, ewish immigrant parents, and entered &arvard in 78?7, where, a(ter ardner3s shi(t (rom history into social relations 6which included psychology, sociology, and anthropology; he met his early mentor ri! ri!son. Later ardner was also inuenced by psychologists >eane erome *runer, and philosopher 0elson oodman, with whom ardner co+(ounded 3
At the time I write/revise this summary 6CBBD+CB7C; &oward ardner is the 6>ohn & and lisabeth A; &obbs
howardgardner3s multiple intelligences theory
2his simple grid diagram illustrates &oward ardner3s model o( the seven #ultiple Intelligences at a glance. intelligence type Linguistic Logical-Mathematical Musical
Bodily-Kinesthetic Spatial-Visual Interpersonal Intrapersonal
'ree multiple intelligences tests based on &oward ardner3s seven+ intelligences model are available below in #%xcel sel(+calculating (ormat, manual versions in #%xcel and pd(, and manual test versions (or young people.
ardner said that multiple intelligences were not limited to the original seven, and he has since considered the existence and de4nitions o( other possible intelligences in his later wor!. Gespite this, ardner seems to have stopped short o( adding to the seven 6some might argue, with the exception o( 0aturalist Intelligence; with any clearly and (ully detailed additional intelligence de4nitions. 2his is not because there are no more intelligences + it is because o( the diHculty o( ade-uately and satis(actorily de4ning them, since the additional intelligences are rather more complex than those already evidenced and de4ned. 0ot 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 o( ardner3s model. As mentioned above, 0aturalist Intelligence seems most popularly considered worthy o( inclusion o( the potential additional 3ardner3 intelligences.
gardner3s suggested possible additional intelligences
intelligence type aturalist Spiritual!"#istential Moral
I( you thin! about the items above it3s easy to see why ardner and his (ollowers have (ound it -uite diHcult to augment the original seven intelligences. 2he original seven are relatively cut and driedE the seven intelligences are measurable, we !now what they are, what they mean, and we can evidence or illustrate them. &owever the potential additional human capabilities, perceptions and attunements, are highly sub"ective and complex, and arguably contain many overlapping aspects. Also, the (act that these additional intelligences could be deemed a measure o( good or bad poses extra -uestions as to their inclusion in what is otherwise a model which has hitherto made no such "udgement 6good or bad, that is + it3s a long sentence...;.
gardner3s multiple intelligences + detail
2he more detailed diagram below expands the detail (or the original seven intelligences shown above, and also suggests ideas (or 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 efectiveness. intelligence type
7
Linguistic
C
Logical-Mathematical
Musical
=
Bodily-Kinesthetic
D
Spatial-Visual
?
Interpersonal
Intrapersonal
$oles and intrapersonal intelligence: iven that a 3role3 tends to imply external style/s!ills, engagement, etc., the intrapersonal ability is less liable to de4ne or suggest a certain role or range o( roles than any o( the other characteristics. 2hat said, there is a clear correlation between intrapersonal ability/potential and introverted
non+"udgemental roles/wor!ing styles. Intrapersonal capability might also be seen as the opposite o( ego and sel(+pro"ection. %el(+ awareness is a prere-uisite (or sel(+discipline and sel(+improvement. Intrapersonal capacity enables an emotionally mature 63grown+ up3; response to external and internal stimuli. 2he intrapersonal characteristic might there(ore be (ound among 6but most de4nitely 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 mani(ests as adaptability, exibility, (acilitation, reection, and other 3grown+up3 behaviours. 2here are also associations between intrapersonal capacity andri!son3s 3generati%e3 perspective, and to an extent #aslow3s self-actuali&ation , that is to say: both o( these 3li(e+stages3 surely demand a reasonably strong level o( sel(+ awareness, without which adapting one3s personal li(e, outloo! and responses to one3s environment is not easy at all.
multiple intelligences tests
(ree #ultiple Intelligences test 6based on &oward ardner3s model; + in #%xcel self-calculating (ormat, and other versions: (ree #ultiple Intelligences test + manual test in #%xcel (ree #ultiple Intelligences test + manual test in pd( (ormat (ree #ultiple Intelligences test + manual test (or young people in #%xcel (ree #ultiple Intelligences test + manual test (or young people in pd( (ormat #ultiple Intelligences descriptions + pd( (ormat
6I( you are using a test to help people identi(y and develop uni-ue personal potential, especially (or young people, try using the test in con"unction with the 'antasticat idea, or similar ways to (ocus on individual potential, rather than the more narrow imposed measures (ound typically in young people3s education systems. #any young people 6and older people too..; mista!enly (orm a dim view o( their capabilities and potential according to typical academic measures in schools, which remain largely oriented towards university and higher education expectations. 2he spectrum o( human capability, and the potential to be valued and productive in li(e, are much broader than this, which are central aspects o( multiple intelligence theory. ncouraging people to thin! beyond traditional academic measures o( value and talent is a vital early step to enabling better sel(+ esteem and bigger personal belie(, con4dence and aspiration.;
is this test scienti'cally %alidated or normed()) 2his (ree #ultiple Intelligences testing instrument has not been scienti4cally validated or normed. I( your research or study re-uires the use o( a scienti4cally validated instrument then this instrument may not be suitable (or your wor!. &owever, where you have reason/exibility to "usti(y the use o( a (ree 3non+scienti4cally+validated3 instrument, the (ollowing details about this test 6and its various versions; might be o( help to you in deciding whether to use it: 2his instrument is a simple directly reective assessment tool which wor!s in a single dimension. 2hat is, the results are produced directly (rom the inputs 6the scored answers to the statement -uestions;. 2here are no complex computations or correlations or scaling. As such it less prone to distortion or con(usion than a more
complicated testing methodology might be, especially one involving convoluted (ormulae or scales on several dimensions. 2he instrument in its various versions has been downloaded and used tens o( thousands o( times by teachers, trainers, managers, academics, and researchers all around the world since CBBD, and 6to my !nowledge; has not generated any complaint or criticism about its reliability and suitability (or purpose. Additionally, this webpage (eaturing the instrument download lin!s has been highly ran!ed 6top 4ve or so in oogle3s listings (or !eywords such as 3multiple intelligence tests3; (or several years and remains so, with )ero advertising and promotion, which is perhaps a virtual validation o( sorts. 2hat said, I repeat, the instrument has not been scienti4cally validated, and where you are de4nitely re-uired to use an instrument that has been scienti4cally validated or normed, then this (ree tool is probably not the right one (or you.
gardner3s multiple intelligences + principles and interpretation
&oward ardner asserts certain principles relating to his multiple intelligence theory, which are explained and interpreted here, along with implications and examples: 2he multiple intelligences theory represented/represents a de4nition o( human nature, (rom a cognitive perspective, ie., how we perceiveE how we are aware o( things. 2his provides absolutely pivotal and inescapable indication as to people3s preferred learning styles, as well as their beha%ioural and *or+ing styles, and their natural strengths. 2he types o( intelligence that a person possesses 6ardner suggests most o( us are strong in three types; indicates not only a persons capabilities, but also the manner or method in which they pre(er to learn and develop their strengths + and also to develop their wea!nesses.
%o (or example: •
•
•
A person who is strong musically and wea! numerically will be more li!ely to develop numerical and logical s!ills through music, and not by being bombarded by numbers alone. A person who is wea! spatially and strong numerically, will be more li!ely to develop spatial ability i( it is explained and developed by using numbers and logic, and not by as!ing them to pac! a suitcase in (ront o( an audience. A person who is wea! bodily and physically and strong numerically might best be encouraged to increase their physical activity by encouraging them to learn about the mathematical and scienti4c relationships between exercise, diet and health, rather than (orcing them to box or play rugby.
2he pressure o( possible (ailure and being (orced to act and thin! unnaturally, have a signi4cant negative inuence on learning efectiveness. &appy relaxed people learn more readily than unhappy stress(ul people. A person3s strength is also a learning channel. A person3s wea!ness is not a great learning channel. %imple huh Fhen you add in what we !now about personal belie( and con4dence it all begins to ma!e even more sense. Gevelop people through their strengths and we not only stimulate their development + we also ma!e them happy 6because everyone en"oys wor!ing in their strength areas; + and we also grow their con4dence and li(t their belie( 6because they see they are doing well, and they get told they are doing well too;. Geveloping a person3s strengths will increase their response to the learning experience, which helps them to develop their wea!nesses as well as their strengths.
&aving illustrated that sensible use o( a person3s natural strengths and types o( intelligence is a good thing it3s important to point out that intelligence in itsel( is not a measure o( good or bad, nor o( happy or sad. 2he diferent intelligences + in ardner3s context 6and normally in most other interpretations and de4nitions o( the term; + are not a measure or reection o( emotion type. Intelligences are emotionally neutral. 0o type o( intelligence is in itsel( an expression o( happiness or sadnessE nor an expression o( (eeling good or good or bad. In the same way, the multiple intelligences are morally neutral too. 0o type o( intelligence is intrinsically right or wrong. In other words intelligences are amoral, that is, neither moral nor immoral + irrespective o( a person3s blend o( 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. 2he types o( intelligences that a person possesses are in themselves no indication or reection + whatsoever + o( whether the person is good or badE happy or sad, right or wrong.
*ut nobody3s good at them all. In li(e we need people who collectively are good at diferent things. A well+balanced world, and well+balanced organisations and teams, are necessarily comprised o( people who possess diferent mixtures o( intelligences. 2his gives the group a (uller collective capability than a group o( 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 3intelligent3 !ids are 3good3 and the 3unintelligent3 !ids are 3bad3. Forse still many children grow up being told that they are not intelligent and are there(ore not o( great worthE 6the Jyou3ll never amount to anythingJ syndrome is everywhere;. %chools aren3t the only organisations which, despite all that ardner has taught us, commonly still apply their own criteria 6(or example IK + 3Intelligence Kuotient3 + tests; to "udge 3intelligence3, and then label the candidate either worthy or not. Adult people in wor! in organisations and business are routinely "udged by inappropriate criteria, and then written of as being worthless by the employer. 2his type o( (aulty assessment is common during recruitment, ongoing management, and matters o( career development and per(ormance review. 2he (act is that we are all intelligent in diferent ways. 2he most brilliant scienti4c pro(essor may well have exceptional intelligence in a number o( areas 6probably Logical+#athematical, and one or two others; but will also be less able in other intelligences, and could well be inept in some. *y the same to!en a person who struggles with language and numbers might easily be an excellent sportsman, or musician, or artist. A hopeless academic, who is tone+dea( and can3t add up, could easily possess remar!able interpersonal s!ills.
#any very success(ul business+people were "udged to be (ailures at school. 2hey were o( course "udged according to a very narrow de4nition o( what constitutes intelligence. #any very success(ul and (ul4lled people in li(e were also "udged to be (ailures at school + brilliant scientists, leaders, writers, entertainers, sports+people, soldiers, humanitarians, healers, religious and political leaders + all sorts o( happy, (ul4lled remar!able people + they too were "udged according to a very narrow de4nition o( what constitutes intelligence. ach one o( us has a uni-ue and diferent mix o( intelligence types, and commonly the people with the least 3conventional3 intelligence 6as measured using old+(ashioned narrow criteria;, actually possess enormous talent + o(ten under+valued, un!nown and under+ developed. ardner, and others o( course, pointed out that managing people and organising a uni-ue mixture o( intelligence types is a hugely challenging afair. It starts however with the recognition that people have abilities and potential that extend (ar beyond traditional methods o( assessment, and actually (ar beyond ardner3s seven intelligences, which a(ter all are only a starting point. ardner was one o( the 4rst to teach us that we should not "udge and develop people 6especially children, young people, and people at the beginnings o( their careers; according to an arbitrary and narrow de4nition o( intelligence. Fe must instead rediscover and promote the vast range o( capabilities that have a value in li(e and organisations, and then set about valuing people (or who they are, what they can be, and helping them to grow and (ul4l their potential.
other intelligences and models
ardner said (rom the beginning that there could be additional intelligences worthy o( inclusion within the model, and I certainly agree. 0otably ardner discussed 0aturalist Intelligence 6perception o( and relationship with the natural environment;E %piritual or xistential Intelligence 6as would concern one3s relationship with the universe or od, depending on one3s personal philosophy;E and #oral Intelligence 6one3s relationship with other living things and their well+being;. 2hus the model is extendable to modern ideas beyond those listed in the seven basic intelligences. As already discussed, de4ning additional intelligences is not easy. *ut they do exist, and people do possess capabilities, potential and values (ar beyond the seven original 3multiple intelligences3. ardner !new + as we can now see + that his multiple intelligences theory le(t some room to grow, however, while so many are still stuc! on IK and the 32hree 3s3 6the hac!neyed 3eading Friting and Arithmetic3 + I as! you + how can so many buy into a (ramewor! that has so efortlessly assumed such a ridiculous description...;, the seven intelligences are a bloody good 4rst step towards valuing and developing people in a more compassionate and constructive way. I( 4rst we concentrate on encouraging schools and industry to thin! beyond IK and the bleeding three 3s + then perhaps soon we3ll be ready (or morality and spiritualism.
AM + visual, auditory, !inesthetic learning styles model
2he AM 6or AM or A$2; learning styles model and related AM/AM/A$2 tests 6and (or that matter the #ultiple Intelligences concepts; ofer reasonably simple and accessible methods to understand and explain people3s pre(erred ways to learn.
5ccasionally well+intentioned people will write that the use o( such models and tests can be problematical. 2his is true o( course o( any tool i( undue reliance is placed on the methodology, or i( the results o( tests are treated as absolute and exclusive o( other styles and considerations in the overall mix o( a person3s personality and needs. As with any methodology or tool, use AM and other learning styles concepts with care. 2he concepts are an aid, not a dogma to be (ollowed and applied rigidly. %ee the notes (or using Learning %tyles with young people on the Molb Learning %tyles page. In addition to the AM guide below, (urther AM detail and AM tests are available on the AM tests page. 2he explanation and understanding o( ardner3s %even Intelligences can be (urther illuminated and illustrated by loo!ing at another classical intelligence and learning styles model, !nown as the Visual-,uditory-Kinesthetic 6or Minaesthetic + either is correct; learning styles model or 3inventory3, usually abbreviated to AM. Alternatively the model is re(erred to as isual+Auditory+
Minesthetic learning styles model does not overlay ardner3s multiple intelligencesE rather the AM model provides a diferent perspective (or understanding and explaining a person3s pre(erred or dominant thin!ing and learning style, and strengths. ardner3s theory is one way o( loo!ing at thin!ing stylesE AM is another. learning style Visual ,uditory Kinesthetic
According to the AM model, most people possess a dominant or pre(erred learning style, however some people have a mixed and evenly balanced blend o( the three styles. A person3s learning style is a reection o( their mix o( intelligences. It is also a reection o( their brain type and dominance, (or which a wonder(ul perspective is provided by Matherine *en)iger3s brain dominance model. It is also help(ul to loo! at Molb3s learning styles model.
va! visual+auditory+!inesthetic learning styles
2he AM learning styles model provides a very easy and -uic! re(erence inventory by which to assess people3s pre(erred learning styles, and then most importantly, to design learning methods and e#periences that match peoples preferences :
Visual learning style involves the use o( seen or observed things, including pictures, diagrams, demonstrations, displays, handouts, 4lms, ip+chart, etc. ,uditory learning style involves the trans(er o( in(ormation through listening: to the spo!en word, o( sel( or others, o( sounds and noises. Kinesthetic learning involves physical experience + touching, (eeling, holding, doing, practical hands+on experiences.
2he word 3!inesthetic3 describes the sense o( using muscular movement + physical sense in other words. Minesthesia and !inesthesis are root words, derived (rom the ree! !ineo, meaning move, and aisthesis, meaning sensation. Minesthetic there(ore describes a learning style which involves the stimulation o( nerves in the body3s muscles, "oints and tendons. 2his relates to the collo-uial expression 3touchy+(eely3. It is easy to begin to assess your own or another person3s learning style within the isual+Auditory+Minesthetic model. va! visual+auditory+!inesthetic learning styles indicators and -uic! (ree test
&ere are some common indicators, which can be converted into a -uestionnaire very easily. As! the person to score each statement and then total each column to indicate learning style dominance. 2here are no right and wrong answers. %ee also the longer version (ree AM learning styles test.
operate new e-uipment
r
travel directions
l
coo! a new dish
(
teach someone something you3d say..
I
you3d say..
s
you3d say.. (aulty goods leisure buying gi(ts shopping
l
choose a holiday
r
choose a new car
r
Nou can use this grid as a simple learning style indicator -uestionnaire + (or example score each box out o( 4ve or ten and then put the total (or each column in the boxes below. 2he totals will indicate your relative learning style pre(erence and mix. 2here are no right or wrong answers. totals indicate pre(erred learning style6s; %ee also the longer version (ree AM learning styles test -uestionnaire, including assessment and scoring instructions.
var! and vact learning styles models
$onsistent with many other classical models and theories 6(or example 2uc!man3s 'orming 0orming etc., $onscious $ompetence learning stages model, and others;, certain people have chosen to augment the AM model. 2his has been done by the addition o( (or 3eading3. 5r by the addition o( 2 (or 32actile3. Accordingly you may see the AM model represented in this elongated AM or A$2 (orms. Nou might even see it expressed as AM2, combining the two variations. I leave it to you to decide whether it3s worth introducing these (ourth and/or 4(th elements to what is otherwise an ade-uate and nicely balanced model, in which the isual style arguably 6and many would suggest, certainly; covers a person3s pre(erence towards absorbing via the written or printed word, which is obviously a %isual sensory activity, and in which the Minesthethic style arguably encompasses a pre(erence (or tactile experiences 6touching and holding things;, because this is obviously a sensory activity related to muscular mo%ement and sensation 6see the de4nition o( Minesthetic above;. It3s up to you. As ever, use these models and theories in ways that suit your purposes. Apply your own "udgement and interpretation so that you get the best out o( them, and where possible even improve and adapt them (or your own situation. As the -uote says, JA dwar( standing on the shoulders o( a giant may see (arther than the giant himsel(J 6Gidacus %tella, circa AG?B;. Also relevant to the sub"ect o( intelligence, particularly the (act that 3intelligence3, however it is de4ned, is never as important as the way we use our brains, and ma!e the best o( ourselves:
J#any highly intelligent people are poor thin!ers. #any people o( average intelligence are s!illed thin!ers. 2he power o( a car is separate (rom the way a car is driven.J 6dward de *ono, b.78, *ritish psychologist, writer and expert on thin!ing.; http://www.businessballs.com/howardgardnermultipleintelligences.htm
The ine Types of Intelligence *y &oward ardner
.) aturalist Intelligence /0ature Smart12
Gesignates the human ability to discriminate among living things 6plants, animals; as well as sensitivity to other (eatures o( the natural world 6clouds, roc! con4gurations;. 2his ability was clearly o( value in our evolutionary past as hunters, gatherers, and (armersE it continues to be central in such roles as botanist or che(. It is also speculated that much o( our consumer society exploits the naturalist intelligences, which can be mobili)ed in the discrimination among cars, snea!ers, !inds o( ma!eup, and the li!e.
3) Musical Intelligence /0Musical Smart12
#usical intelligence is the capacity to discern pitch, rhythm, timbre, and tone. 2his intelligence enables us to recogni)e, create, reproduce, and reect on music, as demonstrated by composers, conductors, musicians, vocalist, and sensitive listeners. Interestingly, there is o(ten an afective connection between music and the emotionsE and mathematical and musical intelligences may share common thin!ing processes. Noung adults with this !ind o( intelligence are usually singing or drumming to themselves. 2hey are usually -uite aware o( sounds others may miss.
4) Logical-Mathematical Intelligence /umber!$easoning Smart2
Logical+mathematical intelligence is the ability to calculate, -uanti(y, consider propositions and hypotheses, and carry out complete mathematical operations. It enables us to perceive relationships and connections and to use abstract, symbolic thoughtE se-uential reasoning s!illsE and inductive and deductive thin!ing patterns. Logical intelligence is usually well developed in mathematicians, scientists, and detectives. Noung adults with lots o( logical intelligence are interested in patterns, categories, and relationships. 2hey are drawn to arithmetic problems, strategy games and experiments.
=. xistential Intelligence
%ensitivity and capacity to tac!le deep -uestions about human existence, such as the meaning o( li(e, why do we die, and how did we get here.
5) Interpersonal Intelligence /People Smart12
Interpersonal intelligence is the ability to understand and interact efectively with others. It involves efective verbal and nonverbal communication, the ability to note distinctions among others, sensitivity to the moods and temperaments o( others, and the ability to entertain multiple perspectives. 2eachers, social wor!ers, actors, and politicians all exhibit interpersonal intelligence. Noung adults with this !ind o( intelligence are leaders among their peers, are good at communicating, and seem to understand othersO (eelings and motives.
6) Bodily-Kinesthetic Intelligence /0Body Smart12
*odily !inesthetic intelligence is the capacity to manipulate ob"ects and use a variety o( physical s!ills. 2his intelligence also involves a sense o( timing and the per(ection o( s!ills through mindPbody union. Athletes, dancers, surgeons, and cra(tspeople exhibit well+developed bodily !inesthetic intelligence.
7) Linguistic Intelligence /8ord Smart2
Linguistic intelligence is the ability to thin! in words and to use language to express and appreciate complex meanings. Linguistic intelligence allows us to understand the order and meaning o( words and to apply meta+linguistic s!ills to reect on our use o( language. Linguistic intelligence is the most widely shared human competence and is evident in poets, novelists, "ournalists, and efective public spea!ers. Noung adults with this !ind o( intelligence en"oy writing, reading, telling stories or doing crossword pu))les.
9) Intra-personal Intelligence /Self Smart12
Intra+personal intelligence is the capacity to understand onesel( and oneOs thoughts and (eelings, and to use such !nowledge in planning and directioning oneOs li(e. Intra+personal intelligence involves not only an appreciation o( the sel(, but also o( the human condition. It is evident in psychologist, spiritual leaders, and philosophers. 2hese young adults may be shy. 2hey are very aware o( their own (eelings and are sel(+motivated.
:) Spatial Intelligence /0Picture Smart12
%patial intelligence is the ability to thin! in three dimensions. $ore capacities include mental imagery, spatial reasoning, image manipulation, graphic and artistic s!ills, and an active imagination. %ailors, pilots, sculptors, painters, and architects all exhibit spatial intelligence. Noung adults with this !ind o( intelligence may be (ascinated with ma)es or "igsaw pu))les, or spend (ree time drawing or daydreaming.
From: Overview of the Multiple Intelli gences Theory. Association for Supervision and Curriculum evelopment and Thomas Armstrong.com
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Your top three intelligences: Intelligence
Score (5.0 is highest)
4.43
Description
Logic/math:-ou enoy e/ploring how things are related, and you like to understand how things work. -ou like mathematical concepts, pu++les and manipulative games. -ou are good at critical thinking. Here are ways to work with this intelligence in your lessons0 •
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1rrange cartoons and other pictures in a logical se)uence. 2ort, categori+e, and characteri+e word lists. 3hile reading a story, stop before you've finished and predict what will happen ne/t. E/plore the origins of words. 4lay games that re)uire critical thinking. 5or e/ample, pick the one word that doesn't fit0 chair, table, paper clip, sofa. E/plain why it doesn't fit. 3ork with scrambled sentences. Talk about what happens when
the order is changed. •
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1fter finishing a story, mind map some of the main ideas and details. 3rite the directions for completing a simple ob like starting a car or tying a shoe. "ake outlines of what you are going to write or of the material you've already read. Look for patterns in words. 3hat's the relationship between heal, health, and healthier6 Look at advertisements critically. 3hat are they using to get you to buy their product6
Spatial: -ou remember things visually, including e/act si+es and shapes of obects. -ou like posters, charts, and graphics. -ou like any kind of visual clues. -ou enoy drawing. Effective techni)ues of enhancing your learning using your spatial intelligence include creating and7or using pictures, maps, diagrams, and graphs as you learn things. ther suggestions0 •
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3rite a language e/perience story and then illustrate it. 8olor code words so each syllable is a different color. 3rite a word on the blackboard with a wet finger. 9isuali+e the word as it disappears. 2ee if you can spell it afterwards. Take a survey. 4ut the information in a chart. 3rite words vertically. 8ut out words from a maga+ine and use them in a letter.
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9isuali+e spelling words.
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se colorful newspapers
likeUSAToday . •
3.8
se crossword pu++les.
Self: -ou have a very good sense of self. -ou like to spend time by yourself and think things over. -ou will often take in information from another person, mull it over by yourself, and come back to that person later to discuss it. -ou like working on proects on your own. -ou often prefer to learn by trial and error. Effective techni)ues to enhance your learning include keeping a ournal and giving yourself time to reflect on new ideas and information. "ore ideas0 •
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Go on :guided i magery: tours. 2et aside time to reflect on new ideas and information.
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Encourage ournal writing.
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3ork on the computer.
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4ractice breathing for rela/ation.
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se brainstorming methods before reading. Listen to and read :how to: tapes and books. ;ead cookbooks.
The scores for your other fi!e intelligences:
3.29
3
3
2.7
2.7
"ision
>e La 2alle niversity*>asmari?as is a 5ilipino 8atholic niversity established and managed by the >e La 2alle @rothers and their lay partners in the historic province of 8avite in response to the needs of the 8hurch and the Aation for human and 8hristian education, particularly the youth at risk. Guided by the Lasallian values of 5aith, Beal and 8ommunion, the niversity participates meaningfully in the process of social transformation by forming God*centered, people*oriented, and patriotic persons who serve as responsible and professionally competent stewards of God's creation. Mission
To reali+e this vision, the niversity shall strive to become a leading institution nationally and globally in the integral formation of the youth by offering relevant, responsive, and community* oriented academic programs, research and e/tension services, and promoting a keen sense of history, arts and culture. 5ollowing the footsteps of 2aint e La 2alle, the niversity shall continue transforming itself into a caring community guided by Gospel values, with a fervent spirit of service, love for learning and e/cellence through a holistic formation of its members.
3ur *ision 1hildren need vocal advocates. %e advocate for a br ighter future for all children7 one in which each child is given the opportunity to reach his or her full potential. %hen 1hildren6s 4emorial was founded in ;;, most children died from infectious diseases. Today, the leading causes of emergency care, hospitaliation and death of children, such as car crashes, sports in+uries, homicide, asthma and suicide are related to behavioral, environmental and social risk factors. &n addition, children with chronic illnesses that once died in early childhood are now surviving into adulthood.
3ur 3ffice of 1hild #dvocacy is organied around a public health model that emphasies prevention, health promotion and the creation of safe, structured environments for children.
3ur 4ission %e pursue social and health care policies and programs that keep children healthy, reduce the need for hospitaliation and support their social development in at city, state and national levels. #s advocates, we collaborate with community leaders, organiations and legislators to effectively bring public attention and response to children6s health issues. %e select issues that significantly affect the well$being of children. &n advocating for children, the hospital provides scientific and clinical expertise, fills leadership voids, +oins coalitions, and works to improve outcomes for all children and their families.
%e pursue programs and pro+ects that support education among the children all over the 8rovince of 1avite. Through our programs and pro+ects, we can help in reducing the number of out of school youth all over the said province and therefore, increasing the number of educated chil dren
The Bational 1ancer &nstitute>s (B1& 3ffice of #dvocacy 2elations is the B1&>s primary point of contact for the cancer advocacy community. 3#2 oversees the involvement of advocates in research in order to enhance the scientific process and improve patient outcomes by providing diverse perspectives. The B1& 3ffice of #dvocacy 2elations) .
erves as the &nstitute6s expert and central resource for advocacy matters.
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?acilitates dynamic relationships and collaborations to promote mutual goals.
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isseminates information and fosters understanding of key cancer issues and priorities.
Values Statement B1& understands that the ultimate consumers of cancer research are patients, their families and friends, and the many others affected by the disease. B1& believes that consumers of cancer research should be involved in B1&>s programs and activities because their diverse perspectives enhance research and will ultimately improve outcomes. B1& believes that relationships with cancer consumers should be inclusive, transparent, accountable and dynamic.