Theory of Multiple Intelligences and Learning Styles

Howard Gardner is the creator of the theory of multiple intelligence, which he first published in his book Frames of Mind: The Theory of Multiple Intelligence in 1983. It has undergone numerous modifications as a result of the study. The capacity to solve problems for people or start worthwhile projects is considered to be a sign of intelligence. Standardized tests can validate this type of talent, which is thought to be innate and limited to what a person is born with. (Strauss). Through research based on anthropology, sociology, and cognitive and developmental psychology, Gardner's theory challenges this perspective. This essay focuses on the analysis of Multiple Intelligence and the discussion of the concept of Learning Styles.

To Gardner, all human beings have eight intelligences: Linguistic, Logical-Mathematical, Spatial, Bodily-kinesthetic, Musical, Interpersonal, Intrapersonal, and Naturalist, with a ninth one, “Existential Intelligence,” which deals with “posing and pondering” questions on existence like life and death that is yet to be fully accepted. The only difference among the individuals is the strength in various intelligence areas as it is not the same, just like different looks and personalities. He, therefore, critiques the current educational set-up that dwells on developing linguistic and mathematical intelligence at the expense of the other intelligences. As researchers gain more information about the mind and how it learns, the scientist feels that educators need to help students develop strengths, apply them to a greater range of problems, and, ultimately, showcase their achievements (Strauss). In this manner, children will gradually improve.

Linguistic intelligence refers to the capacity to utilize language in expressing oneself and understanding the others. Logical-Mathematical ability concerns the understanding of the underlying principles of some causal system in the manner scientists and logicians do as well as manipulating numbers, quantities, and operations like a mathematician. Spatial intelligence refers to the ability to internally represent the spatial world like a sailor or an airplane pilot navigates. With such skills, one can easily fit in the fields of art, architecture, anatomy, topology, or geography. Bodily-Kinesthetic intelligence can be observed mainly in athletics and performing arts like dance or acting where individuals use the entire body or parts of it to deliver a specific message to the audience. Musical intelligence is the ability to think musically, hear patterns, recognize, remember, and manipulate them. Interpersonal intelligence is the understanding of other people and the ability to sympathize them, especially if one deals with them in the role of a teacher, clinician, or politician, among others. Intrapersonal intelligence is own understanding and deals with the appreciation of one’s self. It concerns the issues of who one is, one’s abilities, ambitions, reactions, what one would want to avoid, and towards what goals one would gravitate. Lastly, the human ability to live in peace with the living creatures, such as plants and animals, and express sensitivity to other natural features, like clouds and rocks, is called Naturalist intelligence. Hunters, gatherers, farmers, botanists, and chefs are the professionals who display an acute awareness and application of this intelligence (Giles et al.). These critical skills and abilities of an individual form the core of the Multiple Intelligence theory.

Learning Styles and Relation to MI

The concept of learning styles holds that “Different students have different modes of learning, and their learning could be improved by matching one’s teaching with that preferred learning mode” (Riener and Willingham). It equates learning style with preferred body sense through which one receives information, for example, visual, auditory, and kinesthetic, among others.

The claim that “Learners are different from each other, these differences affect their performance, and teachers should take these differences into account,” is a central claim in the learning-styles theory (Riener and Willingham). This theoretical idea has gained support both from educators and cognitive scientists. An example would be where twins would eventually be better in different things despite the same background or upbringing. This fact can be assigned to genetic difference among the individuals. Similarly, interest in something would make show higher levels of engagement and learn the subject faster. Background knowledge is another critical aspect. For instance, learning basic mathematical facts is important for acquisition of more advanced mathematical skills. Lastly, specific learning disabilities, such as dyslexia and autism, would also demand the application of different strategies. Therefore, the understanding of such differences and applying that understanding in the classroom can improve educational outcomes.

Another important claim posits that “learners have preferences about how to learn that are independent of both ability and content and have meaningful implications for their learning” (Riener and Willingham). It is true that the learners often have specific preferences. Some may want to study visually while others would better perceive auditory information. A learning mode, however, satisfies tasks for which one has high ability and feels successful. Learning preferences may exist independent of the ability, but stating that they are independent of content is harder to prove. Children may show interest in different things, and changing the way of presenting the information to match the learning style appears to be helpful in learning, though research still needs to prove this.

The last claim contends that “Learning could be improved by matching the mode of instruction to the preferred learning style of the student” (Riener and Willingham). Accordingly, an educator can improve learner’s performance by matching instruction to one of the preferred sensory styles. As such, a visual learner should learn better through visual presentation, the auditory learners should acquire information by listening, and so on. However, each claim still needs to be backed with evidence. Research that was previously done to test this and similar hypotheses, however, has not found supporting evidence to prove the mentioned claims.

Learning styles and Multiple Intelligence, therefore, differ in more ways than they agree. Students with similar intelligence in the Multiple Intelligence can have different learning styles based on individual biological makeup and individual conditioning. Nevertheless, while those differences may impose a large impact, it is crucial to understand the connection between the discussed concepts.

Differentiating Instruction

In my understanding, differentiated instruction is a teaching approach in which educators plan various activities for different students so that each student can achieve their maximum potential. As such, each student will receive dedicated time, resources, and effort to effectively comprehend the delivered materials. It helps to cater for differences that include backgrounds, readiness, skill levels, and interests.

Personal Takeaway

The conclusion I made from this study is that an educator must familiarize oneself with both concepts to succeed. Additionally, one should assess student learning styles to help them develop different intelligence factors in a manner supportive of individual styles. When it comes to planning, instruction, and interaction, it is prudent for one to organize their plans to cater for these differences without disrupting the entire learning process. If this goal is achieved, teaching will be both useful and effective in terms of achieving objectives. Additionally, learners who have faced difficulties in the past will have an easier time gaining necessary knowledge and enjoy the learning process.

Works Cited

Giles, Emily et al. "Multiple Intelligences And Learning Styles - Emerging Perspectives On Learning, Teaching And Technology." Epltt.Coe.Uga.Edu, 2003, http://epltt.coe.uga.edu/index.php?title=Multiple_Intelligences_and_Learning_Styles#What_is_Multiple_Intelligences_Theory.3F.

Riener, Cedar R, and Daniel Willingham. "The Myth Of Learning Styles." Change The Magazine Of Higher Learning, vol 42, no. 5, 2010, pp. 3-6. Taylor And Francis Ltd, doi:10.1080/00091383.2010.503139.

Strauss, Valerie. "Howard Gardner: ‘Multiple Intelligences’ Are Not ‘Learning Styles’." Washington Post, 2013, https://www.washingtonpost.com/news/answer-sheet/wp/2013/10/16/howard-gardner-multiple-intelligences-are-not-learning-styles/?utm_term=.82818544c821.