Multiple Intelligences — as a Learning Style
Please note that Multiple Intelligences is not a learning style. It is a cognitive model which has been used as a learning style approach in many classrooms. This being said, it can be a valuable tool aiding in the development of the Personalized Learning Plan.
Gardner (2006) investigated the cognitive differences within intelligence which makes each individual unique. He proposed that there was more than simply an intelligence but a variety of intelligences. Eight intelligences were identified in his earlier works including verbal/linguistic, logical/mathematical, visual/spacial, bodily/kinesthetic, musical/rhythmic, interpersonal, intrapersonal and naturalistic (Ornstein & Hunkins, 2009).
Based on Gardner’s work of multiple intelligences, cognitive theorists investigated the probability that people had different “ways of thinking and learning methods” (Ornstein & Hunkins, 2009, p. 127). These varied approaches are called learning styles. Preferred learning styles connected with multiple intelligences assist the individual in how they learn. They alter experiences, identify the method with which information is retrieved and even can change chosen words. They also change the way students internally represent experiences, the way information is recalled, and even the words chosen.
Within multiple intelligences, learning styles are supported as instructors are encouraged to approach teaching from a variety of means. Teachers should use multiple methods of instruction which will target the individual learning styles of each student. Baron (2010) suggests several methods to move teaching from reception to participation.
The linguistic or verbal learner is a learner who best focuses their learning experiences through reading, writing or even speaking. This learner is exceptional adept at using language. They are capable of quickly memorizing dates, places and trivia through saying, hearing and even seeing the written words while the logical and mathematical learner works best through numbers and enjoys the challenge of classifying, organizing and working with relationships as well as abstract patterns. This type of learner particularly enjoys problem solving. Spatial learners also prefer problem solving but instead of using logic, like the mathematical learner, they use the visualizing, mapping and working with pictures.
Bodily/kinesthetic and musical learners share some of the same qualities such as movement and rhythm. They differ, however, in that the kinesthetic learners consistently move and tinker with items. They will touch, move and experiment within space. They process information through their bodily sensations.
Interpersonal and intrapersonal learners are precise opposites. An interpersonal learner is extroverted with many friends and people with which they communicate. They will use others to help them to sort through information. They will learn best in group settings where they can share and compare. They also describe themselves as pulling their personal energy from association with others. This is in direct opposition to the intrapersonal learner who will work alone. They will prefer to work individualized projects and enjoy self-paced instructional methodologies, deriving their energy from solitary activities.
The last of the original eight intelligences is the naturalistic learner relates to the awareness and observation of the world around them especially within nature. These learners prefer to be out of doors as they orient themselves to the world surrounding them. They are particularly proficient at classifying, ordering and identifying artifacts in the natural world.
