Teaching and Learning Handbook (A Best Practice Guide)
The Multiple Intelligences Model
The multiple intelligences model was developed by Howard Gardner in 1983 and is not strictly about learning styles, but intelligence and behaviour. Nevertheless it is a useful indicator of the differences that exist in the students we teach. The model takes the view that there are eight 'intelligences' and each person has developed all of them to a certain extent with a preference for one of two.
|
Intelligence
|
Characteristics
|
Teaching Activities |
|
Interpersonal |
Get on well with people Team players Good listeners |
Group work Discussions Peer teaching |
|
Intrapersonal
|
Self-motivated /Goal orientated Reliable Work well on their own |
Individual research Personal response Project-based work |
|
Linguistic |
Like talking Play with language / Persuasive Good mimics |
Word games or puzzles Written tasks Presentations |
|
Mathematical/Logical |
Like solving problems Like order and sequence Numerate |
Problem solving tasks Classification tasks Number problems |
|
Musical |
Love music See patterns in sounds Sensitive to mood changes |
Developing raps, rhymes or songs Use background music Developing patterns |
|
Visual/Spatial |
See in 3-D Good with charts and diagrams Worry about their appearance |
Make posters / leaflets Use colour Mind-mapping
|
|
Kinaesthetic
|
Like to be active Good coordination and balance Aware of feelings |
Role play Experiments Field trips / Visits
|
|
Naturalist
|
Like to be outside Concerned about their environment Fair-minded |
Field trips / Visits 'Conflict resolution' scenarios Read or work outside |
One of the benefits of this model is the level of detail which allows us to combine a wide range of activities. The naturalistic intelligence is often seen as a contributory factor to some students' restless or disruptive behaviour in class. Although it might not be practical to go outside frequently, it is possible to bring images of nature into the classroom or open a window from time to time.