In 1983, Howard Gardner proposed that the definition of intelligence and its measure in the classroom was too narrow. He proposed that at least seven basic intelligences exist and that individuals possess all seven intelligences but at differing levels. Most people are between these two extremes, with some intelligences that are more highly developed then others.
Teaching using the multiple intelligences differs greatly from traditional teaching where a teacher lectures, writes on the blackboard, and asks students about assigned work. In a multiple intelligence classroom, the teacher creatively incorporates all the intelligences into the lesson by using hands-on experiences, playing music, group work, experiments, art work, and also traditional lecturing.
At Briathar we explore your kind of intelligence to see how you can learn better the English langugae and we design a program just for you, where the skills you need will be developped with the skills you are good at. For example, if you are a highly analytical student we will teach you through schemes and structures so you get the main idea without fuss; if, on the other hand you are highly interpersonal we will practice language through dialogues, songs and games.
The following are the seven intelligences and a description of each.
Linguistic
This is the capacity to use words effectively both orally or in writing. This intelligence includes the ability to change the meaning, sound, or structure of language. Teaching activities for linguistic intelligences include lectures, discussions, word games, storytelling, etc.
Logical-mathematical
This is the ability to use numbers effectively and to reason well. Individuals with this intelligence tend to form logical relationships, patterns, and propositions (if-then, cause-effect). Methods for teaching logical-mathematical are brain teasers, science experiments, number games, critical thinking, etc.
Spatial
This is the ability to perceive the visual-spatial world accurately or to change perceptions visually (e.g. an interior decorator or artist). This intelligence involves a sensitivity to colors, line, shape, form, and space. For spatial intelligences, teaching activities include visual presentations, art activities, metaphor, imagination games, etc.
Bodily-kinesthetic
Individuals who possess this intelligence, use their whole body to express ideas and feelings or use their hands to produce or create things. This intelligence requires physical skills such as coordination, balance, dexterity, strength, and speed. Teaching activities for this intelligence are hands-on learning, drama, dance, tactile activities, relaxation exercise, etc.
Musical
This involves the capacity to perceive, discriminate, create, and express musical forms. Individuals have a sensitivity to rhythm, pitch, and tone of music. Musical intelligences can be taught through superlearning, rapping, and songs that teach.
Interpersonal
This is the ability to perceive the moods, intentions, motivations, and feelings of other people. This can include the sensitivity to facial expressions, voice, and gestures. Interpersonal can be taught through activities, peer tutoring, social gatherings, etc.
Intrapersonal
The final intelligence is based on self-knowledge and the ability to act adaptively on the basis of that knowledge. The characteristics of this intelligence include having an accurate picture of one’s self, awareness of inner moods, intentions, motivations, and the ability to self-discipline, self-understanding, and self-esteem. Intrapersonal intelligence is demonstrated by way of individualized instruction, independent study, self-esteem building, etc.
Armstrong, T. 2000. Multiple Intelligences in the Classroom 2nd Ed.
Association for Supervision & Curriculum Development, US.
