Multiple Intelligences Theory to Learning Process

Everyone learns differently. Some people are good in reading while others are good in math. This essay will briefly explore the potential by applying Howard Gardner’s theory which is Multiple Intelligences. Through the analysis of two separate surveys, the first of which is based on Howard Gardner's theory of Multiple Intelligences and the second being a learning style survey, it will be determined that one of the most essential, key elements to becoming an effective learner are the awareness of one's own learning processes. In addition, these will be revealed how the integration of these results will enable the teacher to be more aware of their own learning processes and implement strategies that will assist the teacher to become a more proficient and effective learner.

Intelligence was initially perceived by the early studies of behaviorists’ as being a single entity which was inherited, and additionally, that the human mind began as a blank slate (Smith, 2002). Howard Gardner challenged that the traditional intelligence rejects claims that intelligence is resulted from any single factor and could simply be measured by a number. Further, Gardner maintained that intelligence comprised of multiple, separate intelligences, each of which are quite different from the other. These different intelligences are specialized for building knowledge and solving problems in the different cognitive areas of which they relate to. The seven multiple intelligences that were introduced by Gardner can be indentified and defined as Linguistic Intelligence, Logical-Mathematical Intelligence, Spatial Intelligence, Musical Intelligence, Bodily-Kinesthetic Intelligence, Intrapersonal Intelligence and Intrapersonal Intelligence. Howard Gardner argued that every individual is born with all these seven intelligences which develop through different cultural experiences and influences and through life's learning processes. Although the areas of intelligence are quite distinct and separate from each other, the intelligences are seldom operated separately. It can also be shown that every individual has strengths and weaknesses. However, intelligences can be taught are continually changing throughout life.

Multiple Intelligences is a term coined by Professor Howard Gardner based on his research in the 1980's, to explain how human beings learn. In Gardner's view, we don't possess a fixed mental capacity, known as intelligence, but rather make use of different kinds of intelligent thinking to solve problems or create products that have value in different contexts and cultural settings. According to Gardner, intelligences can be weakened if they are ignored; leading to learning that is less effective than it might be. The different types of intelligence suggested by multiple intelligence theory, Gardner originally proposed seven different types of intelligence and he has also added two more further intelligences which are naturalist intelligence and existential intelligence. Naturalist Intelligence is involves having an affinity with the natural world that enables people to recognize and develop a detailed understanding of animals, plants, and other natural phenomena. Existential Intelligence is the ability and sensitivity to explore deep questions about human existence, and the meaning of life: it's worth pointing out that the ‘jury is still out’ about this type of intelligence and is at the moment on a less secure footing than the other intelligences, especially the original seven. Gardner's theory proposes that all human beings possess all nine intelligences but the amounts of each intelligence or capacity may vary from one individual to another. It's important to point out that as with all theories, some experts are critical of both learning styles and multiple intelligences. Nevertheless, both learning styles and multiple intelligences have a lot of support in the field of education. In my view, both are aspects of a wider framework for learning, and, as educators, we owe it to our students to understand as many aspects of this framework as possible so we can offer our learners the very best learning experiences we can.

According to Gardner, each person possesses all seven intelligences to varying degrees. This does not mean that we may be highly developed in all seven areas. It is particularly important to remember this in relation to second language learners. The students, like most people, may be highly developed in one or two intelligences, moderately developed in one or two, and underdeveloped in the rest. Each intelligence functions in ways unique to each person; no one is the same as anyone else. Gardner suggests that everyone has the capacity to develop all seven intelligences to a reasonably high level. This is encouraging for language educators. Success in helping our second language learners develop their intelligences is a combination of the right environmental influences and quality instruction. Both of these are factors we can help control. Intelligences work together in complex ways. Because no intelligence exists by itself, language learning activities may be successful because they actively encourage the use of several intelligences. Most language teachers and learners feel that learning takes place when these activities are used. Perhaps one reason they are so popular is that several intelligences are needed to carry out each activity.

Supporting students both behaviorally and academically begins with meeting their needs. By developing lessons that draw on a variety of different intelligences, teachers can hope to better meet the needs of many more students than through one method alone. Think of this: If the teacher were asked to do a task that was interesting and that the teacher had confidence to complete successfully, how might the teacher approach it? What kind of attitude of the teacher expect to the task? The teacher would probably feel pretty good about getting started and the teacher most likely would be able to work until completion without incident. Now, think of being asked to do a task that the teacher had little hope of completing, given their skills and talents. Would the teacher approach it with the same enthusiasm? Would the teacher be able to stick with the task without distraction? Most people would answer these questions, “probably not.” Think about how many students are faced with the second scenario on a daily basis. It must be very frustrating and is likely the cause of many of the behavior problems we see in schools. Of course, it is unrealistic to think that every teacher can individualize every lesson for every student. In a typical class, there will be several students who demonstrate strengths in each of the areas of intelligence, so allowing students to work in cooperative learning groups, either mixing different intelligence types or clustering them, depending on the assignments, may be a successful strategy for teachers. Another option might be to offer two to five choices of activities students can do to demonstrate their mastery of the content. This would allow teachers less time for preparation and grading assignments, but would still allow students to tackle their work using their natural skills. Finally, teachers can develop lessons that incorporate several different strategies, allowing students to gain some comfort with the work at different stages of the class activity. Most people have strengths in several different areas of intelligence, so they will be able to feel successful using a variety of strategies. While thinking about differentiating lessons in these ways may feel like additional work for teachers, the alternative may cause more work over time. By allowing students to successfully show what they know, teachers can avoid classroom disruption and minimize re-teaching, creating a more productive classroom environment for all.

Multiple intelligences bring several benefits in learning process. The first benefit is by using multiple intelligences students and teachers come to accept a broader view of intellectual ability. Many students are labeled as underachievers because they can't easily access the verbal/linguistic know-how needed to do well in traditional academic tests. Research studies show, however, that these students often demonstrate a deep understanding of relevant concepts when they are engaged by classroom activities that include artistic, dramatic, musical or athletic elements. The second benefit is by using multiple intelligences teachers can give students opportunities for authentic learning that addresses the students' actual needs. In this sense the classroom can replicate the 'real world'. In our modern world the graphic designer is just as valid as the accountant, who in turn is as valid as the computer programmer. In this context students will more easily become engaged in learning. The third benefit is by using multiple intelligences we can use a wider range of assessment contexts. It's no longer necessary just to assess student learning by pen and paper tests and multiple choice questions. Using learning styles and multiple intelligences encourages students to show what they know, so they give presentations in class, and to parents and other audiences, they produce portfolios of work that they can explain to a panel of judges, they make artifacts and so on. The last benefits is by using multiple intelligences we can bring students of different strengths and preferences together, giving them all the chance to share their expertise, and to develop their 'weaker' intelligences by learning alongside fellow students who are 'stronger' in these areas. Learning in this way can do wonders for students' self-esteem, as they see themselves valued by their peers.

Based on the explanation above, we can conclude that multiple intelligences theory can be apply in learning process. Actually, multiple intelligences have many positive effects to learning process. Multiple intelligences have benefit to learning process and can support students’ ability. In my conclusion, people in the world have many different ways of learning. It depends if they are a slow learner or a fast learner. I think it is based on how you were taught in the previous years because if you were taught slowly then you might adapt that technique of learning slow. If you learn fast then you might adapt that technique of learning fast. It also depends if you are a visual learner or if you need words to learn.

Umi Nadhirotun N