Multiple Intelligence (Habara, 2003, 297-301)

Key points in Multiple Intelligence theory are (Armstrong, 1994: 11-15):

1. Each person possesses all the seven intelligences

• Linguistic Intelligence
• Logical-Mathematical Intelligence
• Spatial Intelligence
• Bodily-Kinesthetic Intelligence
• Musical Intelligence
• Interpersonal Intelligence
• Intrapersonal Intelligence

2. Virtually everyone has the capacity to develop all seven intelligences to a reasonably high level of performance. Although an individual may consider his deficiencies in a given area intractable.

3. Intelligences usually work together in complex ways. Each intelligence as described bellow is actually a “fiction”. Intelligences are always interacting with each other.

4. There are many ways to be intelligent within each category. A person may not be able to read, yet be highly linguistic because he can tell stories orally. Similarly, a person may not dance, yet possess superior bodily-kinesthetic intelligence when he cleans or builds things.

5. Gardner points out the number seven is just tentative; after further investigation, some intelligences on his list may not meet certain of the eight criteria. Amstrong points others categories of intelligence

· Spirituality

· Moral sensibility

· Sexuality

· Humour

· Intuition

· Creativity

· Cooking ability

· Olfactory perception

Recently, Karl Albrecht (2006 and 2007) wrote books named Social Intelligence and Practical Intelligence, pointing senses of the intelligence related to the use of what we call common sense.

MI theory is a cognitive model that seeks to describe how individuals use their intelligences to solve problems. There are other theories that deal with the notion of intelligence. There are some who tie to the senses, others are personality theories based on Carl Jung or Gurdieff (eneagrams) and related to popular traditions like numerology and astrology. (Habara, 2003, 18-21)

Many people look at the 7 Gardner categories of intelligence and wonder why he insists in calling musical, spatial or bodily-kinesthetic intelligences, and not talent or aptitudes . He is deliberately provocative. We tend to put in on a pedestal only one variety of “talent” and call it “intelligence” (Amstrong, 1994:4). In the "Question of the Truth" exhibition in the Ontario Science Centre (Toronto/Canada), the visitor can see the South Sea Islands example which shows that this classification is culture framed. In those islands, the spatial intelligence is highly prized because of its use in navigating the seas. The ability to recognize the constellations, figures on the horizon and different texture on the surface of the water have great value in this culture. They train their children from a very early age to do it.

In Nigeria, the Anang children are expected to learn hundreds of dances and songs by the time they are five years old. In Hungary, children are expected to learn to read musical notation. There are also cultures that place a greater emphasis upon connectedness between peoples (interpersonal intelligence) than upon the individual going his own way (intrapersonal intelligence). (Armstrong,1994: 162)

In second chapter, Armstrong says that before applying any model of learning in a classroom environment, we should first apply it to ourselves as educators. In his Figure 2.1 he does an MI Inventory for Adults, listing the kind of things we say if we are in each one of the intelligence categories. Perhaps you avoid drawing pictures on the blackboard because your spatial intelligence is not particularly well developed in your life. Or perhaps you gravitate toward cooperative learning strategies because you are an interpersonal sort of learner - teacher yourself. He suggests how to develop your multiple intelligences in this chapter. While you are developing them, you may ask for collaboration from colleagues and students as well as use available technology (like tape recording music and using computer programs) to offer the students a good class experience. (Amstrong 1994: 16-21)

In the third chapter, he points out how to describe intelligences in students. The figure 3.1 is a table with what each one of the 7 intelligences think, love and need. And in chapter 5, he presents the figure 5.1 summarizing the seven ways of teaching. Presented bellow there are what kind of activities we may use to each kind of intelligence.

	Instructional Strategies	What they need	Sample educational movement (primary intelligence)	Sample teacher presentation skill	Sample activity to begin a lesson
1	Read about it, write about it, listen to it	books, tapes, writting tools (journal writting), paper, diaries, dialogue, discussion (journal reading), debate, stories, choral reading , etc	Whole language	Teaching through storytelling	Long word on the blackboard
2	Quantify it, think critically about it, conceptualize it	things to explore and think about (brain teasers, problem solving, number games), science materials, manipulatives, trips to the planetarium and science museums, etc	Critical thinking	Socratic questioning	Posing a logical paradox
3	See it, draw it, visualize it, color it, mind-map it	Visualization, art, LEGO, video, movies, slides, imagination games, metaphor, mazes, puzzles, illustrated books, trips to art museum, etc.	Integrated arts instruction	Drawing/mind-mapping concepts	Unusual picture on the overhead
4	Build it, act it out, touch it, get a “gut feeling” of it, dance it	role play, drama, movement, things to build, sports and physical games, tactile experiences , hands-on learning, relaxation exercises, etc.	Hands-on learning	Using gestures and dramatic expressions	Mysterious artifact passed around the class
5	Sing it, rap it, listen to it	sing-along time, trips to concerts, music playing at home and school, musical instruments, opportunity to deal with music (rapping, songs to teach) etc	suggestopedia	Using voice rhythmically	Piece of music played as students come into class into class
6	Teach it, collaborate on it, interact with respect to it	friends, group games, social gatherings, peer tutoring, mentors/apprenticeships, opportunity to participate in community and social events etc	Cooperative learning	Dynamically interacting with students	“turn to a neighbor and share...
7	Connect it to your personal life, make choices with regard to it	Independent study, secret places, time alone, self-paced projects (self-esteem building), choices (option in course of study, etc	Individualized instruction	Bringing feeling into presentation	“close your eyes and think of a time in your life when...”

Linguistic Intelligence (1), Logical-Mathematical Intelligence (2), Spatial Intelligence (3), Bodily-Kinesthetic (4), Musical Intelligence (5), Interpersonal Intelligence (6), Intrapersonal Intelligence (7)