Multiple Intelligences In The Classroom

In order to address the need for different teaching strategies, we must first realize there are different learning styles. Howard Gardner was aware of this when he developed his theory of multiple intelligences. According to Gardner, there are eight kinds of intelligences. Howard Gardner's theory of multiple intelligences requires teachers to adjust their instructional strategies in order to meet students' individual needs. The first of Gardner's intelligences is linguistic or verbal. Verbal intelligence involves the mastery of language. People with verbal intelligence tend to think in words and have highly developed auditory skills. They are frequently reading or writing. Their ability to manipulate language lends them to fields such as teaching, journalism, writing, law, and translation. Language enables them to be better at memorizing information. Verbal students are often great storytellers and joke tellers. Linguistic intelligence enables one to pay special attention to grammar and vocabulary. They have great ability to use words with clarity. These people can use this to their own benefit either to explain, persuade, or entertain. Those with linguistic intelligence memorize best using words. Another advantage is that they tend to be great at explaining, hence the amount of people with linguistic intelligence that are teachers. Additionally, there is their ability to analyze language and to create a better understanding of what people mean when using words. In order for teachers to help linguistic learners progress, they need to use language that the student can relate to and fully comprehend. If used correctly, language can provide a bridge between the material and the learner. Having children write, read, and give oral reports about an element in their own lives such as sports, television, or popular bands develops their linguistic intelligence. Music and language can be considered a common medium. Yet, they have evolved on separate courses. Musical intelligence, therefore, is the next of the multiple intelligences. Musical intelligence makes use of sound to the greatest extent possible. Those with musical intelligence have a firm understanding of pitch, rhythm, and timbre. Through music, they are able to convey their emotions. Often, this intelligence is discovered at an early age. The individual differences between those with musical intelligence and those without are apparent from the day a child learns to sing. These students are usually able to read music, critique performances, and to use musical-critical categories. Our culture is known to minimize the importance of music and music education. Teachers should foster musical intelligence by introducing "formal musical analysis and representation" (Gardner, 1983, p. 111). Music can act as a way of capturing feelings, of knowing and understanding feelings, which is an important part of educating children. Another reason musical intelligence should be valued is that it can be tied to other intelligences. For example, it relates to the logical-mathematical intelligence in that music also contains ratio and regularity, as well as mathematical patterns. Mathematical-logical intelligence consists of the ability to detect patterns, reason deductively, and think logically. Children first explore this intelligence by ordering and re-ordering objects. They begin math using material objects such as marbles or M&Ms. After time passes, children are able to do math in their heads without the use of manipulatives. As this intelligence grows, the love of abstraction separates those with mathematical intelligence from the rest. They are able to follow long chains of reasoning very skillfully. These are usually the children who do well in the traditional classroom because they are able to follow the logical sequencing behind the teaching and are, therefore, able to conform to the role of model student. …