Howard

Garners
Theory of
Multiple
Intelligences
Victoria Waller
EDUC 121- Child and Adolescent
Development
Mrs. Connie Deardorff
12/9/2014

Howard Gardners theory of multiple intelligences has a big impact on the way teachers
view student learning. This theory has opened the door to the idea that learning is as varied as
skin color. As teachers we can use the theory of multiple intelligences to redefine the way we
approach teaching, so that we can impact the greatest possible number of students.
Howard Gardner said that there are differences in the way people work problems out in
their mind. These differences "challenge an educational system that assumes that everyone can
learn the same materials in the same way and that a uniform, universal measure suffices to test
student learning. Indeed, as currently constituted, our educational system is heavily biased
toward linguistic modes of instruction and assessment and, to a somewhat lesser degree, toward
logical-quantitative modes as well." Gardner argues that "a contrasting set of assumptions is
more likely to be educationally effective. Students learn in ways that are identifiably distinctive.
The broad spectrum of students - and perhaps the society as a whole - would be better served if
disciplines could be presented in a numbers of ways and learning could be assessed through a
variety of means." His learning styles are as follows: visual-spatial, bodily-kinesthetic, musical,
interpersonal, intrapersonal, linguistic, and logical- mathematical (Lane). Recently an eighth
intelligence has been added, called the naturalist. Each of these intelligences represent the way a
person looks at objects, hears sounds, and processes information. They represent sensitivities,
likes and dislikes. Put plainly, they represent the person and their personality as a whole. With all
this in mind we should know that each student will learn things differently. Consequently we
should know that children learning in classrooms will benefit from teaching with a broad
spectrum of Gardners Intelligences kept in mind.
Teachers have reacted to Gardners Theory of Multiple intelligences with excitement. In
the beginning years after Gardners introduction of the theory it was met with anxiety. Teachers

were already expected to teach more content then they could handle. Now they were expected to
teach it in seven to eight different ways! After teachers took more time with the idea, they found
that, the theory validates educators everyday experience: students think and learn in many
different ways. It also provides educators with a conceptual framework for organizing and
reflecting on curriculum assessment and pedagogical practices. In turn, this reflection has led
many educators to develop new approaches that might better meet the needs of the range of
learners in their classrooms. Teachers can relate to learning in a wide variety of learning styles
(Smith, 2002, 2008). Being empathetic, teachers will do everything in their power to help their
student learn. Teachers have found the Theory of Multiple Intelligences to be a great theory to
base your teaching habits around. It has opened their eyes to what their student needs. One
teacher compared this teaching style to one-on-one teaching with multiple students. One day you
appeal to one group of students learning style, then the next day you appeal to another group of
students learning style. Multiple Intelligence teaching opens up doors for teachers to make
learning fun. Lectures one day a week might be a great idea, but then you can keep the children
interested in the same subjects you lectured on day after day by using music, art, and visual
teaching (Educational Broadcasting Corporation, 2004). Teaching for multiple intelligences gives
the teachers endless possibilities to create student interaction. A great example of the way
Gardners Theory of Multiple Intelligences has transformed not only a school, but a whole
community, is the Enota Multiple Intelligences Academy, a charter elementary school, in
Gainesville, Georgia. It has the nickname Smartville. Each day the children rotate through six
activities: music, art, creative movement, the culinary institute, physical education, and
technology. The teachers are allotted 45 minutes each day, as well, to develop teaching plans and
lessons. This has done wonders for the learning at Enota. Not only do Enota's students know

that they're learning, but they also know how they're learning. And it does wonders for their selfesteem, their teachers report. "The other day, I had a child hit me on the head with a piece of
fried okra from three tables away," says first-grade teacher Amy Anderson with a laugh. "And
although I scolded him, I said, 'Matthew, I had no idea you had so much body smart! Why don't
you start doing some productive things with that smart?'" That's the language of this school, and
the children understand it. "If you tell them, 'You are smart and you have these wonderful skills,'
then even the things they aren't as strong in will improve because they feel so good about trying,"
Anderson says. "I think that's part of the beauty here. Students feel safe to explore." When the
teachers enjoy their day, the student will enjoy their day and will learn more (Bernard, 2009).
Not only does Gardners Theory of Multiple Intelligences expand teachers skills, but it
also expands the students skills. The students are the ones who benefit the most from Gardners
theory. In 1989-1990 a study was completed based on Gardners Theory. Using a seven station
rotation, students were taught utilizing all seven intelligences in every school day. The study
shows that ten hypotheses were validated according to these procedures:
1. The students displayed increased independence, responsibility and self-direction over the
course of the year.
2. Students previously identified as having behavioral problems made significant improvement in
their behavior.
3. Cooperative skills improved in all students.
4. Ability to work multi-modally in student presentations increased throughout the school year
with students using a minimum of three to five intelligence areas in their classroom reports.

5. The more kinesthetic students particularly benefited from the active process of moving from
center to center every fifteen to twenty minutes.
6. Leadership skills emerged in most students. Several students who had not previously
displayed leadership abilities took the lead with their groups in the Music Center, the
Building Center, the Art Center and particularly in the Working Together Center
7. Parents reported frequently that behavior improved at home, more positive attitudes about
school were exhibited, and attendance was increased.
8. Daily work with music and movement in content areas helped students retain information. At
the end of the year, all students were able to remember several songs created as early as
September which contained specific academic information.
9. The role of the teacher changed as the year progressed, becoming less directive and more
facilitative, more diversified, less of a taskmaster and more of a resource person and guide.
10. Students became progressively more skilled at working effectively in this unique and nontraditional classroom format (Campbell, 1990).
Behavior is a big problem in todays classroom. This study concludes that all that students may
need to correct their bad behavior in not only school, but at home, is to be moving, interested
and occupied. Interest leads to understanding and understanding in turn leads to happiness and
greatness.
In conclusion Howard Gardners Theory of Multiple Intelligences has had a big impact
on the way teachers view student learning. This theory has not only opened the door to the idea
that learning is as varied as skin color, but that all children have special talents. As teachers we
can use the theory of multiple intelligences to redefine the way we approach teaching, so that we
can impact the greatest possible number of students. We need to lead in the discovery and the
development of our students talents. We hold the future in our hands.

WORKS CITED
Bernard, S. (2009, April 1). Elementary School Kids Show Their Multiple Intelligences. Retrieved from
edutopia: http://www.edutopia.org/multiple-intelligences-immersion-enota
Campbell, B. (1990). The Research Results of a Multiple Intelligences Classroom. Retrieved from Johns
Hopkins School of Education:
http://education.jhu.edu/PD/newhorizons/strategies/topics/mi/campbell2.htm
Educational Broadcasting Corporation. (2004). Tapping into Multiple Intelligences. Retrieved from thirteen:
http://www.thirteen.org/edonline/concept2class/mi/index_sub5.html
Lane, C. (n.d.). Multiple Intelligences. Retrieved from The Distance Learning Technology Resource Guide:
http://www.tecweb.org/styles/gardner.html
Smith, M. K. (2002, 2008). Howard Gardner, multiple intelligences and education. Retrieved from infed.org:
http://infed.org/mobi/howard-gardner-multiple-intelligences-and-education/