By Todd Mehrkens April 19, 1999 Review of the book "Multiple Intelligences in the Classroom" by Thomas Armstrong

In searching for an alternate book to read, I was looking for something related to learning and personality styles. I decided to ask a co-worker who is a former teacher for a recommendation. She suggested the book "Multiple Intelligences in the Classroom" by Thomas Armstrong.

Although the theory of multiple intelligences (MI) is not new (it was first proposed in 1984), it was the first time I had ever heard about it. As I read the book, it was a true "light bulb" experience, in that I started to see and understand things that I had somehow recognized over the years, but had not understood. I found the concept of MI to be very stimulating with many possible applications in the area of computer training.

At first I had trouble getting a handle on the way the word "intelligence" is used in MI, but it relates back to Paris in 1904 when the first "intelligence test" was developed and later used in the United States to determine intelligence quotient (IQ). Howard Gardner developed the theory of MI as a challenge to the commonly held belief that the scope of human potential could be truly measured with a written test.

Rather, Gardner has defined seven intelligences. Here was part of my struggle in understanding his use of the word "intelligence". The seven areas he has defined seemed to be more accurately described in my mind as "learning styles" or "personality strengths". As I read through the book further, I came to understand and accept the term "intelligence" as having more to do with our ability to "learn and apply that learning" and less to do with "what we know", which is exactly the point of Gardners work.

The seven intelligences are as follows (in a greatly simplified format):

1) - Linguistic Intelligence - the preference and/or ability to work and learn with words

2) - Logical/Mathematical Intelligence - the preference and/or ability to work and learn with numbers or logic

3) - Spatial Intelligence - the preference and/or ability to work and learn with shape, color and location

4) - Bodily-Kinesthetic Intelligence - the preference and/or ability to work and learn with ones whole body

5) - Musical Intelligence - the preference and/or ability to work and learn with music

6) - Interpersonal Intelligence - the preference and/or ability to work and learn with other people

7) - Intrapersonal Intelligence - the preference and/or ability to work with ones own self

The implications of accepting the theory of MI are many. One particularly striking comment that continues to stick in my head is related to our self-concept of intelligence. In the course of his work, the author goes into classrooms to teach children about MI. He usually begins by asking, "How many of you think that youre intelligent?" He has discovered that there is an inverse relationship between the number of hands that go up and the grade level that he is teaching - that is, the lower the grade level, the more hands go up, the higher the grade level, the fewer hands.

In order to consider ourselves intelligent, we think we have to pass a certain test or tests. Even in a non-educational setting, we have the notion that unless we can be an expert at playing "Trivial Pursuit" or quickly complete the crossword in the newspaper, we are not intelligent. The theory of MI challenges that thinking by saying that all of us have intelligence in some areas.

The MI theory includes some key points, including that all people possess all of the seven intelligences, at least to some degree, and that most people can develop any of the seven intelligences to a higher level of competency. With seven different intelligences, and infinite levels of proficiency possible, there is no end to the variation in intelligences found in people. There is also variation in the expression of those intelligences. For example, my first thought was that I personally was very low in physical intelligence because I have no athletic abilities. But on a closer look, I actually am quite strong in physical intelligence because I like to use my hands and body to build, create and grow things. As a farmer, I had developed a strong physical intelligence.

Part of the process of learning about the MI theory is to discover what your own intelligences are. It is important to keep in mind that it is not a matter of identifying which of the seven intelligences that you are, but rather to look at your strengths in all the intelligences and use that information to maximize your learning - and, as a teacher, to apply MI to the classroom. After all, the point of the book is to understand how to utilize the MI theory to helping students learn.

The author spends a great deal of time illustrating and explaining how to incorporate the MI theory into a variety of subject matters through curriculum planning, teaching materials and presentation methods. By incorporating a variety and combination of the seven intelligences into every subject matter taught, students with a variety and combination of the seven intelligences will all have the opportunity to maximize their learning.

The best example of NOT incorporating the MI theory is the teacher who lectures at their class and has the class respond through written tests. This method relies almost exclusively on the linguistic intelligence and therefore perpetuates the notion that it is linguistic intelligence that defines how "smart" a person is. Unfortunately, this is how much education happens, out of tradition and necessity. It is important to note however that utilizing the linguistic intelligence IS a valid and valuable learning method, but that it should not be the ONLY method used.

As I read the examples of how to incorporate the seven intelligences into the classroom, it brought to mind some excellent teachers that I have known. These teachers have their students out of their desks and moving around (bodily-kinesthetic intelligence) . As you walk into their classroom you see lots of colorful and creative projects that they have been working on (spatial intelligence). The desks in the room are not "glued to the floor", rather they get moved around to allow for group work AND individual work (inter- AND intra-personal intelligences). Truly applying MI theory to the classroom means applying it to ALL subject matter areas, not just those that are a natural fit.

My personal goal in this M.Ed. program is to become an excellent, effective and efficient teacher of computers. So far, the factors I have looked at were things like class size, knowledge level of the instructor, communication skills of the presenter, etc. But in all situations, the assumption was that the instructor was at the front of the room with an LCD projector and the students were each working on their own computer, "following along".

After reading this book, my mind has been opened to a whole new set of possibilities. I am now thinking that there would be value in developing unconventional teaching methods for computer training. Some early ideas in this process include using music (or at least rhythm) to learn key computer concepts, maybe by developing a "jingle" or little song to learn key computer concepts. How many of us learned our ABCs to that familiar melody? Also, the right background music can create a better learning environment for some people.

Another idea I have is to use the students bodies to demonstrate key concepts. For example, have one person actually carry a clipboard to demonstrate the computer clipboard. The concepts of cut, copy and paste could easily be demonstrated using the students as "actors", and it would create a strong visual image of what is going on inside of a computer.

Of course, working with computer will always requires the use of linguistic and logical intelligences. If I could create ways to develop that intelligence in all learners, I have to believe that the ability to learn computers would be enhanced. The key part of the MI theory that fits here is that every person has the ability to develop and grow in any of the seven intelligences.

I found the theory of Multiple Intelligences to be extremely fascinating and stimulating. In addition to those I have highlighted, there are several more key points to this theory that upon reading about them I suddenly recognized or remembers specific examples from my life that supported the theory. I know that there are many more theories about learning styles out there, and I am looking forward to learning about them and hope to find them as relevant and as stimulating as the Multiple Intelligences theory.

Ironically, in the week after I finished reading the book on MI, two of the monthly county 4-H Newsletters that we receive in the office had articles in them about MI. They did not go into depth, but rather gave a simple MI evaluation test. These tests are kind of fun, and can sometimes reveal things we did not know about ourselves.

If anyone reading this is interested, following is a Multiple Intelligence "test" from the book I read. As you check items in the lists below, keep in mind that this is not an attempt to score or define "which type you are". Rather it is designed to help you see how different areas in your life relate to the seven Multiple Intelligences.

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MULTIPLE INTELLIGENCES EVALUATION:

LINGUISTIC INTELLIGENCE ___ Books are very important to me ___ I can hear words in my head before I read, speak, or write them down ___ I get more out of listening to the radio or a spoken-word cassette than I do from television or films ___ I enjoy word games like Scrabble, Anagrams, or Password ___ I enjoy entertaining myself or others with tongue twisters, nonsense rhymes, or puns ___ Other people sometimes have to stop and ask me to explain the meaning of the words I use in my writing and speaking ___ English, social studies, and history were easier for me in school than math and science ___ When I drive down a freeway, I pay more attention to the words written on billboards than to the scenery ___ My conversation includes frequent references to things that Ive read or heard ___ Ive written something recently that I was particularly proud of or that earned me recognition from others ___ Other examples from my life that fit this category:

LOGICAL-MATHEMATICAL INTELLIGENCE ___ I can easily compute number in my head ___ Math and/or science were among my favorite subjects in school ___ I enjoy playing games or solving brainteasers that require logical thinking ___ I like to set up little "what if" experiments (for example, "What if I double the amount of water I give to my rosebush each week?") ___ My mind searches for patterns, regularities, or logical sequences in things ___ Im interested in new developments in science ___ I believe that almost everything has a rational explanation ___ I sometimes think in clear, abstract, wordless, imageless concepts ___ I like finding logical flaws in things that people say and do at home and work ___ I feel more comfortable when something has been measured, categorized, analyzed, or quantified in some way ___ Other examples from my life that fit this category:

SPATIAL INTELLIGENCE --___ I often see clear visual images when I close my eyes ___ Im sensitive to color ___ I frequently use a camera or camcorder to record what I see around me ___ I enjoy doing jigsaw puzzles, mazes, and other visual puzzles ___ I have vivid dreams at night ___ I can generally find my way around unfamiliar territory ___ I like to draw or doodle ___ Geometry was easier for me than algebra in school ___ I can comfortably imagine how something might appear if it were looked down upon from directly above in a birds-eye view ___ I prefer looking at reading material that is heavily illustrated ___ Other examples from my life that fit this category:

BODILY-KINESTHETIC INTELLIGENCE -___ I engage in at least one sport or physical activity on a regular basis ___ I find it difficult to sit still for long periods of time ___ I like working with my hand at concrete activities such as sewing, weaving, carving, carpentry, or model building ___ My best ideas often come to me when Im out for along walk or a jog, or when Im engaging in some other kind of physical activity ___ I often like to spend my free time outdoors __ I frequently use hand gestures or other forms of body language when conversing with someone ___ I need to touch things in order to learn more about them ___ I enjoy daredevil amusement rides or similar thrilling physical experiences ___ I would describe myself as well coordinated ___ I need to practice a new skill rather than simply reading about it or seeing a video that describes it ___ Other examples from my life that fit this category:

MUSICAL INTELLIGENCE ___ I have a pleasant singing voice ___ I can tell when a musical note is off-key ___ I frequently listen to music on radio, records, cassettes, or CDs ___ I play a musical instrument ___ My like would be poorer if there were no music in it ___ I sometimes catch myself walking down the street with a television jingle or other tune running through my mind ___ I can easily keep time to a piece of music with a simple percussion instrument ___ I know the tunes to many different songs or musical pieces ___ If I hear a musical selection once or twice, I am usually able to sing it back fairly accurately ___ I often make tapping sounds or sing little melodies while working, studying, or learning something new ___ Other examples from my life that fit this category:

INTERPERSONAL INTELLIGENCE ___ Im the sort of person that people come to for advice and counsel at work or in my neighborhood ___ I prefer group sports like badminton, volleyball, or softball to solo sports such as swimming and jogging ___ When I have a problem, Im more likely to seek out another person for help than attempt to work it out on my own ___ I have at least three close friends ___ I favor social pastimes such as Monopoly or bridge over individual recreations such as video games and solitaire ___ I enjoy the challenge of teaching another person, or groups of people, what I know how to do ___ I consider myself a leader (or others have called me that) ___ I feel comfortable in the midst of a crowd ___ I like to get involved in social activities connected with my work, church, or community ___ I would rather spend my evenings at a lively party than stay at home alone ___ Other examples from my life that fit this category:

INTRAPERSONAL INTELLIGENCE ___ I regularly spend time alone meditating, reflecting, or thinking about important life questions ___ I have attended counseling sessions or personal growth seminars to learn more about myself ___ I am able to respond to setbacks with resilience ___ I have a special hobby or interest that I keep pretty much to myself ___ I have some important goals for my life that I think about on a regular basis ___ I have a realistic view of my strengths and weaknesses (borne out by feedback from other sources) ___ I would prefer to spend a weekend alone in a cabin in the woods rather than at a fancy resort with lots of people around ___ I consider myself to be strong willed or independent minded ___ I keep a personal diary or journal to record the events of my inner life ___ I am self-employed or have at least thought seriously about starting my own business ___ Other examples from my life that fit this category:

-- Anonymous, April 19, 1999

Answers

This is an absolutely stunning discussion of Multiple Intelligences in relation to computer education!

I wish I had a way to communicate what you've learned already to our info services folks here! I'm not diplomatic enough, but I wish I could quote you!

" After reading this book, my mind has been opened to a whole new set of possibilities. I am now thinking that there would be value in developing unconventional teaching methods for computer training. Some early ideas in this process include using music (or at least rhythm) to learn key computer concepts, maybe by developing a "jingle" or little song to learn key computer concepts. How many of us learned our ABCs to that familiar melody? Also, the right background music can create a better learning environment for some people."

WONDERFUL...keep it up...what about kinesthetic and linguistic challenges?

-- Anonymous, April 23, 1999