Multiple applications of multiple intelligences

We identified eight different intelligences that people have. As Howard Gardner describes, they are verbal/linguistic, logical-mathematical, visual/spatial, bodily/kinaesthetic, musical/rhythmic, interpersonal, intrapersonal and naturalistic. Having discussed the features of each one of them, today’s focus is on their applications. Specifically, let’s discuss how they can be applied in the fields of education and training. 

bodily/kinaesthetic, musical/rhythmic, interpersonal, intrapersonal and naturalistic. Having discussed the features of each one of them, today’s focus is on their applications. Specifically, let’s discuss how they can be applied in the fields of education and training.

Learning, education and training

What do the above terms mean? Let’s start with learning. It is a relatively permanent change in behaviour that occurs as a result of practice or experience. In other words it is the enhancement of knowledge, skills and attitudes of an individual.

Education refers to development of knowledge, values and understanding required in all aspects of life rather than the knowledge and skills relating to particular areas of activity. The word education is derived from educare (Latin) which means “bring up”.

It is related to educere which means to “bring out” and “bring forth what is within”. Also a connecting word is ducere, which means “to lead”. Hence the whole idea of education is to bring out what is within of an individual, in a true sense of unleashing his/her potential.

Training, on the other hand can be described as planned and systematic modification of behaviour through learning events, programmes and instruction, which enable individuals to achieve the levels of knowledge, skills and attitude needed to carry out their work effectively. It also encompasses the formal and informal processes organisation uses to facilitate employees’ learning so that their resultant behaviour contributes to the attainment of organisational goals.

In a typical corporate setting, learning can be regarded as an individual phenomenon whereas training is an institutional mechanism. Training facilitates learning and in fact manages it.

Applications of multiple intelligences

We say ‘different strokes for different folks,’ highlighting the need to cater for the individual requirements. This applies to education and training as well. Let’s look at how different intelligences can be stimulated towards learning, in order to ensure that the person with that particular intelligence as the dominant one can have a better impact.

1.Verbal/linguistic intelligence

This has to do with words, spoken or written. People with verbal-linguistic intelligence are typically good at reading, writing, telling stories and memorising words and dates.

In catering to participants with this intelligence, one has to keep in mind that they tend to learn best by reading, taking notes, listening to lectures, and via discussion and debate. They are also frequently skilled at explaining, teaching and oration or persuasive speaking. They learn foreign languages very easily as they have high verbal memory and recall, and an ability to understand and manipulate syntax and structure.

A teacher can present content verbally, ask questions aloud and look for student feedback and also may question them on what they know.

In engaging the students, they can be asked to present learning material, read content and prepare a presentation for their classmates. It can also be interesting to guide them to debate over an issue.

In corporate training, allowing the participants to read an article would be one application.

2.Logical/mathematical intelligence

As we saw last week, those with this intelligence naturally excel in mathematics, chess, computer programming and other logical or numerical activities.

A teacher can provide brain teasers or challenging questions to begin lessons. He or she can make logical connections between the subject matter and authentic situations to answer the question “why?” The key idea is to stimulate reasoning.

Gardener states that focus is less on traditional mathematical ability and more reasoning capabilities, abstract pattern recognition, scientific thinking and investigation and the ability to perform complex calculations.

With regard to students, they can categorise information in logical sequences for organisation, create graphs or charts to explain written information and also can participate in web-based questionnaires associated with the content.

3.Visual/spatial intelligence

We discovered that those who are high in this type are typically very good at visualising and mentally manipulating objects.

When presenting the information, teachers can use visuals to explain content. PowerPoint slides, charts, graphs, cartoons, videos, overheads and smart boards (where what you write can get saved and/or projected) will be very handy in catering for students with a high level of this intelligence.

Students can be made to work individually or in groups to create visuals pertaining to the information in variety of ways. Posters, timelines, models, maps, illustrations and charts can be some such examples.

4.Bodily/kinaesthetic intelligence

As we saw, those who are high in this are generally good at physical activities such as sports or dance and often prefer activities which use movement. They learn better by getting up and moving around. They have “muscle memory” where they remember things through their body, rather than through words (verbal memory) or images (visual memory). It requires the skills and dexterity for fine motor movements such as those required for dancing, athletics, surgery, craft making, etc.

In an educational setting, using of props during lecture such as requesting the students to have a standing discussion, engage in several dialogs by moving around can appeal to bodily/kinaesthetic intelligence. I know one trainer who throws a ball to someone to answer a question, which is a classic demonstration of such an approach.

Management games in a training programme appeals to bodily/kinaesthetic intelligence. Especially what are called “outward bound” programmes, among many other benefits, cater for this intelligence as well.

5.Musical/rhythmic intelligence

The people who are high here associate with rhythm and music, displaying greater sensitivity to sounds, rhythms, tones, and music. They will often use songs or rhythms to learn and memorise information, and may work best with music playing in the background.

Playing of music in the classroom during reflection periods can be one activity to encourage those who are high with this intelligence. Showing of examples or create musical rhythms for students to remember things, facilitating students to create a song or melody with the key learning contents, using of well known songs to memorise things can be other suitable activities in this respect.

Group and individual songs as a part of a training programme will not only add variety but also appeal to musical/rhythmic intelligence.

6.Interpersonal intelligence

As we saw last week, those who are high on interpersonal intelligence are characterised by their sensitivity to others’ moods, feelings, temperaments and motivations, and their ability to cooperate in order to work as part of a group. They typically learn best by working with others and often enjoy discussion and debate.

Teachers have to be aware of body language and facial expressions and offer assistance whenever needed, in order to demonstrate interpersonal intelligence. Encouraging classroom discussions, ensuring collaboration among peers and facilitating students giving feedback on one-another can be some actions appealing to this intelligence.

Team activities in training programmes, when properly designed will cater to strengthen interpersonal intelligence.

7.Intrapersonal intelligence

This has to do with learning about oneself and learning from oneself, with the key theme being self reflection. They learn best when allowed to concentrate on the subject by themselves. There is often a high level of perfectionism associated with this intelligence.

Students when encouraged to maintain a diary or a journal as a positive outlet for expression, use their intrapersonal intelligence. With the advent of social computing, web logging or blogs can be a suitable channel for them to demonstrate their level on this.

Creating a positive environment where self-reflection is encouraged can be a step towards strengthening intrapersonal intelligence. At the end of a corporate training session, a closed-eye process of allowing the participants to reflect on what they have captured appeals to this intelligence.

8.Naturalistic intelligence

Those with it are said to have greater sensitivity to nature and their place within it, the ability to nurture and grow things, and greater ease in caring for, taming and interacting with animals. “Naturalists” learn best when the subject involves collecting and analysing, or is closely related to something prominent in nature.

As a part of an educational programme, taking students outside to enjoy nature can be an activity appealing to this intelligence.

Comparing the subject matter to natural occurrences such as rain or drought can be one way to connect the students with naturalistic intelligence.

Students can be encouraged to study the flora and fauna in order to understand how nature impacting our daily life. Designing a programme that caters for participants to spend time in a natural setting, in understanding the complex connecting is an interesting exercise. I recall a nature guide comparing a dying tree covered with an encroaching plant as a “hostile acquisition”.

Usage in a nutshell

Awareness of multiple intelligences has multiple usages in the areas of education and training. As the above discussion demonstrated, it can enhance the quality and relevance of both education and training. With proper understanding of multiple intelligences, one can approach designing and delivering of learning programmes in a more impactful manner. Such an attempt will pave way for enriching lives through humane results.

(Dr. Ajantha Dharmasiri is a learner, teacher, trainer, researcher, writer and a thinker in the areas of Human Resource Management and Organisational Behaviour. He can be reached on [email protected].)