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18
Multiple Intelligences
Main feature
Intelligence – Talented at
needs to be fully understood,” remarks
Activity – Intelligence
Jon Baber. “The learning becomes more
Planning
1. Linguistic – using and understanding
engaging and relevant to the learner through
• Managing the process – Linguistic
words
the effective application of the intelligence.”
• Analysing data, eg, rules of the exercise
Jon exemplifies this through a project
2. Visual spatial – thinking in pictures
• Deciding on who does what – Interpersonal
where young people in London are being
and images
• Discussing options (Cost benefit analysis) –
Logical-mathematical
introduced to the works of Shakespeare
3. Musical – producing rhythms • Learning to use maps – Visual spatial
through rap music. The learning has been
and melodies
• Plotting routes on a map – Visual spatial
more effective because it taps in to a form of
4. Bodily-kinaesthetic – talented at
Execution communication familiar to the learners.
activities involving physical movement
• Looking for the orienteering controls in a wood –
or touch
Bodily-Kinesthetic
Experiential learning and practically
• Getting information back to base – Naturalist
5. Logical-mathematical – problem
biased programmes often incorporate
• Controlling and managing the information flow –
solving with numbers and patterns
Visual spatial
many intelligences. Stuart Gray has been
• Managing team members – Linguistic designing and delivering experiential
6. Interpersonal – understanding and
• Managing yourself – Interpersonal
learning for over 25 years. He explains
working with people
that MIs are “inherently situated in an
7. Intrapersonal – understanding Evaluation
experiential learning activity.” There was
yourself and your deeper thoughts
• Reviewing and discussing the team’s
no real plan to “maximise the use of all
performance – Linguistic
8. Naturalist – understanding and
intelligences” in the design of his outdoor-
• Presenting the analysis of the team’s performance
working with nature
to another team using PowerPoint/flipcharts –
based business simulation using an
9. Existential – understanding
Logical-mathematical
orienteering course, yet “it encompasses
religious and spiritual ideas
• Team action planning – Interpersonal
most if not all of the MIs.” The course
• Individual action planning – Interpersonal
was designed before Gardiner’s MI theory
had made an impact on the learning
Figure 1: Gardener’s developed theory states that there are Figure 2: Multiple intelligences drawn upon at various
in fact nine ways that you can show intelligence stages of an experiential learning course
industry. “It was designed with a range of
learning styles in mind,” explains Stuart,
MI theory is transforming the way we to find new and innovative approaches. and designed with the intention of “not
approach learning, expanding our way of precluding anybody because of their
thinking, and most importantly “offering None of these talents stand alone, and physical abilities.” Figure 2 shows activities
different potential pathways to learning,” you will often find many examples of within the course and the intelligence that
explains Terence Mauri, Director at Leaders learning where two or more intelligences is being drawn upon at various stages.
First. This can include images and music, are used. However, offering the best
or having an understanding about people, possible learning and development (L&D) Stuart’s orienteering course has naturally
cultures and the world around us. “It’s programme should include the use of all incorporated MIs, and he attributes the
best thought of as a toolkit; a versatile set or most intelligences at different times and course’s success to this “multi-faceted
of cognitive and tangible tools that can in different strengths, or be specifically nature.” Jon Baber adds: “The memories
help trainers in the design and delivery of tailored to a group with a preferred set of and learning from these events can be
their interventions,” adds Dr Jon Baber, intelligences. As Gardiner points out, we all very powerful.” However, in other types
Company Director, Neos Learning. MI possess varying degrees of each intelligence of learning that do not naturally use many
can be integrated into the learning and so learning will therefore work on different intelligences, these would need to be
the more intelligences included, the more levels to reach the learner’s understanding. incorporated with care and consideration.
likely it will reach a range of learners. “It A trainer would also need to consider
provides new ways of making learning Applying the theory which intelligences to use and how to
engaging and effective,” adds Terence. It seems a fairly simple concept; opening make the best use of them.
up the learning process to more learners
Jon Baber goes on to explain: “The by offering more ways to understand. The ease of application depends on many
main benefits of using MI in the learning However, it’s the application of MI to an variables including budget available and
environment include the learner being L&D programme that is not so simple. the objectives of the learning. It depends
fully engaged with the learning process Adding a bit of pop music and some pretty on the number of participants involved as
by allowing novelty and variety in a more pictures is no more useful than the random well as the learner’s preference to learn
natural form of learning.” But, it also words of a rambling trainer who offers a via certain intelligences. It depends on the
ensures that the industry produces high game of Sudoku at the end of the course. scope of the L&D event and how you adapt
quality programmes, which look beyond “For theory to be embedded at the heart the learning to fit the learner. But, most
the realms of traditional learning and aims of what learning professionals do, it really importantly, the trainer or course designer
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