Howard Gardner’s Theory Of multiple Intelligence

Howard Gardner of Harvard University discovered seven separate intelligences. According to Gardner, this hypothesis developed from current cognitive research and “details the extent to which pupils possess diverse kinds of brains and hence learn, remember, perform, and understand in different ways” (1991).
“We are all able to know the world through language, logical-mathematical analysis, spatial representation, musical thinking, and the use of the body to solve problems or make things, an understanding of other individuals, and an understanding of ourselves,” according to this theory. “Where individuals differ is in the strength of these intelligences- the so-called profile of intelligences -and in the ways in which such intelligences are invoked and combined to carry out our tasks.”

Learning Styles of Howard Gradner’s Theory Of multiple Intelligence

Various learning styles in theory of multiple intelligence are as follows:

  • Musical-rhythmic and harmonic: This domain is concerned with sensitivity to sounds, rhythms, tones, and music. People with a high musical intelligence typically have good pitch, and in some cases, absolute pitch, and can sing, play musical instruments, and write music. Musical instruments, music, radio, stereo, CD-ROM, and multimedia are examples of tools. They are aware of rhythm, pitch, metre, tone, melody, and timbre.
  • Visual-Spatial: Consider physical space, as architects and sailors do. They are acutely aware of their surroundings. They enjoy drawing, jigsaw puzzles, reading maps, and daydreaming. Drawings and verbal and physical images can all be used to teach them. Models, graphics, charts, photos, sketches, 3-D modelling, video, videoconferencing, television, multimedia, and texts with pictures/charts/graphs are examples of tools.
  • Bodily-kinaesthetic: Use your body as effectively as a dancer or a surgeon. A keen knowledge of one’s own body. They enjoy movement, producing things, and being touched. They communicate effectively through body language and may be taught through physical exercise, hands-on learning, and role-playing. Equipment and real-world things are examples of tools.
  • Interpersonal: Understanding and engaging with people are examples of interpersonal skills. Interaction is how these students learn. They have a large number of friends, empathy for others, and street smarts. Group activities, lectures, and discussions can all be used to teach them. The telephone, audio conferencing, time and attention from the teacher, video conferencing, writing, computer conferencing, and E-mail are all tools.
  • Intrapersonal: Recognizing one’s interests and aims. These students prefer to avoid social situations. They are in touch with their inner sentiments; they are wise, intuitive, and motivated, and they have a strong will, confidence, and views. They may be learned via self-study and reflection. Books, creative materials, journals, seclusion, and time are all tools. They are the most self-sufficient of the students.
  • Linguistic: The efficient use of words. These students have strong auditory abilities and frequently think in words. They like reading, word games, and making up poems or stories. They may be taught by encouraging children to say and see words, as well as by reading books with them. Computers, games, multimedia, books, tape recorders, and lectures are examples of tools.
  • Logical-Mathematical: Thinking and calculating. Think logically and abstractly, and can recognise and investigate patterns and correlations. They like experimenting, solving puzzles, and pondering cosmic issues. They may be taught through playing logic games, conducting investigations, and solving mysteries. They must first understand and establish concepts before dealing with details.