3.3.2 Instruction and types of intelligence
Vincent and Ross (2001) provide a set of strategies for teaching learners, which draw on the theory of multiple intelligences as follows:
Linguistic : learners learn best by saying, hearing and seeing words. Have them debate issues, write instructions for others to follow, explain how to work a problem and solve problems with partners.
Logical-mathematical: students learn best by categorising, classifying and working with abstract patterns and relationships, so have them compare and contrast situations, find patterns in problems, create outlines, create time-sequence charts and show cause-and-effect relations. Let them play logic games and perform investigations of complex cases. They need to learn from concepts before they deal with details.
Visual-spatial: learners learn best by visualising, dreaming, using the mind's eye and working with colours and pictures. Have them make visual diagrams and flowcharts of facts, create graphs of information, create mind maps as a note-taking exercise and imagine and draw what they think about a situation.
Musical: students learn best by rhythm, melody and music. They learn better with music in the background. Use music to reduce stress, create jingles/songs/rap to learn information, use multimedia tools.
Bodily-kinaesthetic: these people learn best by touching, moving, interacting with space and processing knowledge through bodily sensations. Have them learn by performing the job, acting out a situation, demonstrating to others and simulating real situations.
Interpersonal: these learners learn best by sharing, comparing, relating, cooperating and interviewing. Have them role play, conduct interviews and seminars, play games, lead discussions, describe everything they do when solving a problem and interacting with the instructor.
Intrapersonal: these learners prefer to work alone on individualised projects, using self-paced instruction and having their own space. Have them keep a journal, reflect on their learning, use guided imagery to solve problems and write about what they have learned.
Teaching and learning strategies such as story-telling use a number of intelligences. Telling stories is a method of negotiating and renegotiating meanings (Jonassen & Hernandez-Serrano, 2002). Stories are an often-used device in solving complex problems; by exposing learners to stories generated at the workplace, learners are introduced to complexities of real situations, helping them develop the generic problem-solving skills essential to effective management. The learner is expected to 'reflect in action'; that is, 'on the spot surfacing, criticising, restructuring and testing of intuitive understandings' (Jonassen et al., 2002).
In appealing to multiple intelligences Veenema and Gardner (2000) offer the example of using a CD-ROM to tell a story through eye-witness accounts using close-up views of sites and artefacts. The advantage of a technology such as CD-ROM is that it is capable of presenting pictorial, aural and textual renderings from different perspectives, assisting students 'to form rich representations of an event and cultivate deeper understandings'. Students then display their understandings in many different ways: some might use language to argue, question and make connections; others might work out a narrative of events; still others might create a play, make a series of sketches, a video, compose music.
The theory of multiple intelligences explains why online learning, which often requires students to work alone and interface only with the computer, suits only a small number of students. Multiple intelligences explains the advantages derived through collaboration and the use of multiple strategies and mediums in designing online learning experiences.
The following two readings are provided to give you some more depth of understanding in learning styles, multiple intelligences and how it can influence an individuals learning and study preferences.
Reading 2
Gardner, H. (2002). Multiple Intelligences: An Overview . Sourced December 2002, at http://tip.psychology.org/gardner.html .
Reading 3
Multiple Intelligences Explained http://www.ldpride.net/learningstyles.MI.htm#Multiple%20Intellige
nces%20Explained
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