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Intelligences Rationale

Multiple Intelligences are the different type of learning areas that encompass

many characteristics that have the ability to lead a child to their own

personalised learning style (Nolen, 2005). Therefore, multiple intelligences are

an important factor within a classroom. Each of the intelligences caters for the

eight different learning styles that students may have (Nolen, 2005). Howard

Gardiner developed a theory of multiple intelligences in 1983 (Marsh, Clark &

Pittaway, 2014).

There are eight types of intelligences; Verbal linguistics, bodily kinaesthetic,

visual spatial, interpersonal, intrapersonal, musical, naturalistic and logical-

mathematical (Marsh, Clark & Pittaway, 2014). Verbal linguistics involves the

ability to use language, bodily kinaesthetic involves using your body and

enjoying movement, visual spatial is learning through pictures and images,

interpersonal is working with other people, intrapersonal is someone who

enjoys working alone, musical is someone who enjoys learning through sound,

rhythm and music, naturalistic is someone who involves working with and

around the natural environment, and logical-mathematical is people who enjoy

problem solving and love working with numbers (Marsh, Clark & Pittaway,

2014). These intelligences are important factors within schools as they recognise

the strengths that students might have in intelligences other than logical

mathematical and in linguistics (Marsh, Clark & Pittaway, 2014).

Multiple intelligences are a significant factor within a classroom. This is because

they recognise the importance of nurturing the whole of a child and that all

children should succeed in at least one learning area within the classroom

(Marsh, Clark & Pittaway, 2014). They also allow for teachers to assess deeper

within a students abilities and to seek their strengths when designing classroom

activities (Marsh, Clark & Pittaway, 2014). A good way to incorporate multiple

intelligences into a lesson is to set up eight different learning stations based

around one subject (Marsh, Clark & Pittaway, 2014). Each station is based on the

learning style of one of the intelligences (Marsh, Clark & Pittaway, 2014).

Throughout the week the students rotate between stations, therefore allowing

for each student to succeed in at least one of the activities (Marsh, Clark &

Pittaway, 2014). This is just one of the ways in which multiple intelligences can

be incorporated into a classroom environment. It is consequential that teachers

cater for all types of diversity for all students when they are planning a lesson.

This idea revolves around the concept of running a differentiated classroom

(Marsh, Clark & Pittaway, 2014). Teachers cannot assume that everyone has the

same learning strategy as each other when creating a lesson; they must cater for

all students and their methods in learning (Marsh, Clark & Pittaway, 2014).

Therefore, multiple intelligences not only cater for this but they guide a teacher

down the correct path when constructing a lesson based on one particular topic.

They ensure that the teaching provides students with a meaningful learning

experience that challenges and individualises a students learning (Marsh, Clark

& Pittaway, 2014).