Jadavpur University Alumni Association Hyderabad Chapter

Julu Sen

"Multiple Intelligence (MI) refers to a learner-based philosophy that characterize human intelligence as having multiple dimensions that must be acknowledged and called Stanford-Binet, founded on the idea that intelligence is a single, unchanged developed in education. Traditional IQ or Intelligence Test are based on a test inborn capacity. However, traditional IQ tests, while still given to most school- children, are increasingly being challenged by the MI movement."  

(Richards and Rodgers, 2002: 115)  

The concept of Multiple Intelligences (MI) is based on the work of Howard Gardner of the Harvard Graduate School of Education (Gardner, 1993). Gardner noted that traditional IQ tests measured only logic, mathematics, and language, whereas brain had other equally important types of intelligences. He argued that all human beings had these intelligences, but they differed in their strengths and weaknesses and permutations and combinations of these. He believed that all of them could be enhanced through training and practice.  

Learners are regarded as possessing individual learning styles. Some students remember better if they see problems would out on the blackboard, being "visual learners", while others need thorough discussion in order to clear concepts because they are "aural learners". Some prefer reading and noting down points, while others prefer listening to lectures.  

Our teaching will be successful when these learner differences are acknowledged, analysed for a particular group of learners, and accommodated into teaching. Gardner had theorized that individuals have at least right distinct intelligences that can be developed over a life time. The eight are:  

1. Linguistics / verbal: the ability to use language in special and creative ways, which is something lawyers, writers, editors, interpreters and teachers need to possess.  
2. Logical / Mathematical: the ability to think rationality, analyse, use numbers effectively see abstract patterns and reason well which in something doctors, engineers, programmers and scientists need to possess.  
3. Visual/Spatial: the ability to orient oneself to the environment, to create mental images, and a sensitivity to shape, size and colour, which is something painters, designers, architects, interior - decorators, and sculptors need to possess.  
4. Musical Intelligence: an ability to recognize tonal patterns and a sensitivity to rhythm, pitch, melody, a good ear for music, which singers, music directors, composers, and instrumental musicians should posses. 
5. Interpersonal: The ability to work well with people, understand another person's moods, feeling, motivation and intentions, which H.R Professionals, salespeople, banking managers, politicians and teachers should possess. 
6. Bodily-kinesthetic: The ability to use one's body to express oneself and solve problems; which athletes, actors/actresses, dancers need to posses.
7. Intrapersonal: The ability to understand oneself and practice self-discipline, apply one's talents successfully and move towards "self-actualisation", which researchers, free-lance writers, priests, yoga-practitioners need to possess.
8. Naturalist: the ability to respond to changes in Nature, and understand and organize the patterns of Nature.  

The list is not exhaustive. You might have thought of other professions and passions! Could you add to this list? Could you try out the multiple-intelligence inventory, attached to this article, and discover you strengths and intelligences? (refer to Annex. I)  

The Multiple-Intelligence Theory was originally proposed by Gardner (1993) as a contribution to cognitive science:  

"Cognitive Science deals with the scientific study of thinking, reasoning and the intellectual process of the mind, it is concerned with how knowledge is represented, in the mind, and how language is understood, how images are understood, and with what the mental processes underlying conferencing, hearing, problem solving, and planning are."  

(Richards, Platt, and Weber, 1985:44)  

Armstrong (1994) proposed this theory as a step towards rethinking school education. Some schools in the United States have followed the MI Model. If the MI model language is integrated with music, bodily activity (drama/mime), interpersonal relationship etc. language encompasses all aspects of communication.

"A multi-sensory view of language is necessary, it seems, to construct an adequate theory of language, as well as an effective design for language learning."

(Richards and Rodgers, 2002:117)

You can be very creative as far as your choice of activity is concerned. However there is a basic developmental sequence that has been proposed by Lazear (1991):  

Stage One: Awaken the Intelligence

Through multi-sensory experience, visual /auditory /tactile /olfactory / gustatory, learners can be exposed to the many-faceted properties of objects and events in the world that surrounds them. [I usually show them flowers or pictures of blooming Rajnigandha or other flowers, and listen to Pandit Shiv Kumar Sharma's Santoor entitled Rajnigandha at the same time]  

Stage 2: Amplify the Intelligence

[I show them a picture of a santoor which they have to describe. Or I bring a miniature model and pass it around. They complete a worksheet including the information they have observed, heard and discussed]  

The Sensory Handout  

1. What is it called? ----------------------------------- 

2. What is it made of? -----------------------------------   

3. How does it sound? -----------------------------------  

Stage 3: Teach with/for the Intelligence

They transfer the information from a description of musical instruments to tree- diagram. While I give them the description orally, they have to listen to it carefully and transfer the information to a tree-diagram.  

Stage 4: Transfer of the Intelligence

The students are asked to listen to one of the Karadi Rhymes, "Ka-ka- Shriek the crows, on the rooftop in a row!" They are asked to observe crows, sparrows, and any other birds around them, and note down their feelings.  

In this task their Naturalist Intelligence and Musical Intelligence are enhanced. The MI Approach helps to develop the "whole person." At the same time, they develop their skills of listening, speaking, note-taking, reading, and writing experiences, taken from my life: Then I ask them to listen to one of my stories, based on one of the learning  

Crows and eagles: partners in Mourning! 

Many of us have heard the song, from Karadi Rhymes, "Ka Ka Shrek the crows, on the rooftop in a row!" Since my father's death, about twelve years ago, my mother used to serve them rice, as soon as it was cooked. "They swooped down to peck the rice, that Amma served them warm and nice."  

On 27th December 2013, two years ago, my mother got up from her sleep and said, "I don't feel like taking a bath today!" When she came back from the toilet she lay on her bed again. Her hands and feet were cold, and she was not responding to our calls! The doctor came and confirmed that it was a massive heart attack, and that we had to come to terms with fact that she had passed away! He advised us to call the relatives and arrange for her funeral. She was 86 years old, and had led a healthy good life. But it was a rude shock to all of us" Fortunately, all of us were with her that morning.  

Suddenly, my American sister-in-law Suzanne said, "The crows are not cawing today! Let me see if they are there on the terrace!" We went up and saw a touching scene. The terrace was filled with crows, all bowing their heads towards my mother's bedroom. They looked as though they had spread the word before we human beings did!  

Five eagles were hovering just above my mother's bedroom, as though they were doing a ritual! They were flying in circles, but without any sound! Just watching their wings flapping brought a healing breath of fresh air! Probably the eagles had shared the food given to the crows, and were expressing their condolences in their way! They were consoling the whole family gently by flapping their wings.  

But this sight brought tears to our eyes! How could eagles be so kind? How could they mourn and pray? We have associated them only with violence, swooping down on rats and less able creatures. How can they empathize with human being so well?  

This sight also reminded me of a short story written by Khuswant Singh "The Portrait of a lady" where his grandmother used to feed sparrows. When his grandmother passed away, the courtyard was filled with sparrows. They did not touch the bread-crumbs given to them, and flew away only when his grandmother left the house for her funeral.  

Have any of you experienced anything similar? What did the eagles mean by their "ritual"? What is the difference between their gathering and those of human beings? (I had asked these questions to in-service teachers, who come for our Programmes)  

Human beings comfort each other by saying something, these birds did it silently. Yet their silence was so poignant that I find comfort and solace even by reflecting on that day!  

It was an eye-opener!  

Would any of you like to share your stories with me?  

References:  

• Armstrong, T. 1994. Multiple Intelligences in the Classroom. Alexandria, Va: Association for Supervision and Curriculum Development.  
• Gardner, H. 1993. Multiple Intelligences; The Theory and Practice. New York: Basic Books.  
• Lazear, D. 1991. Seven Ways of Teaching: The Artistry of Teaching with Multiple Intelligences. Palatine, Ill: IRT Skylight.  
• Richards, Jack, John Platt, and Heidi Wilson, 1985. Longman Dictionary of Applied Linguistics. Essex: Longman.  
• Richards, Jack, and Theodore Rodgers. 2002. Approaches and Methods in Language Teaching 2nd Edition. Cambridge: Cambridge University Press.  
• Websites of Interest:  
  • National Audobon Society <www.audobon.org>  
  • The Cornell Lab of Ornithology <www.birds.cornell.edu>

(Annex. 1)  

Multiple-Intelligence Inventor 

Directions

Read each statement write O if you disagree. Write 2 if you agree. Write 1 If you are somewhere in between. Total the number of points you have in each intelligence. Compare you scores. Which score is the highest (strongest intelligence) 7 which is the lowest (Weakest Intelligence)?  

0 = disagree  

1 = Somewhere in between 

2 = agree 

Linguistic Intelligences

1. I like to write papers and articles.  
2. Almost everyday, I read something just for pleasure.  
3. I often listen to the news on the radio or to cassettes of lectures, books, etc.  
4. I read billboards and advertisements.
5. When I read stories, I create clear images about the characters and places in my mind.
6. I use illustrations, charts, posters, and quotations frequently to add information to the papers I write.
7. If I hear a song or a commercial jingle a few times, I can usually remember the words.  
8. I am a good letter writer
9. I encourage others to spend time reading and writing  
10. I have written something that like. 

Logical / Mathematical Intelligence

1. I feel more comfortable believing an answer is correct when it has been measured, calculated or demonstrated in some way.  
2. I can calculate numbers easily in my head.  
3. I like my classes to be consistent with rules, routines, assignments, and other expectations clearly stated.
4. I like playing games such as hearts, bridge, gin rummy, chess, checkers.  
5. I like or have liked math classes in school.
6. I believe that most things have logical and rational explanations.  
7. I like brainteaser games.  
8. I am interested in new developments in the science.  
9. I am good at solving problems. 
10. I like to measure things exactly.  

Inventory Annex1 (continued) 

0 = disagree

1 = Somewhere in between  

2 = agree  

Visual / Spatial Intelligence

1. I pay attention to the colors I wear.  
2. I pay attention to the colors others wear.  
3. I like to use visual aids in the classes I teach.  
4. I like to draw.  
5. I like to read articles containing many charts and illustrations.  
6. I prefer textbooks with graphs, charts pictures and illustrations.
7. I like doing puzzles and mazes.  
8. I notice the seating arrangements in a room almost immediately.  
9. It is easy for me to find my way around unfamiliar cities.  
10. I like to take photographs on trips and vacation.  

Bodily/Kinesthetic Intelligence

1. Many of my hobbies involve some form of physical activity.  
2. I like to use activities in my classes that require students to get out of their seats and move around.  
3. I find it difficult to sit for long periods of time.  
4. I like to be involved in many forms of outdoor activities.  
5. I often get my best ideas when I am jogging, walking, or doing other physical activities.  
6. When learning a new skill, I have to actually try it out in order to absorb it.
7. I like doing things that involve working with my hands.  
8. I participate or have participated in one or more sports.  
9. I like to dance.  
10. I like to go on rides at amusement and theme parks.

Inventory Annex 1.(Continued)  

0 = disagree  

1 = Somewhere in between  

2 = agree  

Interpersonal Intelligence

1. I like to listen to other people's ideas.  
2. I try to incorporate other's ideas into my own thinking.  
3. I would prefer going to a party with strangers over spending the evening alone.  
4. I like to discuss my problems with my friends.  
5. My friends often seek help from me in solving their problems.  
6. I like to entertain friends and give parties.  
7. I like to meet new people.  
8. I like to teach others how to do things.  
9. I consider myself to have strong leadership qualities  
10. I frequently assume leadership roles and related positions.  

Musical Intelligence  

1. I have a very expressive voice when I am in front of a class or in other groups.  
2. I often incorporate music or chants into my lesson plans.  
3. I can tell if someone is singing off-key.  
4. I know the melodies to many different songs.  
5. When I listen to music, I have no difficulty identifying or following the rhythm.
6. If I hear a new song a couple of times, I can usually remember the melody.  
7. I often sing in the shower.  
8. I frequently listen to music  
9. Listening to music I like makes me feel good.  
10. When I hear a piece of music, I can harmonize with it easily.  

Intrapersonal Intelligence

1. I often spend time reflecting on things that have happened in my life.  
2. I plan for quiet time in my life.  
3. I consider myself to be independent and not necessarily swayed by the opinions of others.
4. I keep a personal journal and record my thoughts and activities.
5. I prefer to study and learn new material on my own.  
6. When hurt to or disappointed, I find that I bounce back quickly  
7. I can articulate the primary values that govern my life.  
8. I prefer to generate my own methods and procedures for learning new materials.  
9. I often create new activities and materials to supplement my classes.  
10. I have hobbies and interests that I enjoy doing on my own.  

Naturalist Intelligence

1. I like to be outdoors  
2. I like to observe what is going on around me when I am outdoors.  
3. I like to hike and camp outdoors.  
4. I know names of many different plants  
5. I know the name of and can describe most of the plants and animals in my neighbourhood.
6. I like or have liked biological and life science courses in school.  
7. I support ecologists' efforts to preserve our environment.
8. Knowledge of the world and how it works is important to me.  
9. I often look at the sky and can recognize different types of clouds and the weather they bring.  
10. I believe that all natural phenomena can be studied and explained