Multiple Intelligences

Howard Garner, author of the book, Frames of Mind (1983), states that there are at least seven kinds of intelligences and that all seven should be integrated into the curriculum of the school system. These intelligences are musical, spatial, mathematical, logical, linguistic, bodily - kinesthetic, interpersonal, and interpersonal.

One of the ways teachers integrated the Multiple Intelligence approach into the classroom was to create learning centers within the classroom where children could choose to work at different tasks throughout the day for a certain amount of time. This method allowed for more one-on-one interaction between teacher and student and gave the teacher an opportunity to evaluate which intelligence activity each student preferred.

1. The mathematical and logical centers included scientific demonstrations, puzzles, problem-solving activities (logic, calculations, mathematics, stories), and opportunities to create and decode codes.
2. Musical centers, provided students with music appreciation and opportunities to play recorded music, play live music, make instruments, sing in groups, and do jazz chants.
3. Spatial centers were set up to provide activities that involved the use of maps, charts, graphic, organizers, videos, movies, telescopes, microscopes, and art and other pictures. These centers also included visual awareness activities using a mind map, optical illusions and collages.
4. Linguistic centers offered a space to students to take part in debates, speeches, storytelling and group discussions. Completing worksheets, word games, and journals, along with memorizing, word processing, listening to cassettes, CDs and publishing were also done in this space.
5. Bodily - kinesthetic centers allowed for body movement through hands-on activities, such as cooking, role play, mime and the occasional field trip.
6. Interpersonal centers focused on cooperative group activities, conflict mediators, board games, peer teaching, pair work, and group brainstorming.
7. Intrapersonal centers were arranged in such a way that allowed for independent student work, options for homework, individualized projects, silent reading, and checklist, self-teaching, self-esteem journals, goal setting and reflective learning. Although many teachers find it difficult to maintain this centers approach in the classroom, there are ways to integrate the different dimensions of intelligence in the classroom.