Gardner’s Theory of

Multiple Intelligences

Emer Callaghan and Marie O’Connor

March 2017

Outline

Howard Gardner proposed this model in his 1983 book ‘Frames of Mind: The

Theory of Multiple Intelligences’.

The theory of multiple intelligences differentiates intelligence into specific

'modalities', rather than seeing intelligence as dominated by a single general

ability.

Gardner opposes the idea of labelling learners to a specific intelligence. He

maintains that his theory of multiple intelligences should "empower learners",

not restrict them to one modality of learning.

Gardner’s Learning Styles Visual-Spatial. These learners think in terms of physical space and can be taught through drawings, verbal and physical imagery.

Bodily-kinaesthetic. These learners use the body effectively, like a dancer or a surgeon. They communicate well through body language and can be taught through physical activity, hands-on learning, acting out, role playing.

Musical. These learners show sensitivity to rhythm and sound. They love music, but they are also sensitive to sounds in their environments and can be taught by turning lessons into lyrics, speaking rhythmically, tapping out time.

Interpersonal. These learners love interacting with others. They can be taught through group activities, seminars, dialogues.

Intrapersonal. These learners understanding their own interests and goals. They have wisdom, intuition and motivation, as well as a strong will, confidence and opinions and can be taught through independent study and introspection. They are the most independent of the learners.

Linguistic. These learners have highly developed auditory skills and often think

in words. They can be taught by encouraging them to say and see words and read

books together.

Gardner’s Learning Styles

Logical-Mathematical. These learners think conceptually and abstractly and

are able to see and explore patterns and relationships. They can be taught

through logic games, investigations and mysteries.

Naturalistic. These learners connect with and understand natural

phenomena. They can be taught using nature studies, ecological awareness

and care of animals.

Existential. This learners are the ponderers and big thinkers, they

demonstrate a strong connection to philosophy and considering questions

connected to the meaning of life, and an affinity with the word why.

Multiple Intelligences & Forest School

Gardner’s theory supports the overall Forest School ethos as Forest School

provides a stimulus for all learning preferences and dispositions.

It particularly supports the Forest School principle that Forest School aims to

promote the holistic development of all those involved, fostering resilient,

confident, independent and creative learners.

The learner-centred approach in Forest School allows learners from each

intelligence to grow and develop.