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Multiple IntelligencesEvery teacher sooner or later must experience that not all students can understand the materials delivered easily with one particular method. Some students understand easier when the materials are explained with visuals or pictures, some understand when they are explained with songs or stories, or even some understand when they are explained using activities that involved movements. The reason behind this phenomenon is because every person has different learning style. This is known as multiple intelligences. Multiple intelligences theory was created by Howard Earl Gardner. His interest in human?s mind has contributed greatly to the education field. In his work, he categorized the way people learn into nine categories. They are: linguistic intelligence, logical-mathematical intelligence, musical intelligence, body-kinesthetic intelligence, spatial intelligence, naturalist intelligence, existential intelligence, interpersonal intelligence and intrapersonal intelligence. However, he argues that it is most common that these personal intelligences work together. In other words, even though one form of intelligence can be more dominant than the others, they are all still connected to each other. Below are the descriptions of each form of intelligence. Linguistic intelligence (word smart): this type of students has a greater sensitivity to all spoken and written forms of language as their way of learning. Logical-mathematical intelligence (logic smart): this type of students can understand the lesson better if he/she has analyzed the materials and find out that it makes sense or has logic behind it. Musical intelligence (music smart): this type of students learns faster if the materials are delivered in the form of sound. These students are strong in auditory or listening skill. Body-kinesthetic intelligence (body smart): this type of students understands better if the lessons involved activities with movements. These students are normally physically active and very difficult to sit still during the lessons; thus, they get bored easily when the lessons drag too long without doing any activity. Spatial intelligence (picture smart): to understand and remember the lessons, this type of students requires the help of any sort of visual objects; such as: pictures, animations, real objects or visualizations. Naturalist intelligence (nature smart): this type of students always care of the nature. For them, the nature is very important. Existential intelligence (deep-question smart): this type of students looks the world as a whole where the human beings factor is one crucial part of it. These students are good in philosophy. Interpersonal intelligence (people smart): this type of students has a good relationship with the others. They are good motivator and easily get along with the others. Intrapersonal intelligence (self smart): this type of students has the capability to do self-introspection and use it as the basis in behaving toward each other. As has been described above, it is clear that a good and effective teaching and learning process should not only focus in one method of delivering the materials. If the teacher focuses in using pictures for all the lessons, it will only help the students with spatial intelligence. If the teacher only focuses in using audio, it will only help the students with musical intelligence. How about the rest of the students? That is the reason why it is important that teachers should always vary the methods of teaching. Not only to avoid boredom in class, but also to reach a wider span of the students understanding the lessons. References: Des Moines Public School. May Goodrell Traditional Plus Middle School. Available from: http://old.dmps.k12.ia.us/schools/2Goodrell/MI.htm (accessed 2 June 2011). Dianaaissaigon?s blog (2010). Discovery. Available from: http://dianaaissaigon.files.wordpress.com/2010/10/gardners-theory.jpg (accessed 2 June 2011). Smith, Mark K (2002, 2008). Infed: Howard Gardner, multiple intelligences and education. Available from: http://www.infed.org/thinkers/gardner.htm (accessed 2 June 2011).
