Incorporating Multiple Intelligences Theory in the Learning and Teaching Operation: Teacher’s Guide

Abstract

One of the challenges of 21st Century classrooms is the broad diversity of experiences, identities and intelligence students bring to class. Research in psychology and neurosciences has indicated that we should never treat students as essentially alike. Each brain is unique with a predominant intelligence, which plays a crucial role in learning. Gardner (1983) believes there are nine bits of intelligence: logical, linguistic, spatial, musical, kinesthetic, naturalist, intrapersonal, interpersonal, and existential. They constitute students’ preferred channels of learning. Hence, the purpose behind this article is to help teachers plan their teaching operation according to this theory so that they can respond to class diversity and improve learners’ performance. The implementation procedure consists of (1) understanding the essence of multiple intelligences theory, (2) showing teachers how to identify learners’ multiple intelligences using the McKenzie MI Inventory, and (3) suggesting a variety of activities that cater for this intelligence, boost students’ engagement, and develop the whole learner.