1. Book Annotation- Multiple Intelligences and Teaching
Kamila Bohacova
Goddard College
PSTP Packet 2 October, 2013
1
Multiple Intelligences; New Horizons
It is of the utmost importance that we recognize and nurture all of the varied human
intelligences, and all of the combinations of intelligences. We are so different largely

2. Book Annotation- Multiple Intelligences and Teaching
Kamila Bohacova
Goddard College
PSTP Packet 2 October, 2013
2
because we all have different combinations of intelligences. If we recognize this, I
think we will have at least a better chance of dealing appropriately with the many
problems that we face in the world. – Howard Gardner
A Harvard psychologist named Howard Gardner proposed in the book
Multiple Intelligences; New Horizons the existence of at least seven basic
intelligences. Most recently, he added an eight. In his theory of multiple
intelligences, Gardner seeks to broaden human potential beyond the confines of an
IQ score. He opposes the idea that intelligence can be measured simply by a score
and suggests that intelligence has more to do with the capacity to solve problems
and being productive in a rich and naturalistic setting. I have presented the eight
intelligences through a visual presentation (Prezi) that accompanies this essay. As a
current student and future educator, learning about the different types of
intelligences is beneficial to me in understanding the different learning styles of the
children I plan to teach. In addition to understanding learning styles, knowing and
understanding how different people learn is essential in creating a curriculum and
lessons that adhere to all learning styles. The multiple intelligence theory provides
knowledge by looking through different lenses on the potentials and abilities people
possess.
It is important to remember that each person has the capacities in all eight
intelligences. Gardner suggests that most people can develop each intelligence to an
adequate level of competency. Intelligences are always interacting with each other.
For example, a student is asked to perform an experiment in science class. First, the
student must read the directions, which involves the use of his linguistic

3. Book Annotation- Multiple Intelligences and Teaching
Kamila Bohacova
Goddard College
PSTP Packet 2 October, 2013
3
intelligence. Second, the student must measure the appropriate amounts of
materials needed to perform the experiment, representing his logical-mathematical
intelligence. Third, the student must physically conduct the experiment in which
involvement of his bodily-kinesthetic intelligence is required. If the student is
working alone, intrapersonal intelligence is present, and if working in a group,
interpersonal intelligence is present. In just one lab experiment, the student
presents multiple intelligences that he utilizes. In addition, there are many ways to
be intelligence within each category. There is no standard set of attributes that one
must have to be considered intelligent. For example, a person may not be able to
read well, yet be highly linguistic because he can tell a terrific story or possesses a
large oral vocabulary. Similarly, a person may be a terrible basketball player, yet
possess superior bodily-kinesthetic intelligence when weaving a scarf or planting
flowers. It is important for teachers to not classify students with just one or two
intelligences and to understand that they are able to learn everything at a basic level
of competency. Also, teachers should be sensitive to the fact that students will be
good at one thing but not necessarily another. Instead of pushing them to excel at
everything, encourage them to focus on skills that they are good at, that they enjoy
and that they find passion in.
By the time children begin school they have already developed inclinations
towards specific intelligences. From a very early age, children have established
their dominant ways of learning. It is a teacher’s responsibility to be able to
describe and examine students’ most developed intelligences so that more of their
learning in school can take place through their preferred intelligences. The single

4. Book Annotation- Multiple Intelligences and Teaching
Kamila Bohacova
Goddard College
PSTP Packet 2 October, 2013
4
best way to assess students’ multiple intelligences is by simple observation. A good
indicator of a students’ intelligence is observing what they do in their free time.
What activities do students pick when they have choice time? Teachers should
consider keeping a notebook or journal of observations for each student so that it
can easily be referred back to. As far as an activity the teacher can do to find out
specific intelligences, having students express their preferred intelligence through
different types of media such as writing, drawing, personal or group discussions, etc.
is helpful. Also, meetings with other teachers as well as parents allows for the
teacher’s insight into the lives of these children outside the classroom and outside of
school.
The multiple intelligence theory has a different type of underlying structure
than do many of the most current learning-style theories. “The MI theory is a
cognitive model and seeks to describe how individuals use their intelligences to
solve problems and fashion products” (p. 18). Gardner goes on to explain that
unlike other models that are primarily process oriented, his approach is geared
toward how the human mind operates on the contents of the world. This means
focusing on encounters with people and objects. The MI theory suggests that it is
not tied to the senses. “It is possible to be blind and have spatial intelligence or to be
deaf and be quite musical”(p.34). This concept is valuable for teachers because
students may struggle in one area but be proficient in another. It is imperative to
not classify students based on their inabilities, rather to stimulate interests in other
similar categories. Just because a student is not doing well in one aspect of a math
problem, such as problem solving, does not mean that he will not do well in a

5. Book Annotation- Multiple Intelligences and Teaching
Kamila Bohacova
Goddard College
PSTP Packet 2 October, 2013
5
different aspect of math, such as fractions. In other words, the MI theory explores
multiple facets of learning and their potentials.
“The theory of multiple intelligences is a good model for looking at teaching
strengths as well as for examining areas needing improvement” (p. 120). Teachers
can identify these strengths and weaknesses by seeing what students are lacking in
their work. For example, a student may avoid drawing pictures or including graphic
materials in a presentation. This illustrates that the student is not fully developed in
spatial intelligence. Because we know that all intelligences can be learned at least to
a competent level, the teacher should then encourage the student to draw more or
request that the student work closely with other’s who enjoy drawing. The ability to
distinguish student’s strengths and weaknesses enables teachers to provide an
individualized lesson that caters to the personal needs of that student. In addition,
the theory aids students in working cooperatively as they can benefit from one
another’s intelligences.
The MI theory was not initially established by Gardner to be of value to
educators. It was the educators who read the theory and found it effective for
teaching. Teachers and administrators developed curriculum, assessments and
other practices based on the MI theory. This holds true in many schools that have
adopted the belief that all children learn through different means and hold vast
capacities for learning. Teachers who take into consideration multiple intelligences
and create lesson plans based on different learning styles create a learning
experience that is suited for every child. By close encounters with students and
observations, teachers can pick up on clues that expose children’s unique

6. Book Annotation- Multiple Intelligences and Teaching
Kamila Bohacova
Goddard College
PSTP Packet 2 October, 2013
6
intelligences. Having the ability to create a challenging and meaningful learning
experience to all children is what we as educators strive for everyday. Teaching is
not about presenting rote facts in hopes of passing on standardized tests. Teaching
is about getting to know your students, being inspired by them and for creating a
life-long learning within them. When children understand how to do something,
they think it is fun. Our goal as educators is for children to find all activities that
enhance learning as pleasant, enjoyable and instructional.
References

7. Book Annotation- Multiple Intelligences and Teaching
Kamila Bohacova
Goddard College
PSTP Packet 2 October, 2013
7
Gardner, H. (2006). Multiple Intelligences; new horizons (Completely rev. and
updated. Ed.) New York: BasicBooks.