Learner Needs: Multiple Intelligences

Traditionally,  someone who is intelligent is defined as an individual who can solve  problems, use logic to answer questions, and think critically. However,  psychologist Howard Gardner has created a much broader definition of  intelligence called Multiple Intelligences, which is more focused on our  areas of learning preferences. For this discussion, please complete the  following:

  1. Demonstrate  an understanding of intelligence and learning in the framework of  Gardner by comparing and contrasting the traditional definition of  intelligence (IQ) with the multiple intelligences model.
  2. Thinking  critically about these difference, comment on how Gardner’s ideas about  learning preferences might change the way some assess a person’s  strengths and weaknesses.
    • Do these ideas significantly affect this type of evaluation?
  3. Apply the principles of multiple intelligences (MI) to the following questions:
  4. If  you were to assign multiple intelligences to yourself, what would it  be, would you assign yourself more than one area, and why?

Which of the MIs do you think are most valued by schools and society? Why? 
On what evidence, including personal experiences, do you base your opinions?
If  work environments recognized multiple intelligences, how might  training, counseling, or classroom activities be revised to address  these principles?
How might an  understanding of multiple intelligences change the ways in which you  view your own abilities or the abilities of your family members, peers,  or co-workers? 

Helpful material :

Gardner, H. (2008). Multiple intelligences: New horizons. New York, NY: Basic Books. Retrieved from Retrieved from

McFarlane, D. (2011). Multiple intelligences: The most effective platform for global 21st century educational and instructional methodologies. College Quarterly, 14(2). Retrieved from

  • This article provides a thorough explanation of multiple intelligences.

Gardner, H. (2008). Multiple intelligences: New horizons. New York, NY: Basic Books. Retrieved from

  • Chapter 2: The View After Twenty-five Years
  • Chapter 3: Beyond Intelligence: Other Valued Human Capacities
  • Chapter 4: The Bridge to Education


Ghazi, S. R., Shahzada, G., Gilani, U. S., Shabbir, M. N., & Rashid, M. (2011). Relationship between students’ self-perceived multiple intelligences and their academic achievementInternational Journal of Academic Research, 3(2), 619-623. Retrieved from

  • This  study aimed to investigate the relationship between students'  self-perceived multiple intelligences and their academic achievement. A  significant correlation was found between self-perceived  verbal/linguistic, logical/mathematical, interpersonal, intrapersonal,  naturalistic intelligence and students' academic achievement.

Singh, A., Dash, M., & Anand, V. (2011). Study of multiple intelligence among postgraduate management studentsIUP Journal of Organizational Behavior, 10(4), 43-53. Retrieved from

  • This  study focuses on the demographic patterns of multiple intelligence  characteristics amongst postgraduate management students. It also  considers the factor structure of multiple intelligence characteristics  as a means to assess their interrelationships.



    • 4 years ago
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