Multiple intelligences: how to identify and apply it in the classroom?

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This beautiful post was based largely on the study and research done by the psychologist and researcher Howard Gardner in the 1980

Learn more about the Theory of Multiple Intelligences and how to apply it in your school institution.

 


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Have you heard about the theory of multiple intelligences?


One among the important theories that are based on the work of the School of Intelligence,
 

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was developed by the psychologist and researcher Howard Gardner in the 1980s. His main contribution in the field has been the reshaping of educators' thinking about the manifestations of intelligence, which can be presented in different ways.
Gardner defines the existence of 8 types of intelligence and states that anyone has all 8 types of intelligence, although some are more developed in some than in others.

Linguistic intelligence
It is the ability to communicate, to write, to express oneself, to master a language. It includes not only oral forms but also non-verbal forms, such as gestural forms, for example. It is important to emphasize that, since childhood, human beings learn to communicate within their sociocultural and historical context.


 

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Logical-mathematical intelligence
For decades, it was used as a reference point to determine how smart a student could be (for example, with the use of IQ tests). It is the intelligence that responds by the logical reasoning and the resolution of mathematical problems.


 

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Space intelligence
The kind of intelligence from which people observe the world, recognize the positioning and size of objects in space, they move. Individuals with developed spatial intelligence are usually skilled at creating mental images and designing and identifying details.


 

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Musical intelligence
Ability to identify sounds, perceive rhythms, identify instruments, production, and interpretation of music, songs, etc. Musical intelligence can be better manifested in people who are able to do all these things but can also be trained and improved, like all other types.


 

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Body intelligence and synesthetic
It refers to the motor skills of the body: skills in using tools, expressing emotions and feelings through the body, moving, playing sports, dancing, responding to stimuli. Control the muscles and perceive vital systems of the organism.


 

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Intrapersonal intelligence
Intelligence inwards, inwards. Ability to understand oneself internally, to question oneself, to reflect on feelings, emotions, desires, desires, anguish. Important to maintain the psychic balance of individuals.


 

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Interpersonal intelligence
It is related to the ability to interact with others: to converse, to listen, to interpret gestures, expressions, and signs beyond words. It is the intelligence that helps to develop empathy, the ability to, even when not being in the other's place, to understand their feelings, pains, and joys.

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Naturalist intelligence
It adds later to the original study, this type of intelligence detects and differentiates issues related to nature, such as animal and plant species or climatic phenomena. It is the ability to recognize a rock, a cat, a plant, for example, and is related to the evolutionary defense of the human being. Gardner included this category because it would be one of the intelligence that helps the human species to survive.


 

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How to apply the theory in school management?
The understanding of the application of the theory of multiple intelligences is important to include within the spectrum of education, all forms of manifestation of these intelligences, with an integrated teaching plan that respects the socio-emotional development of these students and not only cognitive.


 

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By addressing all types of intelligence in a solid teaching plan, the school manager creates an environment conducive to the overall development of the student, promoting various skills and strengthening their self-esteem. The student who has the greater linguistic capacity, for example, will not feel molded to "enter a box" that only values logical-mathematical or spatial skills.


 

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Based on these concepts, managers can create means for teachers and students themselves to identify their potentials, work in them, and also overcome difficulties in other types of intelligence.


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