The learning theory of multiple intelligences was developed by an educational psychologist called Howard Gardner. It states that individuals have different abilities to gain knowledge of the various learning styles. They also use different kinds of intelligence in their daily interactions. Consequently, the process of learning should be individualized to fit the unique needs of each learner (Oprescu et al., 2011). Pritchard (2017) notes that the learning material and instructions should, therefore, be profiled against the learners depending on the type of intelligence they demonstrate.
According to Davis et al. (2011), the multiple intelligences theory emphasizes that learners usually portray competencies in eight different types of intelligence. First, the learners demonstrate interpersonal intelligence by having an increased ability to be introspective and self-reflective. Then they portray visual-spatial intelligence that allows individuals to visualize concepts from the mind's eye. Thirdly, learners are more sensitive to moods, temperaments, and feelings when they have interpersonal intelligence. Verbal-linguistic intelligence is also another intelligence that allows individuals to recognize words and sounds in languages easily. In the discernment of principles behind casual systems, learners demonstrate the learners' possession of logical-mathematical intelligence. The learners are, however, able to control body motion by possessing body-kinaesthetic intelligence. The seventh intelligence is naturalistic-intelligence. It makes the individuals competent from an ecological perspective. Finally, learners need the musical- rhythmic intelligence to be sensitive to sounds and rhythms (Davis et al. 2011 & Gardner, 2018).
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References
Davis, K., Christodoulou, J., Seider, S., and Gardner, H. (2011). The Theory of Multiple Intelligences. In Sternberg, Robert J.; Kaufman, Barry (eds.), The Cambridge Handbook of Intelligence , Cambridge University Press, pp. 485–503,
Gardner, H. (2018). Multiple Approaches to Understanding. In Contemporary Theories of Learning (pp. 129-138). Routledge.
Oprescu, M., Craciun, D., & Banaduc, I. (2011). Multiple Intelligences in Conventional and Student-Centered School. Journal of Educational Sciences and Psychology , 1 (1).
Pritchard, A. (2017). Ways of learning: Learning Theories for the Classroom . Abingdon, United Kingdom: Routledge.
