CHAPTER 2 LEARNING AND LEARNING THEORIES
2.8 LEARNING IMPLICATION OF MULTIPLE INTELLIGENCES THEORY
Personal intelligence includes interpersonal and intrapersonal intelligence. Even though these two types of intelligence appear to be the same, Gardner never linked them, but he considered them as separate entities (Gardner & Moran, 2006).
Intrapersonal intelligence
Intrapersonal intelligence is the capacity of an individual to examine and acknowledge their own feelings, emotions, motivation (Sulaiman et al., 2010:513-514; Dickinson et al., 2002; Brualdi, 1996:1; Gardner, 1983:240-241) to draw accurate self-knowledge to guide behaviour, strength, weakness, desire and intelligence (Gardner & Hatch, 1998). This behaviour allows the person to be conscious of the self (Lazaer, 1999:7). Cherry (2018), Dickinson et al. (2002:1), Lane (2000:3) and Lazaer (1999:7) assert that intrapersonal intelligence involves understanding, control and work with one’s feeling and thoughts deliberately, and have capacities to experience wholeness and unity.
Learners with strong intrapersonal intelligence are good at introspection, analysing strengths and weaknesses and self-awareness. They enjoy investigating theories and ideas, evidently understand and are conscious of their emotions and motivations (Cherry, 2018; Maphalala &
Mpofu, 2017; Dickinson et al., 2002; Lane, 2000; Lazaer, 1999). They also have strong confidence, very opinionated, enjoy self-reflection, analysis and the ability to evaluate their strengths (Cherry, 2018; Ozier, 2016; Lazaer, 1999). However, these learners tend to shy away from others (Lane, 2000). Teaching through assessments, self-study and self-analysis is important because these learners are the most self-driven (Lane, 2000:3).
According to Maphalala and Mpofu (2017) and Dickinson et al. (2002) intrapersonal intelligence may be applied in the classroom through reading, imaginative activities, journal writing, reflection as well as speaking into tape recorders. Lane (2002) maintains that books, creative materials, diaries and privacy time are tools that can be used to develop intrapersonal intelligence. The teacher can use this trait to determine content learners struggle to understand and to develop strategies to assist them in overcoming any barriers.
The Multiple intelligence approach is learner-centred and caters for the individual learner.
According to Gardner (1995:16-17), the MI approach focuses on the learner. It recognises learners having different intelligences of different strengths that are to be considered and developed to maximise learning opportunities for each learner.
Therefore, schools should provide multiple materials to cater for the individual learner with its unique individual strength of intelligence. The Multiple intelligence approach also favours multiple means of assessment beyond the standard use of “language-logic instruments only”. Thus, catering for all learners.
Application in specific subjects
The study of Maphalala and Mpofu (2017) clearly shows that the MIT was considered in developing the senior phase subjects in some aspects of the curricula of South Africa. This implies that each subject included developing one or more of the eight intelligences. Maphalala and Mpofu (2017) argue that each type of intelligence is considered in various senior phase (grades 7-9) subjects in the Curriculum and Assessment Policy Statement (CAPS). For example, life orientation addresses the concept of self-image, reflection on positive individual qualities and relationship with self, family, and friends (Maphalala & Mpofu, 2017; DBE, 2011a). In the face of this statement, it is evident that intrapersonal intelligence is strongly favoured. But the activities used in their study enhanced only the development of interpersonal, verbal-linguistic, and bodily- kinaesthetics.
Maphalala and Mpofu (2017) maintain that visual-spatial intelligence is addressed under the visual arts component of the creative arts subject in the South African senior phase curriculum.
Creative arts as a subject incorporate visual, musical, kinaesthetics intelligences and create opportunities for social, emotional, and intellectual development (Maphalala & Mpofu, 2017). The first and second additional subjects accommodate verbal-linguistic intelligence. The classification of living things in natural sciences supports the development of naturalistic intelligence. Logical Mathematics features in mathematics, natural sciences, technology and physical sciences.
Maphalala and Mpofu have successfully outlined and associated subjects of the South African curriculum with the eight multiple intelligences of Gardner. This implies that the content and context of these subjects are to some extent identified with MIT. Further research into its implementation in natural and physical sciences will be ideal.
Differentiated instruction
Ozier (2016) states that differentiated instruction is one of the most extensively used pedagogical procedures reflecting Gardner’s MI impact. According to Tomlinson and Imbeau (2014:6-7), differentiated instruction promotes an atmosphere in which each learner comes to understand, and value their capacity, worth and capability of handling a meaning-rich curriculum. Therefore, teaching and learning strategies should accommodate diverse skills, abilities, multiple intelligences, individual learning styles, availability of a variety of methodology/tools/resources and a flexible classroom environment (Tomlinson & Imbeau, 2014).
Furthermore, less emphasis is placed on identifying the personal learning needs and personalised instruction and learning which will boost the academic needs of individual learners (Tomlinson &
Imbeau, 2014). This may be associated to the fact that teachers may not be aware of the relevant knowledge needed and how to acquire them to understand the diversity in their classroom (Currie, 2003). Therefore, Currie (2003) proposes that Gardner’s MIT may be used as the first step to investigate the diversity in the classrooms. This will help teachers gain more knowledge and identify the learners’ strengths and weaknesses related to the learning process.
In addition, there is an apparent correlation between the study of language and music therefore the language teachers should be aware of the importance of music related to the achievement of improved language skills (Currie, 2003).
Currie (2003) maintains that teacher’s awareness of the fact that each student has their individual intelligence profile is mounting. Hence, Brualdi (1996) argues that it is of utmost importance for teachers to develop an “intelligence profile” for every learner. Knowing how the learner learns allows the teacher to assess the child’s progress properly.
Intelligence profile
The multiple intelligence approach proposes that every learner has their unique intelligence profile. Therefore, optimum learning will occur when content is taught in the learner’s dominant intelligence (Sulaiman et al., 2010). So, Sulaiman et al. (2010) did a study that focused on examining the relationship between the intelligence profile and teaching strategies of science and mathematics teachers. The study results indicated that there is indeed a relationship between the intelligence profile and teaching strategies of mathematics and science (Sulaiman et al., 2010).
Multiple Intelligence Development Assessment Scale (MIDAS) was adapted, validated and used in the Arabic setting by Al-Sabbah et al. (2011). So, the Arabic MIDAS version was used in the study, which was found effective in measuring students’ MI in Jordan schools. Furthermore,
analysis of the results revealed that MIDAS could be used to obtain information to rate students’
MI, categorise and understand their intelligences. Therefore, the MIDAS is an excellent method that a teacher can use to develop learners’ profiles (Al-Sabbah et al., 2011) to guide the learners to develop their strength and use various learning activities enhancing the strength of their intelligence.
The Teele Inventory of Multiple Intelligences (TIMI) can be used to identify the strengths (dominance) and weaknesses of individual intelligence and a profile for each learner of all ages and grades can be established and used by learner and teacher (Özdemir et al., 2006). Science teachers must accurately identify learners’ intelligence types, to integrate MIT (Özdemir et al., 2006). To identify learners’ intelligence types TIMI may be used to produce results for creating a learner MI profile.
Gardner believes that the eight intelligences develop at different times and degrees.
Nevertheless, when an individual becomes more proficient in one, all the other eight intelligences may improve and advance (Dickinson et al., 2002).The creation of learning environment and experiences that assist the identification of strengths and difficulties in each person’s MI profile (Stanciu et al., 2011:93) is of great necessity.
Currie (2003) designed a learner MI profile which was used in the study to identify diversity in the ESL (Early Support Learning) classroom using a MIT questionnaire to collect MI data in the classroom. Table 2.1 below is a learner multiple intelligence profile adopted from Currie (2003) that teachers in schools can use as a guide for both teachers and learners to enhance their strengths, learning and academic achievement.
Table 2-1: An example of learner multiple intelligence profile
(Source: Currie, 2003)
Lazear (1999:119) suggests that music can be used before or during a test series to help learners lower their stress levels to maximise their ability to remember essential information. Therefore, music intelligence can be applied in all the subjects in South African school curriculums. This implies that music can also be used before a science test to reduce stress levels and maximise learning science.
Goodnough (2000:41) states that MIT serves as a framework for teaching and leaming science, providing a pathway to promote active participation and learner centredness as premised on constructivism principles. Sulaiman et al. (2010) maintains that, to optimise science learning to ensure successful teaching and learning, a variety of teaching strategies and acknowledgment of the strength of multiple intelligence must be considered. On the contrary, Stanciu et al. (2011:96) contend that using a variety of strategies in the multiple intelligence approach is time consuming and difficult to enforce a traditional school system. Still, the study results of Stanciu et al. (2011:96) show that multiple intelligence strategies, including differentiated learning, were found suitable and effective to help underachievers and students with learning difficulties. This implies that learners with difficulties in learning science can overcome their challenges if they are exposed to multiple intelligences strategies, where activities that conform to the learners’ dominant intelligence are included.