Multiple Intelligences – A Brief Overview, by Terrie Spieker (2/2)

Dr. Howard Gardner defines the eight different forms of intelligence as follows:

1. Linguistic intelligence: Linguistically gifted children process written information quickly and easily, absorbing and employing knowledge through reading and writing.

2. Logical-Mathematical intelligence: Mathematically inclined students prove highly adept regarding logical, quantitative reasoning. Straightforward calculation comes naturally to these children, as does more abstract, calculation-related thought.

3. Spatial intelligence: Also referred to as “picture smarts,” spatial intelligence allows a learner to grasp both simple and complex ideas via a predominantly visual platform.

4. Bodily-Kinesthetic intelligence: Students who prefer to absorb information in an active and physical manner are often grouped together under this category.

5. Musical intelligence: Although some educators trained in traditional teaching methods choose to overlook “music smarts” as a relevant form of intellectual competence, cases in which a child proves primarily musically intelligence are fairly common.

6. Interpersonal intelligence: This I.Q. subset applies to markedly social, outgoing children who learn best by interacting with their peers and teachers.

7. Intrapersonal intelligence: Also known as “self smart,” intrapersonal learners often seem shy and reserved, perhaps even uneager to engage with the rest of the class. These students tend to fair best when allowed to pursue assignments on their own.

8. Naturalist intelligence: Innately naturalistic intelligent boys and girls maintain a firm grasp of their foundational relationship with their surroundings. These children are notably adaptive and resourceful both inside and outside of the classroom.

Taking Dr. Howard Gardner’s multiple intelligences theory into account, the lesson plans a teacher implements must address each student’s inherent intellectual abilities, placing marked consideration on a child’s level of social and emotional maturity as well. About the author: A dedicated educator with extensive hands-on instructional experience, Terrie Spieker most recently served as a teacher with Colorado’s Littleton Public Schools for more than eight years, applying her skills in district classrooms from February 2001 to May 2008. Holding a B.A. in Behavioral Science from the Metropolitan State College of Denver, Terrie Spieker left her post at Littleton Public Schools to further expand her professional knowledge, enrolling at the University of Colorado-Denver’s Education and Human Development program in 2008 to pursue a M.A. in Language and Literacy.

During her time with Colorado’s Littleton Public Schools, Terrie Spieker designed and implemented highly creative and engaging lesson plans, finding a point of confluence with her individualized teaching approach and core curriculum requirements. Employing innovative techniques to bolster her students’ achievement capabilities, Terrie Spieker oversaw a number of workshop initiatives, facilitating results-oriented dialogues in areas such as computer technology, stress management, assertiveness, motivating unengaged students, and substitute teaching.