INTRODUCTION

The approach described below, Multiple Intelligences, shows the description of

these and how can the students learn depending of the intelligence that them
develop more according their necessities. Also I describe the benefits, the
limitations about this subject and the roles of the professor and the students in this
process.

This approach was developed in the late 1970s and early 1980s by Howard
Gardner and it is still in use. He argues that all humans have these intelligences
but people differ in the strengths and combination of intelligences. Also he believes
that all of the them can improve through training and practice. Gardner proposed a
view of natural human talents that is called the Multiple Intelligences Model. In
this model have eight native intelligences, which are described as follows:

Verbal-Linguistic Intelligence
According to Gardner, his definition, is the capacity to use language, your native
language, and perhaps other languages, to express what's on your mind and to
understand other people. (Palmberg, 2011)
This intelligence consists of the ability to think words and to use language to
express and encode complex meanings. In this intelligence people can use their
verbal-linguistic intelligence when they speak to other ones in formal speech or
informal conversation. Also people can use this intelligence when they are creating
poetry or when they write a simple letter. The Verbal-Linguistic intelligence is
involved in tell a story or create one as plays on words. This intelligence is involved
in any use of analogies, metaphors and it is useful to learn grammar and syntax in
speaking and writing.

Logical-Mathematical Intelligence
According

the

Gardners

definition,

People

with

highly

developed

logical/mathematical intelligences (math smart) understand the underlying

principles of some kind of a causal system, the way a scientist or a logician does;
or can manipulate numbers, quantities, and operations, the way a mathematician
does. (Palmberg, 2011)
This intelligence is associated with scientific thinking because the students most
of the time are involved in a situation that required problem solving or they are in a
new challenge. This intelligence makes possible the students to quantify, calculate,
consider hypotheses and prepositions, and accomplish complex mathematical
operations.
The learners can know if they have received the right change at the supermarket.
Also they can distinct pieces of information. This intelligence is responsible for the

patters of thinking that people use in their lives like creating a schedule, making
lists, and planning something for the future.
Visual-Spatial Intelligence
Gardner definition: Spatial intelligence refers to the ability to represent the spatial
world internally in your mind the way a sailor or airplane pilot navigates the large
spatial world, or the way a chess player or sculptor represents a more
circumscribed spatial world.
This means that people who are spatial, are good at designing work, they have the
aptitude for architectural design or be excellent map-readers, these persons create
an image of a landscape from the information on a map easily.

Musical Intelligence
Gardners definition: Musical Rhythmic Intelligence, (music smart), is the capacity
to think in music, to be able to hear patterns, recognize them, and perhaps
manipulate them. (Palmberg, 2011).
According with the definition people who have this intelligence can develop vocal
skills like have a strong voice for singing well, also the ability to make songs, play
many instruments easily no matter the level and the most important skill they have
the sensitivity and appreciation to various types of music such as jazz, rock, classic
and etc.

Bodily/Kinesthetic Intelligence
This intelligence promotes the ability to use the body to express emotions. Also
people who develop this intelligence have a well-coordinated body, the body knows
things that our minds do not and cannot know in any other way, for example type,
catch an object, ride a bike or maintain balance while walking.

The roles could be some athletes biologists dancers geologists

instrumentalists nurses physical education teachers physical therapists
physicians actors, etc.
Interpersonal Intelligence
This intelligence may be defined as the ability to recognize distinctions between
other people between other people to know their faces and voices. This
intelligence refers to the ability to interact with others. All the human beings are
already equipped with this skill to perform the intelligence. But not all of them is
confident. Also people have the interpretation of behavior and communications.
The roles that could be in this intelligence are coaches or mentors, educators,
politicians, sales-people, professors. (Northern Illinois University).

Intrapersonal Intelligence
Is the ability to understand oneself and apply ones talent successfully. People who
know their strengths and weaknesses and live as that. Most of the researchers tell
that this intelligence is developing at the first time the human beings are born, and
there are many factors such as the community, heredity and the experience.

Naturalistic Intelligence
The definition of this intelligence is the ability to understand and organize the
patterns of nature.

Role of the teacher

The role of the teachers is guide their students to discover their intelligences with
many ways to do it for example applying a test of what students are good in a
specific task/activity and who is not good enough to do it.
Role of the students
The students have to be conscious about their strengths and weaknesses to do the
activities that the professor gave them in order to complete it well, meanwhile the
students have curious about their learning styles more they will know how to use
that intelligence to access the knowledge and the information for the lesson.

CONCLUSION
As a next professor I have to teach with different styles of learning in order to cover
all the learning styles of my students. It is important because the professor have to
interact, and support their students by knowing how is the best way to teach them
and reach the goals at the end of semester/year.
Bibliographies
Hatch, H. G. (8 de 10 de 2010). Multiple Intelligences Go to School . Obtenido
de http://www.sfu.ca/~jcnesbit/EDUC220/ThinkPaper/Gardner1989.pdf
Northern Illinois University, F. D. (s.f.). Howard Gardners Theory of. Obtenido
de
http://www.niu.edu/facdev/resources/guide/learning/howard_gardner_the
ory_multiple_intelligences.pdf
Palmberg, R. (2011). Multiple Intelligences. En R. Palmberg, Multiple
Intelligences Revisted.
Rodgers, J. R. (2001). Approaches and Methods in Language Teaching.
Cambridge: Cambridge University Press.