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Multiple IntelligenceMultiple Intelligence theory is based on the understanding that there are different types of intelligence, not all of which are assessed by current standard methods of measuring intelligence. According to Howard Gardner, who developed the theory of multiple intelligences, there are nine intelligences: verbal/linguistic, logical/mathematical, visual/spatial, bodily kinaesthetic, naturalistic, musical, interpersonal, intrapersonal and existential. I just took an online test and scored highest in naturalistic intelligence. The existence of multiple intelligences as a psychological concept has been controversial and faced some opposition. It was, however, almost instantaneously embraced by the education and training community. Gardner proposed that different intelligences have different needs and are best taught through specific methods and mediums. Gardner’s theory suggests that the intelligence that is highest in the individual indicates a preferred method of learning. For example, someone who tests highest in musical intelligence may be particularly sensitive to music, sounds and rhythm. These elements could then be used to teach other types of information. The teacher can use music and songs in the classroom to help memorise key subject material or to create the appropriate mood for an optimal learning environment. Younger students (pre-school to year 3) in Western societies have traditionally been taught using a combination of visual, auditory and kinaesthetic stimuli. The teaching of middle school student’s usually utilised visual and auditory senses and adult teaching methods were mainly auditory with some visual input (as in a university lecture). Gardner believed that using these means methodically resulted in a great number of students receiving low scores because their learning needs (i.e. the need for alternative stimuli) were not being met. Some education communities claim that Howard Gardner’s multiple intelligences theory contributed to the development of another classical intelligence and learning styles model known as the Visual-Auditory-Kinaesthetic (VAK) learning styles model. The model presents a multi-sensory approach to learning and teaching and was initially developed for the education of dyslexic and autistic students. The visual learning style is self-explanatory: students are taught using visual stimulation such as video files, pictures and demonstrations. Likewise, an auditory approach to teaching is no stranger to most who experienced a traditional education system. Voice recordings or the teacher delivering instructions and reading to students is conventional in classrooms. The Kinaesthetic aspect of the model, however, introduces the concept of using increased physical experience and tactile input. Regardless of whether a teacher accepts multiple intelligence theory, people who cannot easily learn using traditional teaching methods have been found to benefit from alternative techniques. Study of learning modes has not produced any evidence that some people learn and retain more information from reading and others from auditory means. There is, however, statistical evidence that most people benefit from increased visual input and practical experience. It stands to reason, then, that using as many methods as possible prevents some students from falling behind. It seems that the Gardner’s theory of multiple intelligences has contributed to the introduction of a more ‘hands-on’ approach to teaching. Teachers now regularly use video and audio files in the classroom for all age ranges. And not just for teaching english, but in all training environments. It is not uncommon for teachers to take their students out of the classroom into ‘real-world’ situations, such as market places, so students can understand how the information they are learning is beneficial. Also, the production of models that students can pull apart and put back together has produced a booming market. The educational communities’ support for the theory of multiple intelligences has no doubt helped make learning and teaching much more interesting.