Multiple intelligence theory suggests that rather than intelligence being an all-or-nothing entity, it is made up of distinct learning proficiencies that can work individually or together. There are generally eight agreed-upon classifications of intelligence strengths. All of us are presumed by this theory to have all eight intelligences in varying amounts. Your child’s learning may be most efficient and successful when he applies his strongest intelligence to the task. Here’s a quick overview of those eight intelligences:
Linguistic intelligence includes sensitivity to sounds, rhythms, and words. Proficiencies in this intelligence include organisational abilities, logical deduction, memory sensitivity to spoken and written language, mnemonics, and structured, sequential notes or instructions.
Logical-mathematical intelligence includes proficiencies in logic, patterning, conceptualisation, and abstraction.
Musical-rhythmic intelligence includes sensitivity to auditory tone, pitch, and rhythm. Proficiencies include auditory patterning and auditory memory.
Visual-spatial intelligence includes sensitivity to the relationships of objects, concepts, or images in different fields or dimensions. Proficiencies in this intelligence include mentally creating and visualising spatial relationships, as in mapping or diagramming, and starting with a big-picture conceptual overview before filling in details.
Bodily-kinesthetic intelligence includes sensitivity to physical, spatial, or sequential movement through time and space. Proficiencies include sense of time, proportion, prediction of sequence, and visualisation of movement.
Interpersonal intelligence includes perceptiveness and sensitivity to others’ moods and feelings. Proficiencies include the ability to interact with and lead people with understanding by interpreting their intensions, needs, emotions, and desires.
Intrapersonal intelligence includes understanding of and confidence in one’s own beliefs and goals. Proficiencies include an ability to reflect upon one’s own thoughts and feelings, introspection, analysis, and reflection.
Naturalist intelligence includes perceptiveness of things existing in the natural world, such as plants and animals. Proficiencies include organizing things into categories, detailed observation, and pattern recognition.
LEARNING STYLES
Learning-style preferences refer to the way children prefer to approach learning and how their brains most successfully process information. Where intelligences are seen in what children relate to in the things, information, and people around them, learning-style preferences are reflective of how they relate and which way of presenting information is most likely to stick with their neural-network patterning.
There are dozens of different names for learning-style preferences, though three main ones dominate, and for the purposes of this book, I will consolidate these into three general categories.
Auditory-sequential or analytical learners tend to process information in a parts-to-whole manner. These children respond to logic, order, and sequence. Auditory-sequential (AS) preference is evidenced
in children who respond best to spoken information. These are often children with linguistic and logical-mathematical intelligence strengths who tend to learn best by evaluating patterns and connections in information they hear. AS learners often respond well when they study information methodically—making timelines, lists, and other sequences using facts about the information they need to study. They also respond to talking or reading aloud to themselves and being quizzed verbally when they study.
AS learners prefer dealing with one task at a time in organised working spaces. Because they tend to be analytical thinkers, they prefer solving existing problems rather than creating their own. They use logic and deduction. If your child is an AS learner, he might enjoy expanding on a concept or theme by reasoning out and predicting logical implications that follow from a rule or guiding principle. AS learners usually prefer learning activities that have one correct answer and can be broken down into logical, sequential steps.
Visual-spatial learners usually are high in visual-spatial (VSK) intelligence and process information best when a topic is introduced as an overview before the details are taught, in a whole-before-detail or global introduction. They think primarily in images and prefer visual explanations, videos, diagrams, computer simulations/graphics, and demonstrations. They enjoy success when learning is less structured and more creative and interactive.
Because children with visual-spatial learning-style preferences tend to see or visualise patterns and connections, they enjoy solving novel problems with more than one solution. They choose or create their own problems and evaluate them through reasoning and intuition.
VSK learners enjoy starting with a larger concept and then adding details to that concept through inductive reasoning. To do this, they often like to see the final product and then, without instruction, use their intuition to figure out how to get the final product or solution.
These children like discovering or creating relationships between themselves and what they are about to study.
Kinesthetic preference learners generally have the proficiencies found in children with bodily-kinesthetic intelligence and many of the proficiencies found in children with visual-spatial intelligence. They like to touch what they are learning and respond well to learning activities with movement, role playing, and hands-on exploration with math manipulatives and science experiments, and may need to move during breaks rather than just change to a different sedentary activity.
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