The Application of Gardner's Multiple Intelligences in Course Design and Accelerated Learning

By understanding how this works, we can further break down each intelligence in course design to accommodate the following type of learner.

Linguistic Intelligence
Areas of importance - prework and the workbook. The design of these should include written information on what you are talking about and the key points with references. People who are linguistic like to read and you can often noticing them in the room reading the workbook before you even start. They will be quick to catch grammar mistakes. Exercises should be more reflective of nature, with them reading something and having time and space to absorb.

Logical-Mathematical Intelligence
Areas of importance – application examples/stories. For this type of learning, what is important is that what is explained is tied into real-life applications. People who are logical-mathematical really need a ‘connect the dots’ process that they can understand how they can apply it in real life situations. Stories that give specific examples of how what they learned were applied to address a situation are critical for these people in the debrief. You can ask questions to the group such as

Visual-Spatial Intelligence
Areas of importance – posters/videos/powerpoint. For this type of learning, posters with key concepts are put on the wall, there is powerpoint and video can be used effectively. People who are visual-spatial need to ‘see what is going on’. In N.L.P. these are visual people or people who process information through pictures and images.

Musical Intelligence
Areas of importance – music/singing or chanting. For this type of learning, what is important is that they hear what is going on. Music has been proven to operate in the long-term memory (thus your ability to remember a song when you hear it). In N.L.P. these are the auditory people and by applying music and hearing what is being learned, they are able to process information.

Bodily-Kinesthetic Intelligence
Areas of importance – games and stories. For this type of learning, what is that they experience the learning. Games and small group activities are essential for this group. In N.L.P. this is the kinesthetic or ‘feelers’. They like to experience and hear how others are feeling to process information. These type of learners process information by writing down concepts and often take copious notes.

Interpersonal (Social) Intelligence
Areas of importance – discussion, group activities. These people are usually the ones who like to share their ideas and will often ‘talk out’ what they have learned. They are active participants and, if not you are not careful, can dominate a group. This would be the more ‘extraverted’ learner.

Intrapersonal Intelligence
Areas of importance – reflective exercises. These are the quiet people in the group. They usually don’t share a lot. For them, it is important to have ‘down time’ where an activity is done individually. They need time to reflect on what they have learned and are usually the more ‘introverted’ learner.

Naturalist Intelligence
Areas of importance – environment. These people are very aware of the surroundings of the classroom and for them it is important to create a safe environment that reinforces the learning. Here too posters and music immediately set the tone that this is a unique place that is “removed” from the world. They notice things like the chairs and the temperature of the room.

THE 9th INTELLIGENCE

Areas of importance – metaphor and parables. Gardner discussed adding an 9th intelligence – spiritual intelligence. Although he has resisted, personally I think it is important and can be incorporated into course design (this is the basis for my new work). What is important to this type of participant is tying the learning into values and then transforming those values into ethics. Here the critical elements for the learner are to understand how what they are learning ties into their values and ethics.

• Famous examples: Victor Frankl, Gandhi

The Final Rule of Course Design – K.I.S.S.
When you design a course, one important element is to take even the most complex theories and make them simple enough that people can summarize them in a few key words. The simpler you make it, the easier it is to remember and therefore apply and the more you can apply the theories and process of accelerated learning.