Featured Article of the Month

 Stay Interviews
A Retention Strategy for Innovative Organizations
Has anybody ever thought about the logic of asking people why they are leaving when they have one foot planted out the door? I remember on my exit interview when they asked me why I was leaving. Part of me wanted to say, “Geez, because my manager is such a hypocrite that I would rather be boiled in hot oil than have to work with her another day.” I did, however, know better. Why burn a bridge (although the bridge has since been torched)? No, I gave some answer about want to move on, etc. My only thought was I wish somebody (other than my manager) had asked me while I was there and maybe I could have stayed within the consulting firm in a different area. Oh well, c’est la vie!

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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

• The ability to read , write and communicate with words. Authors, journalists, poets, orators and comedians are obvious examples of people with 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.
• Famous examples: Charles Dickens, Abraham Lincoln, T.S. Eliot, Sir Winston Churchill

Logical-Mathematical Intelligence

• The ability to reason and calculate, to think things through in a logical, systematic manner. These are the kinds of skills highly developed in engineers, scientists, economists, accountants, detectives and members of the legal profession.
• 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
• Famous examples: Albert Einstein, John Dewey.

Visual-Spatial Intelligence

• The ability to think in pictures, visualize a future result. To imagine things in your mind's eye. Architects, sculptors, sailors, photographers and strategic planners. You use it when you have a sense of direction, when you navigate or draw. 
• 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.
• Famous examples: Picasso, Frank Lloyd Wright

Musical Intelligence

• The ability to make or compose music, to sing well, or understand and appreciate music. To keep rhythm. It's a talent obviously enjoyed by musicians, composers, and recording engineers. But most of us have a musical intelligence which can be developed. Think of how helpful it is to learn with a jingle or rhyme (e.g. "Thirty days has September...").
• 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.
• Famous examples: Mozart, Leonard Bernstein, Ray Charles.

Bodily-Kinesthetic Intelligence

• The ability to use your body skillfully to solve problems, create products or present ideas and emotions. An ability obviously displayed for athletic pursuits, dancing, acting, artistically, or in building and construction. You can include surgeons in this category but many people who are physically talented–"good with their hands"–don't recognize that this form of intelligence is of equal value to the other intelligences. 
• 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.
• Famous examples: Charlie Chaplin, Michael Jordan.

Interpersonal (Social) Intelligence

• The ability to work effectively with others, to relate to other people, and display empathy and understanding, to notice their motivations and goals. This is a vital human intelligence displayed by good teachers, facilitators, therapists, politicians, religious leaders and sales people
• 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.
• Famous examples: Ronald Reagan, Terry Fox, Oprah Winfrey, Bruce Springsteen

Intrapersonal Intelligence

• The ability for self-analysis and reflection–to be able to quietly contemplate and assess one's accomplishments, to review one's behavior and innermost feelings, to make plans and set goals, the capacity to know oneself. Philosophers, counselors, and many peak performers in all fields of endeavor have this form of 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.
• Famous examples: Freud, Eleanor Roosevelt, Plato

In 1996, Gardner decided to add an eighth intelligence (Naturalist) and in spite of much speculation resisted the temptation to add a ninth–Spiritualist Intelligence.

Naturalist Intelligence

• The ability to recognize flora and fauna, to make other consequential distinctions in the natural world and to use this ability productively–for example in hunting, farming, or biological science. Farmers, botanists, conservationists, biologists, environmentalists would all display aspects of the 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.
• Famous examples: Charles Darwin, E.O. Wilson.

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.