Multiple Intelligence Theory as a Tool for

Improving Student Achievement

"I would rather entertain and hope that people learned something than
educate people and hope they were entertained" --Walt Disney

This paper advocates for the wider adoption spiritual intelligence is under consideration.
of Howard Gardner's theory of “multiple He believed that every person has all of these
intelligences” (MI) by educators and policy intelligences, some dominant and some weak,
makers in the traditional public school usually 2-4 dominant forms and 2-4 weak
system, and discusses the implications of the ones (Armstrong 1993, Armstrong 1994).
No Child Left Behind Act of 2001 (NCLB) in Since the majority of teaching methods, 80-
terms of the implementation of MI Theory. 90%, use verbal-linguistic and/or logical-
The main argument for the adoption of mathematical skills, then the 30-35% of
Gardner's ideas is that, as of now, the majority students who are dominant in those traits will
of traditional public schools' curricula and perform better in school than those who are
instructional methods cater to verbal- not dominant in those traits (Armstrong
linguistic and/or logical-mathematical 1993). These students will then be more
dominant students (Armstrong 1993, Gardner likely to go on to college. As one can see, that
1993). Because these are the favored teaching leaves a considerable number of students who
models, these students may do better than are not being reached by traditional teaching
others in high school and college. However, methods.
Gardner contends that wider use of MI This paper will not examine the
Theory in classroom instruction will give proportions in which these intelligences are
more students a chance to learn according to dispersed within the student population, nor
their own dominant intelligence(s). explore differences in intelligences in relation
Gardner's decision to use the term to factors such as ethnicity, gender, social
"intelligences" instead of "talents" was class or age. The purpose of this paper is
controversial: he held that traditionally simply to support Gardner's effort to persuade
accepted ways of measuring one's intelligence educators to believe in multiple intelligences
(such as IQ testing and SAT scores) only and to utilize methods appropriate to them.
measure some forms of intelligence. But In 2001 President Bush signed legislation
Gardner held that since these tests only that would reauthorize the Elementary and
measure certain traits, it is to be expected that Secondary Education Act (ESEA) -- the main
those who are dominant in verbal-linguistic or federal law affecting education from
logical-mathematical areas are more likely to kindergarten through high school. That act
score well on the test and be seen as the had not been changed since 1965. The
smarter students. Gardner contended that intention of President Bush was to initiate
there were many ways to learn. He began with bipartisan reform. School funding generally
a basic set of seven intelligences: verbal falls under state legislation but this act, re-
linguistic, logical-mathematical, bodily- designated as No Child Left Behind (NCLB),
kinesthetic, visual-spatial, musical-rhythmic, allowed states to use federal funds for state
intrapersonal, and interpersonal. Later schools. The NCLB Act is based on the
naturalist intelligence was added and now following principles: an increased

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accountability for student performance; more puzzles, and categorizations. For example, it
focus on what works; the empowerment of is helpful for such students when studying
parents and students in school choice; and an history to make lists of the numbers of wars,
increase in flexibility. Schools now had to famous people, and other information to be
assess their students every year and the goal memorized (Armstrong 1994). Again, it is
was for students to meet the standards set clear that many of these activities are familiar
before them. The yearly testing focused on tasks in a traditional school setting.
reading and mathematics. Based on their test Bodily-kinesthetic students are also
scores, schools that achieved their goals known as haptic learners. They have the
received federal funds. Schools that did not ability to use their bodies to show, produce, or
perform well were sanctioned and students transform things. They tend to do well in
were allowed to attend another school. competitive sports, fidget while sitting in a
One aspect of the NCLB act was to chair, and prefer to engage in physical
implement "scientifically based" educational activities. They have physical skills needed
programs. Thus, if it can be shown that MI for excellence in certain types of careers such
Theory is scientifically based, then a school as surgery or professional sports. They tend to
that successfully implements this theory can learn by acting out skits, role playing,
receive federal funding. However, building, touching, and operating equipment
administrators have traditionally needed to be (Armstrong 1994). These are skills less
convinced that MI theory will be effective in emphasized in school.
helping students learn. This paper will attempt Visual-spatial students often enjoy doing
to present a systematic description of the art activities, daydream a lot, and are able to
universal profile of intelligences proposed by easily read maps and charts. They can see
Gardner. We will explore the different colors and shapes well and translate them
intelligences and describe how students who easily into meaningful symbols. They learn
are dominant in one or another particular best by making a video drawing, color-coding
intelligence are helped to learn by an MI- class notes, drawing or doodling, visualizing,
based curricula. and using flash cards. Visual-spatial people
Verbal-linguistic students are able to use excel in professions such as architecture,
words easily. They like to write, tell stories, careers which require keen observation, or in
and enjoy reading. Techniques to teach these the field of interior design (Armstrong 1994).
students include the following: note taking, These skills are sometimes, but not
verbal response to questions, writing term frequently, taught in schools.
papers, storytelling, brainstorming, tape Musical-rhythmic dominant students
recording, and journal writing (Armstrong usually play an instrument, study with music
1994). It is easy to see that these are the playing in the background, and sing songs to
qualities valued in most classrooms. themselves. They learn well by using
Logical-mathematical students do well mnemonic devices, having background music
with numbers and reasoning. They are likely to assist in concentration, singing, tapping
to enjoy using computers, play and win feet or hands, listening, and making a rap or
strategy games, and reason things out poem (Armstrong 1994). Most of these
logically. Ways that they can learn include the techniques, though sometimes used at the
use of outline or diagrams, cause-effect elementary level, are forgotten in high school,
analysis, and categorization. Appropriate unless students are actually in a music class.
techniques to teach logical-mathematical Intrapersonal people act on the knowledge
students include using calculations, logic they have about themselves. They are able to

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see themselves accurately and are aware of It is clear why traditional public schools,
inner feelings. Intrapersonal students are often especially high schools, cater to verbal-
very independent, self-confidant, and self- linguistic and/or logical-mathematical
motivated. They learn best by writing in dominant students. However, the No Child
journals, silent reading, meditating on the Left Behind Act has only exacerbated the
material, and having silent think time problem because improved reading, writing
(Armstrong 1994). In most schools, little and math are the primary learning goals for
time is allocated for such activities. elementary schools targeted by NCLB; as a
Interpersonal people are most likely to consequence, assessment initiatives focus
have plenty of friends, be involved in after- primarily on these skills. Although science
school activities, and enjoy group games. and history are briefly studied, the goal is to
They are able to understand and detect the get students up to their grade level on reading,
feelings of other people. They learn by writing and math. But when these subjects
debating, having study groups, relating, and are emphasized, students who are verbal-
doing group projects (Armstrong 1994). linguistic and/or logical-mathematical
Some of these activities are used in schools, dominant will generally out-perform other
but many are not. students. Of course, if the techniques being
If the theory of multiple intelligences is implemented to meet the goals of the NCLB
valid, as many teachers believe, then there work, and if it is eventually shown that all
are many students who are not receiving an students do well on these assessments, then
education that is helping them learn. The the program will be a deemed a success.
traditional teaching methods are missing Certainly our society needs people to
many students, and these students are more accomplish these basic tasks. However, this
likely not to be at the top of the class. They has not yet occurred. Meanwhile the problem
are not going to be seen, by teachers, fellow remains that art and music are being ignored.
students, administrators and most importantly Money is being cut from programs considered
by themselves, as intelligent in the traditional optional in order to pay for programs
sense. Being aware that there are multiple considered necessary to complete the goals of
intelligences and that our school system is not the NCLB Act.
doing the best possible job at reaching all Bonnie J. Bennett completed a study in
students could help students realize that it is 2005 entitled "Educator's Perceptions of the
not their fault that they did not "get" some No Child Left Behind (NCLB) Act of 2001".
things in high school. They may be smart in a Bennett surveyed a particular school district.
way that is not traditionally accepted in our Teachers, the principal, and the
school system. Teachers, who are generally superintendent were among the people
already aware of different learning styles in surveyed. Bennett's study showed that
their students, should be encouraged to study educators felt that while "the idea behind the
the theory of multiple intelligences in depth, NCLB act is a good idea in concept, it is
to learn how to accurately identify students, difficult to implement" (Bennett 2005). A key
and to incorporate into their teaching some of finding was that the closer the person
the techniques and strategies discussed above. interviewed was to the students, the more that
These and other useful teaching tools were person viewed the effects of NCLB
researched by Dr. Thomas Armstrong, a negatively. Not one of the people interviewed
follower of Howard Gardner who built upon would attribute the improvement of the
Gardner’s theory and created ways to teach to students to the NCLB (Bennett, 2005). In this
each of the intelligences. district, as previously noted in general terms,

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music and art were disappearing from the for [only a proportion of] the students"
curriculum. "Music and fine arts had been (Bennett 41). Armstrong made a similar point
severely curtailed in the district that was in his own statistical estimates (Armstrong
selected for this study, not because of the 1993).
community, but because the demands of the The goals of the NCLB Act appear to be
state and federal government required the good ones. We need citizens who have basic
intense focus on language arts and reading, writing, and math skills, just to
mathematics, leaving no time in the day for survive as a society. The problem is that there
other content areas. Sadly, teachers reported are still many students whose skills are
that the fun had gone out of teaching, and that undervalued in school. Our society also needs
the excitement in children's faces was fading artists, musicians, architects and athletes. In
as school became a place of work for them" order to accomplish the goals of the NCLB
(Bennett, p. 40). Act, many of the programs designed to
It is true that school is work, but it is also provide training in such skills are being cut.
important for students to want to learn, as Schools need to embrace the reality that every
Bennett's study showed. School will be easier person learns in a distinctive way; they need
for students who like to read, write, or do to see the merit of utilizing some of the
math since those are the subjects that are methods of the MI approach to accomplish
emphasized. "According to one participant, in the goal of the NCLB Act: to promote an
order to meet the federal demand for overall improvement in student achievement.
improved student achievement in the district The best outcome would be if each student
selected for this study, teachers teach 80% of learned to succeed from the standpoint of his
the time using direct instruction, which works or her own dominant intelligence.

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