The theory of multiple intelligences was proposed by Howard Gardner in 1983 as a model of intelligence that differentiates intelligence into various specific (primarily sensory) modalities[disambiguation needed [pic]], rather than seeing it as dominated by a single general ability. Gardner argues that there is a wide range of cognitive abilities, and that there are only very weak correlations between these. For example, the theory predicts that a child who learns to multiply easily is not necessarily generally more intelligent than a child who has more difficulty on this task.
The child who takes more time to master simple multiplication 1) may best learn to multiply through a different approach, 2) may excel in a field outside of mathematics, or 3) may even be looking at and understanding the multiplication process at a fundamentally deeper level, or perhaps as an entirely different process. Such a fundamentally deeper understanding can result in what looks like slowness and can hide a mathematical intelligence potentially higher than that of a child who quickly memorizes the multiplication table despite a less detailed understanding of the process of multiplication.
The theory has been met with mixed responses. Traditional intelligence tests and psychometrics have generally found high correlations between different tasks and aspects of intelligence, rather than the low correlations which Gardner’s theory predicts. Nevertheless many educationalists support the practical value of the approaches suggested by the theory. [ The multiple intelligences |[pic] |This section needs additional citations for verification. Please help improve this article by adding citations to | | |reliable sources.
Unsourced material may be challenged and removed. (October 2010) | Gardner articulated several criteria for a behavior to be an intelligence.  These were that the intelligences: 1. Potential for brain isolation by brain damage, 2. Place in evolutionary history, 3. Presence of core operations, 4. Susceptibility to encoding (symbolic expression), 5. A distinct developmental progression, 6. The existence of savants, prodigies and other exceptional people, 7. Support from experimental psychology and psychometric findings.
Gardner believes that eight abilities meet these criteria: • Spatial • Linguistic • Logical-mathematical • Bodily-kinesthetic • Musical • Interpersonal • Intrapersonal • Naturalistic He considers that existential and moral intelligence may also be worthy of inclusion.  The first three are closely linked to fluid ability, and the verbal and spatial abilities that form the hierarchical model of intelligence Logical-mathematical This area has to do with logic, abstractions, reasoning and numbers.
While it is often assumed that those with this intelligence naturally excel in mathematics, chess, computer programming and other logical or numerical activities, a more accurate definition places less emphasis on traditional mathematical ability and more on reasoning capabilities, recognizing abstract patterns, scientific thinking and investigation and the ability to perform complex calculations.  Logical reasoning is closely linked to fluid intelligence and to general ability.  Spatial Main article: Spatial intelligence
This area deals with spatial judgement and the ability to visualize with the mind’s eye. Careers which suit those with this type of intelligence include artists, designers and architects. A spatial person is also good with puzzles.  Spatial ability is one of the three factors beneath g in the hierarchical model of intelligence. Linguistic This area has to do with words, spoken or written. People with high verbal-linguistic intelligence display a facility with words and languages. They are typically good at reading, writing, telling stories and memorizing words along with dates.
They tend to learn best by reading, taking notes, listening to lectures, and by discussing and debating about what they have learned.  Those with verbal-linguistic intelligence learn foreign languages very easily as they have high verbal memory and recall, and an ability to understand and manipulate syntax and structure.  Verbal ability is one of the most g-loaded abilities.  Bodily-kinesthetic The core elements of the bodily-kinesthetic intelligence are control of one’s bodily motions and the capacity to handle objects skilfully (206).
Gardner elaborates to say that this intelligence also includes a sense of timing, a clear sense of the goal of a physical action, along with the ability to train responses so they become like reflexes. In theory, people who have bodily-kinesthetic intelligence should learn better by involving muscular movement (e. g. getting up and moving around into the learning experience), and are generally good at physical activities such as sports or dance. They may enjoy acting or performing, and in general they are good at building and making things.
They often learn best by doing something physically, rather than by reading or hearing about it. Those with strong bodily-kinesthetic intelligence seem to use what might be termed muscle memory – they remember things through their body such as verbal memory. Careers that suit those with this intelligence include: athletes, pilots, dancers, musicians, actors, surgeons, builders, police officers, and soldiers. Although these careers can be duplicated through virtual simulation, they will not produce the actual physical learning that is needed in this intelligence.  Musical
This area has to do with sensitivity to sounds, rhythms, tones, and music. People with a high musical intelligence normally have good pitch and may even have absolute pitch, and are able to sing, play musical instruments, and compose music. Since there is a strong auditory component to this intelligence, those who are strongest in it may learn best via lecture. Language skills are typically highly developed in those whose base intelligence is musical. In addition, they will sometimes use songs or rhythms to learn. They have sensitivity to rhythm, pitch, meter, tone, melody or timbre.
Careers that suit those with this intelligence include instrumentalists, singers, conductors, disc jockeys, orators, writers and composers. Research measuring the effects of music on second language acquisition is supportive of this music-language connection. In an investigation conducted on a group of elementary-aged English language learners, music facilitated their language learning.  Gardner’s theory may help to explain why music and its sub-componenets (i. e. , stress, pitch, rhythm) may be viable vehicles for second language learning. Interpersonal
This area has to do with interaction with others. In theory, people who have a high interpersonal intelligence tend to be extroverts, characterized by their sensitivity to others’ moods, feelings, temperaments and motivations, and their ability to cooperate in order to work as part of a group. They communicate effectively and empathize easily with others, and may be either leaders or followers. They typically learn best by working with others and often enjoy discussion and debate. Careers that suit those with this intelligence include sales, politicians, managers, teachers and social workers. 10] Intrapersonal This area has to do with introspective and self-reflective capacities. This refers to having a deep understanding of the self; what your strengths/ weaknesses are, what makes you unique, being able to predict your own reactions/emotions. Philosophical and critical thinking is common with this intelligence. Many people with this intelligence are authors, psychologists, counselors, philosophers, and members of the clergy. Naturalistic This area has to do with nurturing and relating information to one’s natural surroundings.
Examples include classifying natural forms such as animal and plant species and rocks and mountain types; and the applied knowledge of nature in farming, mining, etc. Careers which suit those with this intelligence include naturalists, farmers and gardeners. Existential Some proponents of multiple intelligence theory proposed spiritual or religious intelligence as a possible additional type. Gardner did not want to commit to a spiritual intelligence, but suggested that an “existential” intelligence may be a useful construct.  The hypothesis of an existential intelligence has been further explored by educational researchers. 12] Ability to contemplate phenomena or questions beyond sensory data, such as the infinite and infinitesimal. Careers or callings which suit those with this intelligence include shamans, priests, mathematicians, physicists, scientists, cosmologists and philosophers. Howard Earl Gardner (born July 11, 1943 in Scranton, Pennsylvania) is an American developmental psychologist who is a professor of Cognition and Education at Harvard Graduate School of Education at Harvard University, Senior Director of Harvard Project Zero and author of over twenty books translated into thirty languages.
Since 1995, he has been the co-director of the GoodWork Project. He is best known for his theory of multiple intelligences. He received the Prince of Asturias Award 2011 in Social Sciences for the development of this theory.  Global and Analytical learner model [pic] In the broadest sense, learners can be divided into two groups-global learners and analytical learners. Global learners need to see the big picture first, they like to see the whole picture and know the end result before beginning.
Analytical learners like to learn one piece at a time, they enjoy a clear sequence which starts at the beginning and moves to the end one step at a time. Imagine that all learners sit somewhere along a continuum which runs between these two positions. Some people move along the continuum depending on the task at hand. Others are more fixed in their approach and need information to be presented in one particular style. Global [pic] • Big Picture • Interconnection • Broad overall approach • Begin with the end in mind Analytical [pic] • Specific • Detail • Step by step • Start at the beginning
Assessing Learning Styles • Research into how people learn reveals that every student has a unique profile of skills and strengths, and identifying and supporting these strengths lead to better outcomes. The Dunn and Dunn Learning Styles Model, developed in the 1960s by professors Rita and Kenneth Dunn, establishes five domains for successful learning: Environmental, Emotional, Sociological, Physiological and Psychological. A key distinction in Dunn and Dunn’s Psychological domain, global and analytical learning styles, define how the brain processes information based on right or left hemisphere dominance.
The Global Style • The global style of learning takes in information holistically. Linked to right-hemisphere dominance in the brain, global learning begins with understanding concepts first, with mastery of details to follow. Global learners tend to be bored by memorizing facts and prefer to relate learning to personal experience, stories and anecdotes. These learners may work better in groups than alone and prefer to work on multiple tasks at once. Music or other background noise helps, rather than distracts, these learners, and they find learning easiest when information relates to the real world.
Travel the world as an Instructor. Magnificent Himalayas 200h training The Analytical Style • Analytical learners take in information sequentially, preferring to learn a series of facts that lead toward an understanding of a larger concept. Grounded in left-hemisphere dominance in the brain, analytical learning requires orderly, quiet surroundings. Analytical learners tend to work on one task to completion, preferring to study alone for long periods without interruption. These learners thrive in traditional classroom settings. source: http://www. ehow. com/info_8572440_global-vs-analytical-learning-styles. html