Learning Styles and the Theory of Multiple Intelligences

With the many different styles of learning, a great deal of research has focused on the subject. However, some research suggests that educators teach based on their learning style, mimicking teaching styles that worked for them during their school years (Hawk & Shah, 2007). When teaching only to one learning style, educators often reach a limited number of students (only the students who share the same style of learning) and may struggle to teach information in a way their students understand. Six methods will be discussed here, beginning with the Kolb experiential learning theory.

The Kolb experiential learning theory asserts that learning is a continuous process, whereby material is integrated constantly as new information is received. The theory moves through four modes: concrete experience, reflective observation, abstract conceptualization and active experimentation (Hawk & Shah, 2007). Learning can start with any one of the four modes but is most effective when all four are utilized. The learning theory assesses different learning personality types and offers strategies for working with those types of learners. The four types are accommodator, diverger, converger, and assimilator (Hawk & Shah, 2007). When educators can match a student's learning style with a learning type, they may be more successful in teaching them. For example, a more traditional student may be best taught with activities encouraging thinking and reflecting, while more non-traditional students may learn best when taught using activities that promote experiencing and doing things.

Similar to the Kolb theory, the Gregorc model also has four modes. The modes are concrete, random, abstract and sequential. Like the Kolb model, the Gregorc uses combinations of the modes to identify a student's learning style. Students who are concrete/random may prefer hands-on learning or case studies, while students who are abstract/sequential may prefer lectures and research (Hawk & Shah, 2007).

The VARK (Visual, Aural, Read/Write, Kinesthetic) model emphasizes sensory experiences as a tool for learning. Like the other models, the VARK model recognizes that learners may prefer one style, a combination of some styles or all styles for learning. The model is made approachable through simple on-line surveys that can help guide learners to understand which style may be most appropriate for them (Hawk & Shah, 2007).

The Felder-Silverman model comes from a background in engineering sciences. The model differentiates itself from the previously described model with a fifth element. It emphasizes learning styles on a spectrum and recognizes that students may fall at different places on the spectrum at different times (Hawk & Shah, 2007). Like Felder-Silverman, the Dunn and Dunn learning style has five modes. The modes are environmental, emotional, sociological, physiological, and psychological processing (Hawk & Shah, 2007). All of these models are heavily focused on the process behind understanding information, deriving learning personality from the steps taken to integrate knowledge. While these models considered process before personality, the theory of multiple intelligences looked at personality as it influences the process of learning (Gardner, 1999).

The theory of multiple intelligences was created by Howard Gardner, a professor from Harvard specializing in developmental psychology. Gardner researched many different areas of education and learning and discovered that although most school systems focused on linguistic and mathematical intelligence, they did not consider other areas of intelligence that might influence student's learning (Silver, Strong, & Perini, 1997). Gardner's research and subsequent theory acknowledged that students have many different strengths, abilities and learning styles and will be most likely to learn if they are taught information based on their personality style and specific intelligence areas. Since its inception in 1983, the theory of multiple intelligences has been adapted for all levels of education and applied to many different learning environments. Gardner's theory is in many ways more thorough than the learning styles that were previously discussed (Gardner, 1999).

The theory of multiple intelligences seeks to acknowledge all types of intelligence and learning styles. Gardner's theory includes eight intelligences: Verbal/Linguistic, Logical/Mathematical, Visual/Spatial, Bodily-Kinesthetic, Musical/Rhythmic, Interpersonal, Intrapersonal, Naturalist and Existential (“Howard Gardner's Theory of Multiple Intelligences,” 2013). Though some of the intelligences are obvious, some are not as well understood. Bodily/kinesthetic intelligence refers to a person's ability to control their body movements, handle objects and move gracefully. People who are intelligent in the interpersonal area are adept at detecting and responding to another person's moods. They are naturally empathetic and can understand other's desires and motivations. Naturalists can identify and categorize plants and animals. Those whose strength is intrapersonal have incredible self-awareness. Existential intelligence refers to a person's ability to understand human existence. People with this intelligence are sensitive and able to consider and understand the meaning of life. (“Howard Gardner's Theory of Multiple Intelligences,” 2013). All eight intelligences may be combined or recognized individually. Students may be very strong in one area and weaker in another or may have balance across the intelligences.

The multiple intelligences theory is rooted in cognitive science and is often presented as an alternative to learning style theories, which are rooted in psychoanalytics. Learning style theories, unlike multiple intelligences theory, focus primarily on the process of learning (Silver, Strong & Perini, 1997). Gardner started with personality and worked out from there. Utilizing empirical data and building off of past research, Gardner looked to develop a theory that would cover all potential personalities and intelligence needs in terms of learning (Gardner, 1999). The theory of multiple intelligences provides students with the opportunity to have a positive educational experience that supports their learning needs. Multiple intelligences does not emphasize one form of intelligence over another but maintains that all forms of intelligence are equally important, allowing educators to be creative with lesson plans and encouraging students to have confidence in their ability to learn. Though the theory of multiple intelligences was created from a different perspective that the learning styles theories, the two can be used in conjunction. Combining the theories allows teachers and students to find multiple avenues for educating and learning. Using the theories collaboratively helps to ensure that all students can learn in ways that are most valuable to them, optimizing their potential for learning (Gardner, 1999). Further, catering education to student's intelligences and learning styles inspires and motivates lifelong learning.

Different learning styles and theories, and understanding of different strengths or intelligences, can empower students to seek out learning opportunities. Rather than be limited by a lack of understanding, students who know their intelligence and learning style can use that knowledge to advance in many areas of life. They can work more efficiently and expand their skill sets. Though learning styles theories and multiple intelligences theory come from different perspectives, the two do work well together. Utilizing both in the classroom helps to ensure that all students have their needs met from both processing and personalities perspectives. Of all the theories discussed, multiple intelligences theory most thoroughly addresses all possible areas of personality and learning. When students and teachers understand and can identify how they can both teach and learn best, everyone is successful.

References

Hawk, T., & Shah, A. (2007). Using learning style instruments to enhance student learning. Decision Sciences Journal of Innovative Education, 5(1), 5-16.

Gardner, H. (1999). Intelligence reframed: Multiple intelligences for the 21st century. New York: Basic Books, 27-135.

Silver, H., Strong, R., & Perini, M. (1997). ASCD. Integrating learning styles and multiple intelligences. Educational Leadership, 55(1), 22-27.

Howard Gardner’s Theory of Multiple Intelligences. (2013). Center for Instructional Technology & Training [Data File]. Retrieved from http://citt.ufl.edu/tools/howard-gardners-theory-of-multiple-intelligences/