Profesor Anghel Costina Iulia
Școala Gimnazială „George Coșbuc” – Ploiești
art. nr. 99 din 02.11.2026
Howard Gardner’s Frames of Mind – The Theory of Multiple Intelligences provides teachers with choices to develop new ways of teaching.
Multiple Intelligences Theory suggests that teachers should constantly vary their strategies to adapt them to their students’ needs and types of intelligence, as no single set of teaching strategies will ever suit all learners equally well at all times.
As Howard Gardner states, all children have “proclivities” in the eight intelligences. Therefore, one strategy will only fit some students’ needs, while the rest of the class may require another one. Changing teaching strategies from one lesson to another will almost certainly activate students’ most dominant intelligences in the learning process.Thomas Armstrong, in his book Multiple Intelligences in the Classroom (2000), presents teaching strategies for each of the eight intelligences.
Besides the traditional Linguistic techniques that include books, textbooks, worksheets and lectures, Armstrong (2000: 52) suggests other language activities that “bring out the linguistic intelligence in every learner”, as follows:
Consequently, students who are highly linguistic require books, stories, debates, diaries, tapes and conversations, as they enjoy reading and writing, telling stories and playing word games because they think in words.
For Logical-Mathematical students, the same author points to strategies that can be used in all school subjects, such as:
Thus, logical-mathematical learners need materials to experiment with, trips to museums and science materials, as they enjoy questioning, calculating and solving logical puzzles, and they think through reasoning.
The strategies for Spatial Intelligence involve physical pictures and images in one’s mind.The techniques suggested to activate this kind of intelligence are:
In conclusion, these students need videos, slides, imagination games and illustrated books because they enjoy drawing, designing and doodling, and they think in pictures and images.
The techniques designed for Bodily-Kinesthetic Intelligence involve physical learning, and these are:
With this kind of student, teachers could use role-playing, physical games, movement and things to build, due to the fact that these learners think through somatic sensations and love dancing, jumping, gesturing and touching.
The strategies suggested for Musical Intelligence help students integrate music into the learning process, and they are the following:
Students whose most dominant intelligence is the musical one love singing, tapping their hands or feet and listening.Therefore, they need musical instruments, sing-along time and music playing, as they reason through songs and rhymes.
Learners with Interpersonal Intelligence benefit most from cooperative learning. Accordingly, teachers should incorporate interaction among students through:
This kind of learner enjoys leading, organizing and mediating, and requires group work, games, friends and clubs, as they reason through discussions and by considering other people’s opinions.
The techniques suggested for students with Intrapersonal Intelligence are meant to “develop students’ sense of individuality” (Armstrong, 2000: 63).In order to fulfill this goal, teachers could use:
These students think in relation to their priorities, moods and aims. Therefore, they need time alone, opportunities to make choices and private spaces, as they love reflecting, planning, setting goals and meditating.
The activities recommended for students with Naturalist Intelligence involve, on the one hand, time spent outdoors and, on the other hand, activities that can be brought into the classroom.
That is why these strategies draw on one or both of these approaches, and they are:
This type of learner needs, first of all, opportunities to spend time with animals and tools for investigating nature.
These students love looking after animals and nature, having and playing with pets and gardening, and they think through nature and natural forms.
In conclusion, it would be a great idea for teachers to keep a diary to record observations about how students learn efficiently or to collect documents such as tests and useful information from discussions with other teachers, parent meetings and teaching activities based on multiple intelligences.Teachers should also observe students outside the classroom as much as possible.
All these approaches provide valuable tools for the learning process and allow teachers to develop meaningful curricula and emphasize students’ strengths.
© REVISTA (online) EDUCATIA AZI (ISSN 2457-8428; ISSN–L 2457-8428), noiembrie 2026
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