Multiple Intelligence Theories and Teaching Strategies

This essay explores the multiple intelligence theories proposed by Gardner, Goleman, Sternberg, Perkins, and Spearman and their relation to classroom learning. It also discusses effective teaching strategies to develop self-awareness, self-regulation, social skills, empathy, and motivation. The poster and concept map provide a visual representation of the theories and strategies discussed.

Running head: Bachelor of Education
Bachelor of Education
Name of the Student
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Author Note

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Introduction:
Concept Map:
Figure 1: Concept map of intelligence

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Essay:
Gardner proposed the Multiple Intelligence Theory that includes components such as
linguistic, logical, spatial, musical, interpersonal, intrapersonal, naturalistic and existential.
The multiple intelligence has a bi directional relation to linguistic, logical and spatial model,
as it involves interpersonal-intrapersonal, perception using emotions, management of
emotions and understanding emotions as well as practical intelligence (Gardner, 2016).
Daniel Goleman’s Emotional Intelligence theory comprises of components such as
reasoning and emotions, interpersonal, intrapersonal, perceptions with emotions, managing
emotions, understanding emotions and practical intelligence. This model on reasoning and
emotions interacts with the Edward Gardner’s model and includes the interpersonal-
intrapersonal skills. It also interacts with the Sternberg model and Perkin’s model as it
involves practical intelligence and experimental learning. This model focuses on the
processes that underlie reasoning and emotions, including how they are perceived, managed
and understood, as a process of learning (Albert et al., 2015).
Robert Sternberg’s Triarchic theory comprises of the components such as analytical,
componential, creative and practical intelligence. The model focuses on the importance of
intelligence and how they are developed through analytical, componential and creative
understanding, and is also influenced by a reflective cognitive process. The model explains
how practical intelligence is developed through analytical, componential and creative
reasoning, and how such can help to develop experimental and neural learning processes
which are components of a reflective cognitive process (Sternberg, 2018a; 2018b).
David Perkins theory of reflective cognitive intelligence comprises of the
components: practical intelligence, experimental and neural. The theory suggests that
practical intelligence can be developed through the processes of reflective cognitive

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processing. Furthermore, the process can also help in the development of experimental and
neural learning. The reflective cognitive process is also related to the cognitive learning
proposed by Spearman (Nickerson et al., 2014; Dunbar et al., 2017).
Charles Spearman’s theory of cognition includes the components reflective cognitive
and perceptual speed, numerical ability, associative memory, verbal comprehension, and
word fluency, spatial and visual skills. Cognitive skills can be developed through both
reflective cognitive abilities as well as the components of the Turnstone’s model. This shows
that cognitive skill is multifaceted, requiring development of various specific skills (Hanges
et al., 2015).
Louis Thurnstone’s theory comprises of perceptual speed, numerical ability,
associative memory, and verbal comprehension, and word fluency, spatial and visual skills.
These skills moreover help in the cognitive development as proposed by Spearman (Van der
Linden, 2018; Pusic et al., 2018).
Among these theories, I believe that the Daniel Goleman’s model is the most effective
theory that can help to promote classroom learning among upper primary and secondary
school students. This is because the model focuses on the development of both practical
intelligence (which influences experimental and neural learning) as well as helps in the
development of reasoning and emotions, which promotes naturalistic and existential learning.
Such aspects can foster learning in a classroom, as well as self paced learning. Thus, the
model provides a better scope to foster the development of overall intelligence as well as
reasoning skills, which the students can use to understand concepts and lessons better
(Goleman & Senge, 2014).

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Poster: Emotional Intelligence
Figure 2: Steps for developing intelligence
Figure 3: Teaching strategies
Motivating

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Figure 4: Actions
(Goleman & Senge, 2014)

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References:
Albert, L., Allen, B., Bandura, A., Bandura, A., Bandura, A., Barnes, R., ... & Wiliam, D.
(2015). Interpersonal and Intrapersonal theories of motivation from an attributional
perspective. In Promoting Behaviour for Learning in the Classroom: Effective
strategies, personal style and professionalism (Vol. 25, No. 4, pp. 1-6). Circle Pines:
Routledge.
Dunbar, D. C., Godwin, J. H., Jehu, G. R., & Perkins, W. B. (2017). Diagrammar in an
extended theory of gravity. Physics Letters B, 771, 230-234.
Gardner, H. (2016). 35 Multiple Intelligences: Prelude, Theory, and Aftermath. Scientists
Making a Difference: One Hundred Eminent Behavioral and Brain Scientists Talk
about their Most Important Contributions, 167.
Goleman, D., & Senge, P. M. (2014). The triple focus: A new approach to education.
Florence, MA: More Than Sound.
Hanges, P., Yusko, K., Agnello, P., Ryan, R., Goldstein, H., & Scherbaum, C. (2015). New
developments in intelligence theory and assessment: implications for personnel
selection. In Employee Recruitment, Selection, and Assessment (pp. 111-128).
Psychology Press.
Nickerson, R. S., Perkins, D. N., & Smith, E. E. (2014). The teaching of thinking. Routledge.
Pusic, M. V., Boutis, K., & McGaghie, W. C. (2018). Role of scientific theory in simulation
education research. Simulation in Healthcare, 13(3S), S7-S14.

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Sternberg, R. J. (2018a). The Scientific Work We Love: A Duplex Theory of Scientific
Impact and Its Application to the Top-Cited Articles in the First 30 Years of APS
Journals. Perspectives on Psychological Science, 13(2), 260-267.
Sternberg, R. J. (2018b). A triangular theory of creativity. Psychology of aesthetics,
creativity, and the arts, 12(1), 50.
Van der Linden, W. J. (2018). Handbook of Item Response Theory, Three Volume Set.
Chapman and Hall/CRC.