Gadner’s Theory of Multiple Intelligences

In 1983, Howard Gardner published Frames of Mind: the theory of multiple intelligences.
Gadner formulated his theory of Multiple Intelligences (MI) based on his belief that there
is not just one form of cognition that cuts across all human thinking. To date, he
proposed eight forms of intelligences and believed that there could be more.

Gadner’s premise is that each individual has all eight forms of multiple intelligences in
varying degrees. Teaching should focus on the individual’s strongest intelligences. Eight
intelligences stated are verbal linguistic, logical mathematical, visual spatial, body
kinesthetic, musical rhythmic, interpersonal, intrapersonal and naturalist.

Bruner’s Inductive Learning Theory

Bruner’s Inductive Learning Theory encompasses the scientific model. Students identify
problems, generate hypotheses, test each hypothesis against collected data and apply
conclusions to new situations. The purpose of this type of instruction is to teach
students thinking skills.

In this process of learning, the teacher must carefully plan the questions that should be
asked in order to help students to attain the principle or abstraction being taught. The
teacher should try and encourage students to discover principles by themselves. The
task of the teacher is to translate information to be learned into a format appropriate to
the learner’s current state of understanding.

Bruner’s learning theory encourages students to actively use their intuition, imagination,
and creativity. The approach starts with the specific and moves to the general. The
teacher presents examples and the students work with the examples until they discover
the interrelationships. Bruner believes that classroom learning should take place
through inductive reasoning, that is, by using specific examples to formulate a general
principle.
Comparison between Bruner’s Inductive Learning Theory and Gadner’s Theory of
Multiple Intelligence.

I will use a science topic to show the differences between Gadner’s Theory of multiple
intelligences and Bruner’s learning theory. The topic I used is how to differentiate living
things and non-living things. In Bruner’s learning theory, there are 4 main steps in the
learning process from specific to general.

The first step is pupils are asked to collect various living things and non-living things
found in school garden. Pupils make hypotheses to the objects collected. Teacher uses
questions to guide the pupils to examine the objects collected and identify their main
characteristic, similarities and difference on the next step. Pupils test each hypothesis
that made previously. During the third step, teacher helps the pupils to classify the living
things and non-living things collected based on their own characteristics. Eventually, the
concept of classification is explained using other examples of living things and non-
living things so that generalizations can be derived.

Pupils are asked to collect living things and non-living things

in school garden

Teacher uses guiding questions to help pupils to examine the

objects collected and identify their characteristics

Teacher helps pupils to classify the living things and

non-living things based on their characteristics

The concept of classification is explained using other

example of plant so that generalizations can be
derived

On the other hand, Gadner’s learning theory has its unique procedure to organize the
learning process. Gadner proposed a five-step plan to create a lesson. The same topic
(how to differentiate living things and non-living things) is discussed again in this
learning theory.
In the first step, teacher needs to focus the content by going through mentally all the
aspects covered in this topic. The key aim of the lesson is to enable each pupil to learn
the topic within a single learning experience. After this, teacher states the lesson
objectives and outcome. The learning outcome expected is students are able to
differentiate living things and non-living things. The next step is teacher picks tools from
Multiple Intelligence Toolbox which is formulated by Gadner. In the final step, teacher
has to sequence the lesson by arranging the tools Multiple Intelligence Toolbox that
used in order.

Focus the content Sequence the lesson

State the lessons objectives Define how each tool will be

and outcome used

Pick the tools from Multiple

Intelligence Toolbox

Activities in the lesson to develop pupils’ eight intelligences

Drawing Draw the objects that have observed in school garden

Empathy practices Talk with a partner about characteristics of living things and
non-living things

Hands-on labs Get an ant and a small rock and put them in a container
separately. Observe them.

Know thyself Note the similarities and differences between living things and
procedures non-living things

Music performance Use non-living things to create a soundtrack of music

Role play Act out one of the living things and non-living things

Categorize Categorize living things and non-living things

Vocabulary Watch a video to identify the living things and non-living things.
Learn new words from unfamiliar objects.

Similarities between two theories

Sequencing step is vital in both learning theories. Bruner suggests that teachers should
arrange their teaching materials in a way that can be accepted by pupils according to
their abilities and experiences. Besides that, teachers also need to teach learning
materials in a systematic arrangement that follows specific sequences so that pupils can
understand the learning materials more effectively. Gadner also stated that teacher
decides how to order the various learning activities with the lesson once he is clear on
how you and your students will use the tools in the lesson.

Differences between two theories

Gadner and Bruner place the stress on different aspects of learning. Gadner stressed
on the process of learning and developing pupils’ intelligence. For Gadner, the main
question was “What do you want the children to learn?” while for Bruner, it was “How do
you want the children to learn?”

Gadner highlighted a lesson is planned to develop pupils’ inner potential or skills in

several areas as each child have his own unique set of intellectual strengths and
weakness. Bruner begins his lesson with problem-solving that leads to the development
of the required skills.

Implication of both learning theories

Theory of Multiple Intelligences implies that educators should recognize and teach to a
broader range of talents and skills. Another implication is that teachers should structure
the presentation of material in a style which engages most or all of the intelligences. By
activating a wide assortment of intelligences, teaching in this manner can facilitate a
deeper understanding of the subject material.

Bruner’s learning theory implies that teacher should act as a catalyst to motivate pupils
to develop the necessary learning skills. Teacher encourages the pupils to become
active seekers of information as pupils are guided to acquire new structures through
interaction with the material to be learned

References
Poh Swee Hiang. (2005). Chapter 5 Cognitivist Theory of Learning, In : Pedagogy of
Science for Post Graduate Diploma in Teaching (KPLI). 1st ed : Subang Jaya :
Kumpulan Budiman Sdn Bhd, pg 56-61.

Joginder Singh R.K. (2005). Chapter 9 Theories and Process of Learning, In : An

Education Revision Guide for KPLI, 1st ed. Subang Jaya : Kumpulan Budiman Sdn
Bhd, pg 121-123.

Kearsley, G. (1994). Constructivist Theory (J. Bruner). Retrieved August 1, 2010, from
TIP: Theories: http://tip.psychology.org/bruner.html

Smith, M. K. (2002). jerome bruner and the process of education. Retrieved August 1,
2010, from jerome bruner and the process of education:
http://www.infed.org/thinkers/bruner.htm

ERIC/AE, A. C. (1996, September). Multiple Intelligences: Gardner's Theory. Retrieved

August 1, 2010, from Multiple Intelligences: Gardner's Theory:
http://www.springhurst.org/articles/MItheory.htm