Multiple Intelligences in the Classroom, 3rd edition
By Thomas Armstrong
(ASCD, 2009)

Reviewed by Kenneth Bernstein, NBCT
High School Government & Social Studies (MD)
Teacher Leaders Network

In 1983, after a number of years of research, Howard Gardner published a book with the title Frames of Mind: The Theory of Multiple Intelligences. He posited that there was not a single general intelligence such as that measured by traditional IQ tests. On the basis of his research on people with brain injuries, and the clear documentation of young geniuses who demonstrated each of what he called multiple intelligences, Gardner argued for seven distinct capabilities. A person might have great ability in any of these distinct areas, independent of the other six.

While some disputed the conclusions Gardner drew from his work, others were immediately drawn to it, because it seemed to reinforce what they were perceiving. Among these was a group of elementary school teachers from Indianapolis who, by 1987, had succeeded in founding an elementary school based on the principles Gardner had extracted from his research.

Since then Gardner has continued to work on his theory. His original formulation contained these seven "intelligences": verbal-linguistic, mathematical-logical, visual-spatial, bodily-kinesthetic, musical-rhythmic, interpersonal, and intrapersonal. He has since added an eighth, which he terms "naturalistic."

In the meantime, many others have written on Multiple Intelligences. The Key School in Indianapolis has been joined by other schools across the nation in attempting to organize themselves around Gardner's theories. There are institutes developed to do further research, such as Project Zero at Harvard University's Graduate School of Education. Gardner. Denise Wolf and others have worked on implementing Multiple Intelligences in schools, such as the Arts Propel Project in Pittsburgh, which also had the support of the Educational Testing Service.

A group of people at Stanford involved in the graduate education of teachers established the Teachers Curriculum Institute, which was dedicated to implementing Multiple Intelligences in social studies classrooms around the nation. Their History Alive! approach is now the required method of social studies instruction in some of the nation's more notable school districts, as I discovered in the one year I taught in the Arlington, Virginia public schools.

One of the notable figures in the Multiple Intelligences movement has been Thomas Armstrong. Since the 1994 publication of the first edition of Multiple Intelligences in the Classroom, Armstrong has done as much as anyone outside of Project Zero to advance the use of Gardner's multiple intelligences in the schools of this nation.

I remember reading Armstrong's first edition as I was preparing to transition into a late career as a teacher. I was well aware of Gardner, and found his approach congruent with my experience of myself and my own education, and what I had perceived in others. I remember being very struck by one thing he offered: in theory, any subject could be taught in one intelligence and the learning assessed in a different intelligence. Given the 7 intelligences in the model at that time, that meant there were 49 combinations of instruction and assessment. Armstrong wondered why in our schools almost 90% of what was encountered, at least in core classes, was purely verbal-linguistic for both instruction and assessment — a phenomenon clearly illustrated by the familiar combination of "read a book, write a report" — while most of the rest would be contained in one additional intelligence, logical-mathematical.

Here I note that at the time I encountered the first edition I was preparing to become a social studies teacher, but my undergraduate major was music and I had actually started doctoral studies in music before going back to the business world for about a decade and then deciding to become a teacher. With  my background in music, Armstrong's observation spoke powerfully to me. In 1974, I served briefly as a teacher intern in a Quaker secondary school, and it had been natural for me to try to include art and music and physical movement in my instruction, whether in history, math, or language arts, in the hopes of finding some way of connecting with each of my students.

Today I teach high school Government classes. And while it is not realistically possible in 45-minute periods to formal attempt to invoke ALL eight intelligences, I do try to provide connections for students with different gifts among the eight Multiple Intelligences. I try to remember that not everyone's mind is organized like mine, and I offer  enough exposure to Multiple Intelligences theory so that my students recognize that their differences do not indicate any superiority — nor does a strong preference in one intelligence mean one cannot perform at a high level in an intelligence in which we are by nature not as strong.

Armstrong's new edition

The third edition of Thomas Armstrong's Multiple Intelligences in the Classroom was published by ASCD in 2009. In his introduction, he notes that the book is intended to be used "in several ways to help stimulate continued reforms in education." He lists four in particular:
• As a practical introduction to the theory of multiple intelligences for individuals new to the model:

•As a supplementary text for teachers in training in schools of education;

• As a study guide for groups of teachers and administrators working in schools that are implementing reforms; and

• As a resource book for teachers and other educators looking for new ideas to enhance their teaching experience. (p. 2)
The book has 13 Chapters and three Appendices. Each of the chapters has a specific focus that enables the reader to make maximum use of the material. Thus the first chapter is "The Foundations of MI Theory" and provides an introduction for those new to the work of Gardner and those who have followed him. Armstrong includes a summary of each of the 8 Intelligences contained in the current model. A helpful chart examines each intelligence across 9 dimensions: Core Components; Symbol Systems; High End-States; Neurological Systems (Primary Areas); Developmental Factors; Ways that Cultures Value; Evolutionary Origins; Presence in Other Species; and Historical Factors (relative to current U. S. status).

Examining this summary information, I learn that for my strongest intelligence, Music, the core components are "the ability to produce and appreciate rhythm, pitch, and timbre; appreciation of the forms of musical expression." This intelligence has both musical notation and Morse Code as symbol systems, is activated in the right temporal lobe; is present in other species in the form of bird song; etc. This chapter also makes clear that each person possesses all eight intelligences, and that most people can develop each intelligence to an adequate level of competency — two points important to remember when dealing with the theory or instructing others.

Each chapter, after completing the exploration of the material Armstrong wants to present, has a section titled "For Further Study" which provides a series of exercises that can be used to explore that aspect of MI in greater depth. Thus in the second chapter, entitled "MI Theory and Personal Development," there are four activities suggested for further study. Let me quote the third, found on page 31:
Create a curriculum planning team or other school group that consists of individuals representing each of the eight intelligences. Before beginning the planning work, take time to share your personal experiences of your most highly developed intelligence.
You will note how Armstrong phrases this - "your most highly developed intelligence" - thereby reinforcing the notion that one is capable of developing each of the eight.

Let me list the titles of the remaining 14 chapters, to give a sense of the scope of the book.

3. Describing Intelligences in Students
4. Teaching Students about MI Theory
5. MI Theory and Curriculum Development
6. MI Theory and Teaching Strategies
7. MI Theory and the Classroom Environment
8. MI Theory and Classroom Management
9. The MI School
10. MI Theory and Assessment
11. MI Theory and Special Education
12. MI Theory and Cognitive Skills
13. Other Applications of MI Theory
14. MI Theory and Existential Intelligence
15. MI Theory and Its Critics
16. MI Theory Around the Globe

One should be able to see how the book can be productively used for a somewhat narrow purpose, such as curriculum development, without having to absorb the entire volume. Or one can choose to browse through the various sections to grasp more fully the possible implications of applying MI theory in a variety of ways, up to and including developing a school around the principles of MI.

Three appendices offer more information on Related MI Resources, Related Books on MI Teaching, and Examples of MI Lessons and Programs.

Let me list the lessons in Appendix C so you can see how thorough a resource the volume is:
• a Preschool lesson to teach children shapes
• K-1st grade Reading lesson to help develop a "book positive "attitude in students
• 2nd-3rd grade Math to help students master the multiplications facts for the 7s and to reinforce the concept of what it means to "multiple"
• An Upper Elementary History lesson to assist students in understanding the conditions that led to the development of Rhode Island in early U. S. History
• A Junior High Algebra lesson to explain the function of x in an equation
• A High School Chemistry lesson to teach the concept of Boyle's Law.
Imagine the chemistry lesson: A verbal definition; a formula; a metaphor or visual image for the law: "Imagine that you have a boil on your hand that you start to squeeze. As you squeeze it, the pressure builds . . ." And so on, including a musical/rhythmic mnemonic, students becoming molecules of air in a container; doing experiments measuring air pressure, and more.

By now you should have a sense of the riches available in this book, and that your reviewer thinks very highly of it. Armstrong provides a list of references that includes more than 150 items and provide a comprehensive collection of material on MI theory.

Perhaps you are not inclined to spend much attention on MI. I would suggest that you should at least have some awareness and understanding of the theory, given the influence that Gardner's approach has had on education both in this nation and abroad. I would think some exposure to MI theory would be part of the instructional program of any teacher training institution. And I think those currently in schools — teachers and administrators — could benefit from seriously examining how applying MI Theory might help more of their students be more broadly successful across the disciplines.

If, like me, you are already a believer, you will still benefit from this book. You will be able to find solid grounding for much of what you might already be doing. You will also be able to expand your understanding of the theory and be able with the help of this relatively slender volume to apply it more creatively and effectively.

I believe that all professional libraries would benefit by having a copy of Multiple Intelligences in the Classroom, 3rd edition in their collections. I feel fortunate to have reviewed the book, because now I have a copy to which I can easily turn as I continue to try to find ways to ensure that all of my students connect with the material in my class.

Kenneth Bernstein blogs at DailyKos on politics, education and other social issues under the nom de plume teacherken.