Sometimes we believe that we have only one ability to learn, since the school emphasizes the use of only one hemisphere of our brain where it occurs predominantly in verbal and written language to solve the different learning situations that we are presented, leaving aside the other types of intelligence that we can develop and put into practice.
Many times the school promotes rote learning, leaving aside a diversity of strategies that can be developed in the classroom so that the student can develop his or her skills to obtain his or her own learning.
In this sense, it is important for the teacher to know the diversity of multiple intelligence proposed by Howard Gardner in order to use his theory to propose strategies that attract the student's attention and at the same time encourage the motivation to learn in a meaningful way and for life.
It is important to highlight that Howard Gardner's proposal states that there is not only one type of intelligence, but that each person possesses eight types of intelligence, some of which can be highlighted more than others; being able to develop in all the proposed intelligences.
This theory promotes the cognitive development of the student which can be presented in different degrees among them are highlighted:
Naturalistic intelligence: It is the ability to observe the entire natural environment.
Interpersonal intelligence: It is the ability to establish links and interact.
Intrapersonal intelligence: Talent to know our own feelings, thoughts and emotions.
Verbal or linguistic intelligence: Ability to communicate verbally or in writing.
Logical-mathematical intelligence: Ability to perform operations and problem solving.
Musical intelligence: Sensitivity to express oneself through music.
Visual-spatial intelligence: Facility for mental images.
Kinesthetic bodily intelligence: Ability to express ideas and feelings through the body.
The implementation of multiple intelligences in the classroom requires the development of methodological strategies that help students to broaden their horizons in the different branches of knowledge. Therefore, it is important to make a diagnosis of the intelligences that students have more developed in order to work and encourage those that have not been put into practice in the educational environment.
It can be said that verbal and visual-spatial intelligences are frequently put into practice in the classroom in the development of content. With the development of multiple intelligences, the treatment of contents from different visions is reinforced, thus focusing on learning based on the eight types of intelligences proposed.
With the development of multiple intelligences in the classroom, the teacher is able to propose playful, dynamic and experiential activities to the real context of the student, which is quite motivating and participants in their own knowledge.
