Multiple Intelligence – Linguistic/Verbal
Multiple Intelligence. We’ve heard of it, studied it, checked off a box that we have incorporated it into our training. But what does it really mean? What impact does it make on learning? How do we use it in training?
The primer
In 1983 Dr. Howard Gardner, professor of education at Harvard University, developed the concept of Multiple Intelligence. Multiple Intelligence is also a matter of individual preference or considered an individual strength.
Multiple Intelligence is a way of categorizing strengths that individuals have that help them absorb information. We each have ways of internally organizing our thoughts and ways of thinking that help us recall information.
Some people are attracted to the beat of music, the melody gets embedded in their brain, music makes them internally joyous. Other people are attracted to logic, numbers and patterns. Each person has specific intelligences which they use; each has a different mix of those intelligences.
The Intelligences
- Interpersonal
- Spatial/Visual
- Linguistic/Verbal
- Bodily/Kinesthetic
- Logical
- Musical
- Intrapersonal
- Emotional
- Naturalist
- Existential
Humans normally possess more than one of these intelligences, hence the term “multiple.” In any individual one intelligence is usually stronger than the others; however, it is often difficult to discern which intelligence is stronger without comprehensive assessment.
Linguistic/Verbal
Today we will focus on Linguistic/Verbal. Tune in to future blogs when we will discuss other intelligences.
How To
People who have the Linguistic/Verbal intelligence, are drawn to language and words, usually spoken but also written lanauge.
They learn through smart and interesting use of language as well as discussion in which they can participate. They respond well to story telling, poetry, convincing arguments, metaphors, descriptive language. They will often analyze language and identify more detail in language than others without this intelligence. These characteristics are useful in legal analysis, analyzing contracts or detailed information.
Do
- Make sure your grammar and use of language is correct.
- Use language to the level of the learner.
- Include occasional interesting words that are not generally used.
- Format words in a way that draws attention to the information.
- Provide opportunity for discussion and expression.
- Use rhymes, metaphors, similes or other interesting ways of expression.
- Create opportunities for learners to express themselves individually and in groups.
- Encourage learners to use their own words to explain or communicate.
Don’t
- Overload visuals or handouts with long paragraphs that are difficult to read.
- Misspell or use incorrect grammar.
- Overuse the same wording, phrases or terms.
- Communicate in language below the level of the learner.
- Communicate in a routine or boring manner.
- Create communication that is clear and is unable to be interpreted in multiple ways. Avoid “double meanings” or colloquialisms that are not understandable to the learners, as they will focus on these rather than your intended communication.
Challenge
Incorporating support of the Linguistic/Verbal intelligence in your training sessions will help learners absorb, comprehend and recall information. How have you incorporated this intelligence in past training? What do you need to improve?
© Linda M. Farley www.LMFarley.com LMF@onr.com
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