Definition
Learners bring multiple forms of intelligence (analytical, creative, practical, social, kinesthetic) to bear on a problem, and they learn better when they draw on more than one.
Why it matters
Limiting study to your strongest aptitude leaves most of your capacity unused; 'going wide' improves learning and transfer.
Scientific basis
Studies of multi-modal instruction show that drawing on multiple cognitive resources produces better retention than narrowing to a single strength.
How to apply it
- Approach a topic analytically, then with an example, then with an analogy to a different field.
- Use both solitary study and group study for the same material.
- Alternate between reading, doing, and discussing the same concept.
Common mistakes
- Labelling yourself with one intelligence and ignoring the others.
- Teaching only to one strength out of habit.
- Mistaking strong performance in one area for general intelligence.
Examples
- A science student who also tries teaching the topic to a friend learns it more deeply than by reading alone.
- A musician who analyses a piece structurally as well as practising it learns faster than by practising alone.
Related concepts
- Beyond Learning Styles (complements)
Multiple-intelligences thinking rejects the narrow matching claim of learning-styles theory. - Varied Practice (complements)
Drawing on multiple aptitudes is the practical implementation of varied practice.
Where it shows up
Domains: teaching, student-learning, creative-skills. Appears in the Learning Style & Aptitude cluster alongside 1 other concept.
Source books
- Make It Stick: Brown, Roediger & McDaniel
Articles that use this concept (1)
- The 'Multiple Intelligences' Idea Is Not What You Think: multiple intelligences myth