Global Needs Analysis Report - SPI

Transcription

WP2 - Needs Analysis
Global Report
Intelligent Pathways for Better Inclusion
517976-LLP-1-2011-1-PT-Grundtvig-GMP I This project has been funded with support from the European Commission. This
publication [communication] reflects the views only of the author, and the Commission cannot be held responsible for any
use which may be made of the information contained therein.
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In Path Partners:
Sociedade Portuguesa de Inovação
Mette Christensen
Email: [email protected]
URL: http://www.spi.pt
University of Pitesti
Georgeta Chirlesan
URL: http://www.upit.ro/
The Language Company LTD trading as Pilgrim
Jim Wright
URL: http://www.pilgrims.co.uk
XXI Inveslan, S.L.
Jaione Santos
URL: http//www.inveslan.com
University of Macerata
Paola Nicolini
URL: http://www.unimc.it
EAPN Portugal | Rede Europeia Anti-Pobreza
Sandra Araújo
URL: http://www.eapn.pt
Institute for Innovation in Learning
University of Erlangen Nuremberg
Amrei Tenckhoff
URL: http://www.fim.uni-erlangen.de
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Contents
1.
Introduction .......................................................................................................................... 5
2.
Methodology ......................................................................................................................... 8
3.
Results of the questionnaires .............................................................................................. 12
4.
Results of the interviews ..................................................................................................... 25
5.
Results of the desk research ............................................................................................... 35
6.
Main conclusions and recommendations ........................................................................... 63
7.
Bibliography ........................................................................................................................ 69
Annex I - Further Data ................................................................................................................. 76
Annex II - Questionnaire.............................................................................................................. 78
Annex III - Interview grid ............................................................................................................. 85
Annex IV- Desk research template .............................................................................................. 90
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1. Introduction
This Needs Analysis Transnational Report has been elaborated in the framework of the project
IN PATH - Intelligent Pathways for Better Inclusion.
Social inclusion through education and training should ensure equal opportunities for access to
quality education, as well as equity in treatment, including by adapting provision to individuals’
needs” (2010/C 135/02).
IN PATH project envisages the development of a set of tools (Handbook and Training Course)
with innovative approaches for adult trainers and social work professionals, to promote the
adjustment of their pedagogical techniques to the learning styles and intelligence profiles of
disadvantaged and marginalised citizens involved in training contexts.
IN PATH project aims to break the pattern of transferring poverty and exclusion from one
generation to the next, by empowering marginalised and disadvantaged citizens to easily
manage everyday problems in different areas (including learning to learn skills, financial
management skills, parental skills and initiative and active skills for employment and
entrepreneurship), and not to be held back by their background. This ambitious objective will
be achieved with the support of the Theory of Multiple Intelligences (MI Theory) among others
promoted by the distinguished Harvard University Howard Gardner, who challenges traditional
views of intelligence and states that each individual has a different intelligence profile and that
education can be improved by assessing learners' intelligence profiles and designing the
training activities accordingly.
The target group of the IN PATH project is social work professionals and trainers engaged with
disadvantaged citizens however, between countries the profile and type of work performed
may differ significantly, thus it is necessary to understand the national realities.
By bridging key competences between training and multiple intelligence concepts, IN PATH will
generate a creative and useful tool (Handbook) and other relevant outputs and events (Needs
Analysis Report, National Workshops, Test and Validation Report, Grundtvig In-Service Training
Course). Thus, the project meets Lifelong Learning Programme Priorities and Grundtvig
objectives, by reinforcing the role of adult education in strengthening social inclusion and by
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providing adults from deprived contexts with pathways to improve their knowledge and
competences through attractive, adjusted and constructive learning opportunities.
Generally speaking, the needs analysis represents a series of activities conducted to identify
problems or other issues related to a topic of interest. The needs analysis is usually a first step
taken to bring about a change. This is mainly because a needs analysis specifically defines the
gap between the current and the desired performances (the performances may be individual
or organizational).
Objectives
One of the objectives of the IN PATH project is to conduct an analysis of the needs of the
individuals working with socially disadvantaged groups and of the existing tools used for
enabling key competences. Additionally, the analysis also suits the purpose for the project to
understand better who the target group is in each partner’s country. Although a definition of
the target group already exists as such, however being relatively broad it is considered evident
to consider national realities as well, in order for the project results to be as tailored as
possible to the specific target group.
These aims were achieved through the WP2 - Need Analysis.
WP2 started with the elaboration of the Needs Analysis Strategy and the WP had the purpose:
i)
to identify of the needs of the target group;
ii) to gather expert and state-of-the-art knowledge;
iii) to conduct desk research about the tools and approaches that apply the MI Theory.
The purpose of WP2 - Needs Analysis was to identify the training and information needs of the
target group of the project, in order to obtain concrete information and guidelines for the
development of the four main products, namely: Handbook, National Workshops, Test and
Validation Report, and the Grundtvig In-Service Training Course.
WP2 directly involved members of the target group through the activities and through raising
awareness performed at local level in each partner’s country.
Needs assessment is important, as it is the foundation for the further project work, such as the
development of the Handbook. It was an also seen as an opportunity to involve the target
group from the very beginning, identifying the realities and national contexts from which the
project results will be developed.
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2. Methodology
The main methodological tools were:
Questionnaire
Interviews
Desk research
Each partner (except P6) gathered 15 questionnaires and conducted 5 interviews per country.
Due to the relatively reduced number of questionnaires and interviews foreseen to be
achieved per country, our research was a qualitative one and not a quantitative one.
Questionnaire
The questionnaire was directed to adult trainers and social professionals working with socially
challenged individuals, in order to identify their difficulties and needs.
The questionnaire can be used to collect quantitative primary data. A questionnaire enables
quantitative data to be gathered in a standardized way so that the data are internally
consistent and coherent for analysis. A questionnaire ensures standardization and
comparability of the data across respondents and facilitates data processing.
Questionnaires can be useful in order to obtain the “big picture” of what a certain group of
stakeholders think while at the same time allowing everyone to receive information about the
project and make them feel that they have had an opportunity to participate in the needs
analysis process.
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Interview
The interviews were conducted with experts namely from psychology departments, in order to
identify state-of-the-art knowledge concerning MI theory.
Interviews facilitate meeting the respondents face to face to discuss their impressions,
opinions and ideas, because this way a conversation is established and it is possible to explore
their responses in depth. It is possible to clarify aspects and if something is not fully
understood. In this way, a full understanding of needs, difficulties, deficiencies, problems can
be determined.
Desk research
Desk research was performed at national, European and international levels to ensure that
already existing tools within the area are considered.
National reports based on the findings and results from the data collection process (desk and
field research) were developed for each partner’s country. The document includes a set of
conclusions based on the analysis of these results and useful input and observations to the
next stages of the project.
Guidelines on implementing the questionnaire:
Partners translated the final version of the questionnaire into their national language.
The identification process of stakeholders for the questionnaire was achieved by each partner,
based on the following criteria:

Membership to the group of adult trainers and/or social work professionals;

Currently employed/working in an institution/department providing adult
education or activities/services for social integration;

Work experience in the targeted field of adult education or social work for at
least 3 years;

Age over 25 years (a balance between young and senior people is highly
recommended).
Partners applied the questionnaire to 15 persons in each of their countries. It was up to each
partner to decide if the questionnaire would be provided to interviewees on paper, by phone
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or in electronic format (copies of the filled in questionnaire, either on paper or as e-file, are
kept by each partner).
After collecting the completed questionnaires, each partner processed and interpreted them
and used the results to render the Needs Analysis Report.
Guidelines on implementing the interview
Partners translated the interview grid in their national language.
The selection of the interviewees was achieved by each partner, based on the following
criteria:

Currently employed/working as expert in a psychology/educational department
and researchers in the field of Psychology, preferable related to the MI Theory;

Work experience as psychologist/expert in psychology for at least 3 years;

Age over 25 years (a balance between young and senior people is highly
recommended).
Partners interviewed 5 persons in each of their countries. Each partner designated and
instructed a team member on how to apply the interviews (copies of the interviews are kept
by each partner). Interviews were achieved in a face-to-face approach and by phone/Skype. All
answers were recorded on paper or e-file. It was recommended that the results of the
interviews were transcribed. After completing the interviews, each partner processed the
results and included them in the National Needs Analysis Report.
Guidelines on implementing the desk research:
Partners have searched for reliable sources, extracted and synthesized the useful information.
They rendered the results according to the template for desk research activity provided in the
Needs Analysis Strategy. The results were presented in English and in the required format
(structure and lengths of topics).
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3. Results of the questionnaires
The results presented within this chapter have been obtained based on data mentioned in the
National Needs Analysis Reports provided by the following partner countries: Portugal,
Romania, United Kingdom, Spain, Italy and Germany.
As was pointed out previously, a total of 15 questionnaires were collected per country,
considering these numbers and, especially the percentage reported in the following chapter
should be considered in this context, that it is not representative for the entire target group,
but only to describe some main tendencies and observations.
By analyzing these data, we may note the existence of certain common aspects as well as of
differences regarding the answers to the 19 questions of the questionnaire. The full
questionnaire is available in Annex II.
Thus, referring to the groups working with disadvantaged persons in the partner countries, we
may note a large variety of answers:
The types of the target group from each country:
Portugal
• 4 adult trainers
• 11 education professionals
Romania
• 14 teaching staff
• 1 social worker
United Kingdom
Spain
Italy
Germany
• 15 individuals in the educational context
• 3 Social worker, 2 social psychologist, 1 migrant
technician, 3 pedagogues, 2 social integrator, 3 social
educator, 1 social researcher
• 14 social workers
• 2 educators
• 15 individuals in the educational context
A further breakdown of the work profile per country can be found in annex I.
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The respondents work with the following types of disadvantaged citizens:
Respondents engaged in the following groups
Other
12%
unemployed
10%
retired
6%
people with low or no
professional
qualification
8%
elderly
4%
Migrants
6%
early school leavers
8%
inmates / ex-inmates
2%
poor
8%
divorced/single parent
4%
ethnics/minority
clusters
6%
mentally disabled
8%
homeless
2%
physically disabled
4%
inhabitants of rural
areas
illiterate
8%
2%
The figure shows the results from all the selected countries, with regard to the groups, in
which the respondents are engaged. The majority of respondents are working with
unemployed, early school leavers, or people with low or no qualifications to name a few.
The group “other” covers many different terms such as other kind of disadvantaged people,
students, trainees, kindergartners, commercial specialists, business economists, and addicts.
In Portugal most of the respondents worked with early schools leavers and people with no or
low qualifications. In Romania more than half of the respondents were engaged with people
coming from rural areas and poor people, where in the United Kingdom the picture seems to
In Spain more than half of the respondents work with migrants, this is the same case in Italy
with the majority working with migrants.
In Germany an entire different situation is the reality, where less than one quarter of the
respondents worked with physically disabled or mentally disabled individuals.
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Concerning the age of the trainees, there is found a predominant existence of two types of age
groups that the respondents work with, in each selected country.
Age group of 35 to 45 years was mentioned by the questioned people in almost all partner
countries (all of the Romanian respondents, most of the Portuguese respondents, less than
half of the Spanish, German and English respondents). Four partner countries mentioned that
the respondents work with trainees having the age between 25 and 35 years (most of the
Romanian and Spanish respondents, more than half of the Portuguese respondents and less
than half of the English respondents). Also, other four partner countries mentioned that the
interviewed persons work with trainees having the age between 18 and 25 years (more than
half of Italian and German respondents, less than half of the English and Portuguese
respondents). The age group between 45 and 60 years was mentioned only by the
respondents in 3 partner countries (more than half of the Portuguese respondents and some
of the German and English respondents).
The respondents in the partner countries work with them:
Age group of the trainees
To a large extent
To a certain extent
To a less extent
between 18 and 25 years
-

-

-
-

-
-
-
-

By analyzing the answers about the courses/trainings for adult learning provided by the
interviewed persons in the partner countries, we may identify the existence of a large variety
of answers.
The following types of courses have been mentioned: training/advanced classes in the area of
specialty (some of Portuguese, Romanian, English, Spanish, German respondents), training for
better inclusion (some of the Portuguese respondents), learning to learn courses (some of the
Portuguese and English respondents), training classes for parents (some of the Romanian
respondents), and laboratories, followed by actions such as orientation (some of the Italian
respondents).
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Concerning the dimension/size of the group they work with, most of those questioned in all
the countries have mentioned that they work with groups of 5 to 10 people (more than half of
the Spanish and German respondents, less than half of the English and Romanian
respondents).
Persons interviewed in 2 partner countries declared that they work with groups of 10 to 15
persons (more than half of the Portuguese respondents, less than half of the Italian
respondents). The group of 15 to 20 persons is also mentioned (less than half of the
Portuguese, Romanian and Italian respondents).
The respondents work with the following group sizes:
Groupd dimension/size
To a large extent
To a certain extent
To a less extent
from 5 to 10 people

-
-
from 10 to 15 people
-

from 15 to 20 people
other (less than 5 people,
-
more than 20 people)

-
-

Most of the respondents mentioned that the training session lasts 2 hours (the majority of the
English trainers, more than half of the Italian and German respondents, less than half of the
Portuguese, Romanian Spanish respondents).
The answers referring to the total duration of the training course vary, thus:
The majority of
the interviwed
persons in the
partner countries
less than
10 hours
10-20 hours
20-30 hours
40-50 hours
Other
duration
Portugal
-
-
-

-
Romania
-
-

-
-
United Kingdom
-
-
-

-
Spain
-

-
-
-
Duration of a course
15
Italy

-
-
-
-
Germany
-
-
-
-

It can be noticed that the answers concerning the techniques and methods are diverse as well.
Most of the respondents in all countries highlighted especially two methods:

Group work (all the English respondents, most of the Romanian and German
respondents, more then half of the Italian respondents, less than half of
Spanish respondents, some of the Portuguese respondents);

Individual work (all the English respondents, most of the Romanian,
respondents, some of the Portuguese, Spanish and German respondents).
Other techniques and methods largely adopted are:
Brainstorming (most of the Romanian respondents, less than half the Italian
respondents, some of the Portuguese respondents);
Learning by doing (most of the Romanian respondents, some of the Portuguese, Italian
and German respondents);
Role playing (most of the English respondents, less than half of the Spanish
respondents, some of the Portuguese respondents);
Pair work (most of the of the English respondents, some of the Portuguese
respondents);
Debate (more than half of the English respondents, some of the Portuguese, Italian and
German respondents);
Plenary session (more than half of the Italian respondents);
Problem solving (less than half of the Italian respondents, some of the Portuguese
respondents).
Other methods like discovery, demonstration, case study, controversial debate, test-teachtest, mind maps, etc. are used in a lower percentage by the interviewed persons in several
partner countries.
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Techniques and didactical
methods
The respondents from the partner countries apply them:
To a large extent
To a certain extent
To a lesser extent
group work

-
-
individual work

-
-
brainstorming
-

-
learning by doing
-

-
role playing
-

-
pair work
-

-
debate
-

-
plenary session
-

-
problem solving
-

-
Other techniques and
methods (discovery,
demonstration, case
study, controversial
debate, test-teach-test,
mind maps, etc.)
-
-

Concerning the cognitive theories used, one may note the existence of two situations:

The respondents have mentioned different theories, among which the MI
Theory too (the English, Romanian and German respondents);

Respondents did not mention any cognitive theory (the Spanish and Italian
respondents).
Analyzing the answers of the respondents from the partner countries to the next question,
three cases have been found, as follows:

The respondents from only two partner countries are familiar with the MI Theory and
its applications (all the English respondents, more then half of the Romanian
respondents);

The respondents from two partner countries are not familiar with the MI Theory and
its applications (most of the Spanish and German respondents);
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
Most of the respondents from two partner countries are not familiar with the MI
Theory and its applications, but the remaining ones have heard about it (more than
half of the Portuguese and Italian respondents, respectively less than half of the
Portuguese and Italian respondents).
The respondents are familiar with the MI Theory and its
applications
The majority of the
interviewed persons form
the partner countries
To a large extent
To a certain extent
At all
Portugal
-

-
Romania

-
-
United Kingdom

-
-
Spain
-
-

Italy
-

-
Germany
-
-

We can identify three situations referring to the application/use of MI Theory in the classroom:

All the time (most of the English respondents);

Sometimes (less than half of the Romanian and Italian respondents, less than one
quarter of the German respondents);

Never (more than half of the Italian respondents and less than one quarter of the
Spanish respondents).
Most of the respondents did not answer to the question referring to the aspects of MI Theory
that are applied in the classroom (the Spanish, German and Italian respondents).
Most of the English and Romanian respondents did not mention these aspects.
Some of the Portuguese respondents mentioned that they try to appreciate and encourage all
intelligences, according to individualized and tailored strategies or to appreciate and valorize
the different intelligences and different ways of learning. Some of the Romanian respondents
mentioned that they adapt the learning tasks to students’ different intelligences and some of
the English respondents mentioned that they provide a variety of stimuli/give students choices
or they approach the same tasks in different ways.
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Concerning the question about the attempt of the interviewed persons from the partner
countries to identify intelligence profiles for the learners, we could identify two different
situations:

Respondents stressed out that they identify the students’ different intelligence profiles
(most of the English respondents, more than half of the Portuguese and Romanian
respondents, less than half of the Spanish and less than one quarter of the German
respondents); most of them said that they use tests.

Respondents did not try to identify different intelligence profiles (all of the Italian
respondents).
The respondents try to identify different intelligence profiles for
their learners:
Partner countries
To a large extent
To a certain
extent
To a lesser
extent
At all
Portugal
-

-
-
Romania
-

-
-
United Kingdom

-
-
-
Spain
-

-
-
Italy
-
-
-

Germany
-
-

-
Concerning the wish to utilize the intelligence profile to stimulate and motivate learning of the
learners, all the English respondents and most of the Portuguese, Romanian, Spanish and
Italian respondents mentioned that they would like to stimulate and motivate learning by
using the intelligence profile of their students. Only less than half of the German respondents
would like to stimulate and motivate learning by using the intelligence profile of their students.
Concerning the wish to identify different intelligent profiles for the learners, most of the
respondents from all partner countries have mentioned that they would like to learn how to
identify different intelligence profiles (all the English and Spanish respondents, most of the
Portuguese, Romanian and Italian respondents, more than half of the German respondents).
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The respondents would like to learn how to identify different
intelligent profiles for the learners:
Partner countries
To a large extent
To a certain extent
To a lesser
extent
Portugal

Romania

-
-
United Kingdom

-
-
Spain

-
-
Italy

-
-
Germany
-

-
The most quoted skills that respondents in all partners countries have mentioned are:

Learning to learn skills (all the Romanian respondents, most of the Portuguese,
Spanish respondents, more than half of the Italian and German respondents, less than
half of the English respondents);

Active skills for employment and entrepreneurship (most of the Italian respondents,
more then half of the Portuguese and Spanish respondents, less than half of the
Romanian, English and German respondents).
Concerning different problems, difficulties, and obstacles that the respondents encounter
when working with underprivileged individuals, most of the respondents in all partners
countries mentioned that they have the following problems:

Language problems (most of the English respondents, more than half of the Spanish
respondents, less than half of the Romanian and Italian respondents and less than one
quarter of German respondents);

Communication problems (most of the Italian respondents, more than half of the
Spanish respondents, less than half of the Romanian and English respondents, less
than one quarter of the German respondents, some of the Portuguese respondents);

Understanding problems (most of the Italian respondents, less than half of the English,
Romanian and Spanish respondents, less than one quarter of the German
respondents);
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
Reading and writing problems (more than half of the German respondents, less than
half of the English and Spanish respondents, some of the Portuguese respondents);

Lack of constant frequency in attending courses (less than half of the Italian, Romanian
and Spanish respondents, less than one quarter of the English and German
respondents).
Respondents of all partner countries mentioned that they need an improvement of their
professional skills in order to work with disadvantaged individuals (most of the English, Italian,
Spanish and Romanian respondents, more than half of the Portuguese respondents, less than
half of the German respondents).
About the professional skills that need improvement, the respondents have mentioned
different skills depending on the de job field of the professionals:

Communication skills (the Romanian and German respondents);

Coaching (the English respondents);

Collaborative and team work amongst colleagues and better facilitation skills (the
English respondents);

Mediation skills (the English and Portuguese respondents);

Psychological skills (the German and Portuguese respondents);

Observation skills (the German respondents);

Conflict resolution skills (the German and Portuguese respondents).
Concerning the comments, recommendations or suggestion on behalf of the respondents from
partner countries regarding the identification of their needs and/or improving their skills as
adult trainer or social work professional, we may emphasize that:

Most of the English and Spanish respondents answered that they want to know how to
apply the MI Theory to real life situations.

Most of the Italian respondents mentioned that they need instruments for identifying
different intelligences.

Some of the English and Italian respondents mentioned that they need an instrument
to identify a MI profile at their learners.
21

Some of the Romanian respondents mentioned that they need courses and
promotional brochures to distribute them in different social media, for improving the
skills of an adult trainer or a specialist in the social field.
Suggestions for the Handbook
As for the content of the handbook, most of the respondents from the partners’ countries
considered that:

It has to have a simple, clear, concise, correctly organized and coherent speech in
order to be more accessible to a larger range of age and socio-professional categories
(the Romanian, Spanish and Italian respondents).

It has to be practical and user-friendly (the Portuguese, English, Spanish and Italian
respondents).

It has to be a mixture between theory (synthetically presented) and practice - based
on experience and with real examples, operative applications (the respondents from
all the partners’ countries).

It should be available online and contain video clips of teachers using MI Theory in
their classes (the English respondents and the Romanian respondents); others spoke of
a website with links to reading materials on MI.

It should combine online and paper resources in order to support the learning process
(the Spanish respondents).

Some of the Portuguese respondents mentioned that they consider the IN PATH
handbook should include learning examples that are always more or less relevant and
not just being “short courses” or “popular skills of the time”.
22
By analyzing the results obtained from questionnaires that were applied to adult education
trainers, and social workers - it may be emphasized that:

Some of the trainers are familiar with the MI Theory (the English respondents and
some of the Romanian respondents), but there are some of the trainers that are not
familiar with this theory (the Portuguese, Spanish, Italian and German respondents).

The respondents apply the principles of this theory all the time (the English
respondents) or sometimes (some of the Romanian and Italian respondents). There
are respondents that do not apply the principles of this theory (some of the Italian and
the Spanish professionals).

Most of the respondents are interested in identifying different types of intelligence
and intelligence profiles in order to stimulate and motivate their students’ learning.

The most quoted skills that respondents in all partners’ countries target in their
training activities are: learning to learn skills and active skills for employment and
entrepreneurship.

The problems mentioned by the most of the target group in all partners’ countries,
when working with disadvantaged individuals, are: language, communication and
understanding, reading and writing problems and absenteeism problems;

Most of the respondents need to improve their professional skills in order for them to
work with the disadvantaged persons.

Some of the respondents mentioned the need for optimizing the communication skills
(some of the Romanian and German respondents), mediation skills (some of the
English, Portuguese and German respondents), coaching and collaborative skills (some
of the English respondents) and psychological skills (some of the and Portuguese and
German respondents).

Most of the respondents wanted to know how to apply the MI Theory to real life
situations.
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4. Results of the interviews
The interviews have been conducted with experts from psychology departments and
educational specialists in order to identify state-of-the-art knowledge concerning MI Theory.
Each partner’s country applied and processed the results of 5 interviews. The findings are
rendered below, showing each question and its answers.
What kind of cognitive theory you usually use as a framework in your work?
Some of the most mentioned theories are social constructionism (some of the English and
Spanish interviewees), constructivism (some of the Portuguese, Spanish and German
interviewees) and MI theory (Romanian and German interviewees).
How would you define intelligence?
The interviewed individuals have mentioned different definitions of “intelligence”.
As a common aspect in defining “intelligence” we may emphasize that some of the Romanian,
Spanish and Italian interviewees mentioned that it is the ability to adapt.
Do you apply MI Theory in your training courses and if so have you any concrete
examples of how you use it?
Some of the Portuguese, Romanian, English, Spanish and Italian interviewees mentioned that
they apply the MI theory or as mentioned by some of the Spanish interviewees “some aspects
of the MI Theory”.
25
Examples of this application are shown below:

To stimulate the visual, intra- and interpersonal intelligence: “when working with
adults developing their personal and social competences through artistic
exploration of concepts such as analogy displaying the journeys of life with maps
i.e. by mapping some creative routines at home, special events in life, dreams,
future projects etc.” (a Portuguese respondent).

To stimulate the intrapersonal intelligence: “Multiple intelligences theory can also
be used when it promotes a self-knowledge and personal value of a / the students /
those exploring their life skills and at the same time allows us to develop and
enhance the discovery of others” (a Portuguese respondent).

For stimulating linguistic intelligence, the experts applied tasks that require
conceptualization for instance: “to explain a real situation by using theories and
concepts of a certain discipline” (Some of the Romanian interviewees).

For stimulating intrapersonal intelligence experts applied tasks that point out the
personal way in which the student experimented something and they also applied
the self-evaluation of strengths and weaknesses related to other learning
experiences for instance: “requiring feedback for the personal way in which a
student experimented a certain exercise/technique specific to psychology; personal
reflection on the personal way of working to accomplish the projects” (Some of the
Romanian interviewees).

Stimulating the musical intelligence in order to stimulate memory: “I think that the
most interesting example came from a trainer who works with university students.
She works with music as an aid to memory. She asks them to think of a song they
really like and then they place the data, dates, formulas etc. into the music and sing
the information. This resembles how Mozart composed his music” (an English
interviewee).
Highlighting the importance of stimulating the learning strengths

“One interviewee replied that she helps the people she works with to discover their
learning strengths and weaknesses and to use their strengths to work in their
weaker areas. They maintained that they knew little or nothing about MI, but
seemed to have an innate understanding of intelligence and how it works” (an
English interviewee).
26

“In a first phase of my work process, there is established a first contact with the
person to identify his/her strong and weak areas/competences. Then, the objective
is to develop resources to foster the intrapersonal, interpersonal and body
potentialities of each person. The main goal is to empower the patient through the
above mentioned resources, but also considering emotions and feelings as part of
the process. A major part of my work is to deal with people that experienced or are
experiencing a traumatic situation related to affection issues” (a Spanish
interviewee).

“I try to create various approaches and observe what conditions have a positive
effect. At first I tried to tackle each intelligence of Gardner’s theory on its own. But
now I create problem solving situations which activate various intelligences. This
approach is better than tackling each area individually. I try to realize this in project
work. Project-oriented learning allows this approach” (a German interviewee).

“There was the effort to realize the MI Theory of Gardner in a school in the subject
“English” (lessons of English in the 6th and 8th grade). A project was accomplished
with a concrete topic (a fairy tale) which should be realized through different ways
of learning by activating different areas/parts of intelligence (here the learning of
English). Learning can take place through music, poetry, movement, performing
and participating in a competition” (a German interviewee).
What are the independent types of intelligence you know?
By analyzing the answers to this question, we may see the existence of two opinions regarding
the intelligence. Thus:

Some of the interviewees do not recognize that there are different intelligences; (in
some countries they do not use the concept “types of intelligences”, but only
“intelligences”).

Some of the interviewees recognize that there are different intelligences.
The 9 intelligences identified by Gardner were mentioned by most of the Italian and Romanian
respondents. Some of the interviewees from all partner countries did not cite all of the 9
different intelligences.
27
Can you think of a time when you completed a task in which several of the MI
Theory intelligences were used successfully?
Some Portuguese experts mentioned the stimulation of the visual intelligence: “in social
intervention projects for children and young people, in which art was used as the main
facilitator.”

“creating contemporary art is the main driver of change, reflection, and conscious and
proactive intervention in different contexts for instance in created moments such as
debates, reflection about conflict management with the use of animation such as
creative writing, role play, drama, theatre images etc. “

Some of the Romanian respondents mentioned that “for solving a work task they used
logical mathematical, musical and kinaesthetic, intrapersonal and interpersonal
intelligence, for instance solving a mathematical problem, reporting a situation within
a project”.
A university lecturer describes: “The stimulation of intrapersonal and interpersonal
intelligence, existential intelligence when listening to certain music plays." "When I listen to
music specific from certain cultures the natural intelligence is also stimulated. She also
mentions "when I was little, when I solved math problems, I used to move a little more than
usually, unconsciously: my movement was stimulating my thinking. Moreover, in high school,
when I did my homework, I was stimulated by listening to music."
Another interviewee stated "when I have some work to do, to report a situation in a project, I
listen to music and I even hum, I easily move and work alone well at the moment, even if I
gathered the data from my colleagues that are involved in the project".
Some of the Romanian respondents mentioned that for solving a work task they used
linguistic, intrapersonal and interpersonal intelligence for instance, “presenting an
investigation report in front of a committee, presenting a subject at an exam”.
Four of the five English respondents described designing tasks and activities using the
intelligences. One senior university lectures described trying to do each activity separately
through the eight intelligences. This may confirm the supposition that while people do have
28
an idea of the intelligences they are unable to go beyond the theory. This is an important
point to consider since theory is not a methodology.
One Spanish expert mentioned intrapersonal intelligence: “Development of somatic resources:
ability to recognize what is “going on” in your body and be able to express it”.
Another Spanish expert mentioned interpersonal intelligence: “Believes systems and types of
answers in relation to myself and the others”.
Some of the Italian respondents mentioned that they completed a task in which several of the
MI Theory intelligences were used successfully such as in the following examples:

In environmental educational contexts,

In laboratories and workshops (that is to say hands-on kind of activities),

In psychotherapy (using interpersonal intelligence as well as the intra-personal in the
relation, the linguistic to express concepts, ideas and to interact; the bodilykinaesthetic to express/manage myself in non verbal communication. But also working
to do a pullover by hands: I have a project in my mind (spatial intelligence) and I need
to use my hands (bodily-kinaesthetic intelligence) to make it real,

In every kind of task, if we think of the intelligences as different ways to use symbols,
and to conceptualize the real world as a synergy of different cognitive functions.
One German respondent mentioned that for solving a work task he used musical, bodilykinaesthetic, linguistic and interpersonal intelligence: “Every kind of complex problem solving
needs more or less all intelligences. For example making music doesn’t only activates the
musical intelligence, but also all others areas. It is an interaction of all intelligences within a
problem solving situation. It doesn’t only refer to one dimension”.
Results of the project mentioned above: a rap, a learning diary in English and also in German,
an invention of a continuation for the fairy tale (support/help with computers and other media
by teachers). The rap was composed by the pupils. They also learned the choreography and
danced together, furthermore they wrote the text for the rap. In the context of a competition
they won a price for their performance.
29
Can you describe a time where you’ve noticed upon reflection when something
could have been worked better by using some aspects of MI Theory?
The respondents mentioned the following as positive aspects:
The possibility of using several intelligences for solving a problem situation, for instance:

a problematic situation (a Portuguese interviewee),

a conflict (some of the Romanian interviewees),

a crucial issue (some of the Romanian interviewees),

a situation that needs transfer of information from one domain to another (some of
the Romanian interviewees),

a presentation (an English interviewee),

the difficulties to learn specific discipline (a Spanish and a German interviewee),

a short time to do an activity (an Italian interviewee).
The possibility of using several intelligences for better performing most of the daily activities at
work and also in social contexts (a Spanish and a German interviewee).
The possibility of using several intelligences when dealing with disabled persons (a Spanish
interviewee).
Can you describe the strengths/advantages of using Multiple Intelligences in the
learning process? What do you think might be the strengths…
The following strengths were mentioned by the interviewees:

The possibility of stimulating the intelligences that prevail, so each person can work up
its own potential (some of the Portuguese, Romanian, Italian and German
respondents);

The possibility of each person to understand the reasons that lead to the achievement
of performances in certain fields/ professions. In this sense, the respondents
mentioned the capacity recognized that each individual can have their own training
30
pathway and be intelligent (meaning being a human) in different ways. (some of the
Portuguese, Romanian, Spanish, Italian and German respondents).

The possibility of projecting the same didactic content under different forms (a variety
of activities and tasks in one lesson). In this sense, the interviewees mentioned the
advantages of having more than one language to communicate about concepts/ideas
and interact in personal relationships (in fact, every intelligence is linked to a specific
kind of language/symbolization) - (some of the Romanian, English and Italian
respondents).

The possibility for a teacher/educator/trainer to accept individuals' qualitative
differences (some of the Italian respondents).

The possibility for the increased sense of efficiency and motivation of the teachers and
other staff members in the educational context, as it can realize a greater
development, learning and satisfaction of students/trainees contributing to the trainer
to invest more in the educational context (some of the Portuguese respondents).

The possibility of using the knowing of personal different intelligences in vocational
orientation (some of the Romanian respondents).
We are developing a practical Handbook for adult trainers and social work
professionals, based among others, on the outcomes of these interviews. Do
you have any ideas/inputs on what and how to include in this Handbook about
using Multiple Intelligences?
The respondents consider that the IN PATH Practical Handbook about using MI Theory must
contain:

The description of each intelligence so people can know and identify them in order to
use them for the optimization of all existential aspects (some of the Romanian,
Spanish, Italian and German respondents);

Instruments for identification of each intelligence (some of the Romanian, Spanish,
Italian respondents);

Examples of good practices regarding the stimulation of a certain intelligence, for
instance existential situations, learning tasks,
suggestions, etc. (some of the
respondents in all partners’ countries).
31

One English respondent considers that it is necessary to have links through internet to
sites where readings and video material can be found.
Can you give us some ideas about how to use MI Theory as a mean to promote
social inclusion?
The respondents consider that:

If adults know the different intelligences identified by Gardner, they will be able to
understand that other persons can be more intelligent in a completely different manner
than they are themselves and hence the degree of their acceptance can rise (some of
the Romanian respondents).
This idea may be found also in the following statements:

“It is important to remember that there is not only one path to social inclusion, but that
each individual must understand their skills and how to use the opportunities” (one
Portuguese respondent);

“The recognition of each individual potential is a major key to social inclusion” (one
Spanish respondent);

“It is important to see a person as a whole in his/her complexity. Inclusion always is
social and requires the MI Theory in order to handle with the heterogeneity” (one
German respondent).

“MI Theory should generate a greater tolerance and understanding in training courses”
(one English respondent).

“If MI Theory is used in adult learning environments it should give adults who have not
succeeded before in learning the chance to show their skills in different ways” (one
English respondent).

Taking into a special account the “social” intelligences, such as interpersonal,
intrapersonal, and existential that allow to work on topics such as respect of others,
management of conflicts (some Spanish and Italian respondents).
32
Conclusions
By analyzing the results obtained from interviews that we applied to specialists in psychology,
one may note that:

Most of the interviewees mentioned the use of the MI Theory by stimulating several
different intelligences within their activities (some of the Portuguese, Romanian,
England, Spanish and Italian interviewees). Most of the Spanish interviewees agreed
that they use particular aspects of the MI Theory.

We found that the existence of two opinions referring to intelligence. Some of the
interviewees recognize that there are different intelligences, and others not.

Respondents mentioned as a positive aspect the possibility of using several
intelligences in solving a problem situation, for better performing most of the daily
activities at work, also in social contexts and when they dealing with disabled
individuals.

Most of the respondents considered that the IN PATH Handbook must be a mixture
between theory and practice.

Most of the respondents in some partners’ countries think that knowing the
intelligence types has an important role in the social inclusion act.
33
34
5. Results of the desk research
The section details the desk research on tools and approaches that apply the MI theory to
different styles.
The first part describes the tools and approaches that apply the MI theory to different learning
styles.
Portugal
The research indicates that the MI theory is something that is mostly being used for children
and early childhood education and how multiple intelligences can positively contribute to
children’s development such as the paper from Dr. Sara Bahia “Turning the eye to multiple
intelligences - how it can enrich the development” (Bahia, 2005).
Several publications at national level, also outline the main tendencies within MI theory and its
history, such as the report: “Learning Styles and Multiple Intelligences” (Chambel &
Guimarães, 2009).
Several transnational publications have been developed such as: “Estimating One's Own and
One's Relatives' Multiple Intelligence: A Cross-Cultural Study from East Timor and Portugal”
(Neto et al., 2009) written in collaboration between researchers at the University of Porto
(Portugal), and researchers at the University College London (United Kingdom). “This study
examined three hundred and twenty three students from East Timor, and one hundred eighty
three students from Portugal estimated their own, and their parents’ IQ scores on each of
Gardner’s ten multiple intelligences. Men believed they were more intelligent than were
women on mathematical (logical), spatial, and naturalistic intelligence. There were consistent
and clear culture differences. Portuguese gave higher self, and family ratings than Timorese, as
expected. Participants of both cultures rated overall intelligence of their father higher than that
of their mother. Implications of these results for education and self-presentations are
considered”.
In addition an article under the similar topic: “Estimating one's own and others' multiple
intelligence: a cross-cultural study from Guinea Bissau and Portugal” (Neto, 2009). In the this
context it is considered worth to mention that quite a lot of publications and reports
concerning multiple intelligence available in Portugal is coming from Brazil, where the research
seems to be more extensive than in Portugal.
35
For instance the study: “Learning difficulties from the perspective of multiple intelligences: a
study with a group of Brazilian children” (Teixeira da Silva, 2010).
“The paper presents a study of thirteen Brazilian children enrolled in fourth grade from the
public of the State Sao Paulo, diagnosed as having Learning Difficulties. The aim was to
investigate the possibility of extending the acquisition, and expression of knowledge, by these
children. Starting from the literature review on Learning Difficulty Learning and Multiple
Intelligences, there were speeches Teaching, in order to stimulate intellectual diversity of these
students. The analysis method was chosen Evidential Paradigm suggested by Ginzburg (1989).
The data collected from interviews and observations during Pedagogic indicated completion of
the spoken signals that may have favored the Difficulty of Learning in the school context. After
this period Pedagogical Intervention, it was noted that the motivation, discipline, interaction,
self-esteem and expressiveness improved considerably. Furthermore, the data show evidence
favoring the learning constructed in the course of carrying out the Pedagogical Interventions”.
Another example could be the paper: “Learning Styles”, which discusses multiple intelligences
in conjunction with different learning styles, as a mean to improve the quality in education
(Almeida).
Romania
At a national level we can distinguish two events that play a major role in applying the MI
theory to different learning styles in the pre-university education:
a) The New National Curriculum for schools and high schools elaborated in 1998
At the completion of this document contributed people specialized in curriculum, who took
into consideration both implementing some viable solutions belonging to Romanian traditional
education system and renewing this system by putting it up to date with the new educational
trends.
The new curriculum has in view the maximum valorisation of each student’s availabilities. By
introducing the optional classes (the Curriculum decided by the school), the teaching staff has
the possibility of making a real difference in coaching each student, stimulating types of
intelligence less asked for within the tasks of mandatory classes.
b) By founding the National Centre of Differentiated Education (IRSCA Gifted Education) in
2007, according to the 17/2007 law regarding the education of gifted young people capable of
36
high performances, it was allowed the implementation of scholar pilot progams and
differentiated curricular tracks.
According to methodology the teaching within the differentiated education programs targeted
for gifted children is done taking into account the curricula’s goals and the learning style of
students (visual-spacial, auditory-sequentials, kinaesthetic, sensitives etc.). In this manner it is
pursued the optimization of knowledge acquiring and skills development, but also of putting
into practice the knowledge and development of new information.
In the Romanian psycho pedagogic literature, the MI theory is seldom treated considering the
students’ learning styles. Among those who approached the MI theory from this perspective,
we mention:
Ciolan, Lucian who pointed out two major implications that must be considered in the case of
approaching education from the multiple intelligences point of view:
a) the possibility of customizing education, considering each student`s learning characteristics
determined by the intelligence profile, which can be related to the styles of learning;
b) the possibility of reorganizing the curriculum bearing in mind that integrating the curriculum
by centring it on the deep understanding of fundamental concepts give the students the
opportunity to explore them by using their own combination of intelligences.
The author has also drawn the attention on some risks that can appear if this theory is
wrongfully applied by the teaching staff. Among these risks we mention: students’
“classification” on types of intelligence, according to the intelligence considered to prevail;
neglecting “weak” intelligences by avoiding to appeal to them; judging the students/their
distribution on types of intelligence and not according to their profile of intelligence; focusing
on the products which must be delivered and not on the goals that must be reached etc.
(Ciolan, L, 2008).
Iucu, B. Romiţă, accentuated the importance of using the MI theory in the teaching activity, in
comparison with the traditional education system which is focused on the development and
use of mathematical and linguistic intelligence. He mentioned the necessity of applying this
theory both in the teaching-learning activity and in the evaluation one. He also stated that the
evaluation on students’ learning must be done in manners that offer “an adequate point of
view on the strengths and weaknesses” of students.
37
The author gave an example of the way in which more types of intelligence can be activated in
a class of history and also of the possibility to correlate a certain type of intelligence - musical
intelligence - with some learning styles of the students - auditory and practical styles (Iucu,
B.R., 2008).
Oprea, Crenguţa-Lăcrămioara stressed out the possibility of stimulating multiple intelligences
by using interactive teaching strategies, offering suggestions to stimulate skills specific to each
type of intelligence. For this purpose she made a table in which for each type of intelligence
she mentioned: at what the student is best, what does he like to do, how he learns best
(without mentioning the students` style of learning), by which activity he can be stimulated
and which teaching-learning-evaluation methods can be used in the didactic activity (Oprea,
C.L., 2009).
United Kingdom
At the Harvard Graduate School of Education alongside Dr H. Gardner, Dr David Perkins has a
somewhat different take on Intelligence and I believe this is important when we consider
lifelong learning. While Dr. Gardner considers intelligence as a biopsychological potentialsomething we acquire at birth, Dr Perkins sees intelligence as having an experiential aspect. In
other words, through experience we can “grow intelligence” and make it stronger. Gardner’s
use of entry points seems to confirm this. By working through our stronger intelligences we
can achieve in intelligence areas which constitute our weaker areas. In this way I believe we
can succeed in areas which we would be unable to do if we had tackled it directly through the
one to which it would logically belong.
As concerns lifelong learning; by developing the thinking skills like comparing and contrasting,
relating facts, analysing, assessing, inferring, presenting evidence, generalizing, diagnosing,
synthesizing, evaluating,
creating models, explaining, theorizing, predicting, categorizing,
defining distinction, judging, making connections, deciding, classifying/chunking, and making
analogy that are so important in the application of MI, learning goes far beyond succeeding on
tests and exams or getting through the course. These skills equip us to continue to learn with
joy all our lives.
It is of the utmost importance that we recognize and nurture all the varied human
intelligences, and all the contributions of intelligences. If we can mobilize the spectrum of
human abilities, not only will people feel better about themselves and more competent; it is
even possible that they will also feel more engaged and better able to join the rest of the
38
world community in working for the broader good. Perhaps if we can mobilize the full range of
human intelligences and ally them to an ethical sense, we can help to increase the likelihood of
our survival on the planet, and perhaps even contribute to our thriving.
Dr. Howard Gardner of Harvard University says that there are many different kinds of
intelligences. He has identified 8 possibly 9. Here, intelligence is not defined as doing well on
a test or memorizing lists of words, but as solving problems or creating something, which is of
value to a culture. It means working collaboratively to accomplish a task. It means creating a
product like turning clay into a lovely object, developing a new dance or writing a poem. The
criteria for intelligence that Gardner sets forth are varied.
The eight intelligences he has defined are Interpersonal: The ability to understand people and
relationships, Intrapersonal: Access to one's emotional life as a means to understand oneself
and others, Bodily-Kinaesthetic: The ability to use the body skilfully and handle objects
adroitly, Linguistic: Sensitivity to the meaning and order of words, Logical-Mathematical: The
ability to handle chains of rezoning and to recognize patterns and order, Musical: Sensitivity to
pitch, melody, rhythm and tone, Visual-Spatial: The ability to perceive the world accurately and
re-create or transform aspects of the world, Biological-Natural: The ability to recognize flora
and fauna, to make other consequential distinctions in the natural world and to use this ability
productively Learning styles are not intelligences.
Learning styles and multiple intelligences are quite different. Although Multiple Intelligences
(MI) is a modern developmental psychology theory closely linked to learning styles and
constructivist theories (Battro, 2009), it differs from learning styles in that learning styles speak
of the way a certain person learns, for example an “auditory” second language learner wants
to participate in discussions, conversations, and group work (Oxford, 1995), whereas “musical
intelligence” actually leads to a discipline that is valued by a certain culture in a certain time
period, such as a concert violinist. Krechevsky & Seidel (1998) give an example, “One can be a
tactile or auditory learner and still become an accountant or a botanist. However, if one has
not developed strong logical-mathematical or naturalist intelligences, success in those
professions will be limited.” Different than a ‘style’, ‘intelligence’ is a biological potential
situated in the brain of every human being which can be developed in a trajectory valued in a
culture. Howard Gardner, the progenitor of MI Theory, has defined intelligence (1999) thus:
“the biopsychological potential to process information that can be activated in a cultural
setting to solve a problem or fashion a product that is valued in one or more cultural settings”
39
(Lange, The Multiple Intelligences Entry Point Approach: Engaging Language Learners into Any
Topic).
Spain
The Real Academia Española (organism in charge of the Spanish language) defines intelligence
as:

The capacity to understand,

The capacity to solve a problem,

Knowledge, understating,

Skill, ability, experience,

Spiritual substance.
Secret communication between one or more countries or persons.
Among Spanish bibliography, it is possible to identify different descriptions and definitions of
intelligence. However most of the authors share similar perspectives:
Vallejo-Nágera (Guía práctica de la psicología. Madrid. Ed. Temas de Hoy, 1998) defined
Intelligence as a set of variables such as attention, observation, memory, learning, social skills,
etc. that allow to face daily life challenges.
Andrés-Pueyo Colom and Juan-Espinosa (Universidad Autónoma de Madrid and Universitat de
Barcelona, 1999) offered a detailed overview of human intelligence in the field of psychology
in their article El estudio de la inteligencia humana: recapitulacion ante el cambio de milenio
(Study about human intelligence: overview for the new millennium). The article recompiles the
works and discussions in the field of human intelligence through the theories and proposals of
several authors such as Goleman, Jensen, Hernstein, Murray, etc.
In the last decade a great amount of bibliography regarding the use and definition of
emotional intelligence was published in Spain and in Spanish language. Major authors and
researchers published paper works in the field. Among the most relevant documents and
works, it would be recommendable to highlight:
Eduard Punset, author of El Viaje de la Felicidad- Las nuevas aportaciones científicas (Destino,
Barcelona, 2005), also published in English under the title “The Happiness Trip”, presented a
scientific approach of happiness taking in consideration emotions, feelings, social, cultural and
40
religious factors. He proposed a “formula to happiness” based on the use of emotional
intelligence”.
The University of Jaen and Malaga (Departments of Psychology) published an extensive work
Estudios en el ámbito de la inteligencia emocional (Studies regading Emotional Intelligence) in
2009 analysing different aspects of the Emotional Intelligence Theory, its impact, application in
the educational systems, historic background, etc.
Mario Pena Garrido and Elvira Repetto Talavera (Universidad Nacional de Educación a
Distancia Madrid) are the authors of Estado de la Investigación en España sobre Inteligencia
Emocional en el ámbito educativo (Editorial EOS, España, 2009), reference article related to
the use and application of Emotional Intelligence in the educational context including good
practices, tools, etc.
Mercé Conangla and Jaume Soler are the authors of the concept “emotional ecology”, have
published several papers and created a private foundation that is working in the field- 1Institut
de Ecologia Emocional.
In which concerns the analysis and applications of the MI Theory, these are the most relevant
studies elaborated by Spanish authors:
Luz Pérez Sánchez and Jesús Beltrán Llera (Universidad Complutense de Madrid, 2006) are the
authors of Two Decades of “Multiple Intelligences”: Implications for Education Pshychology.
The research paper presents an overview of the nature, bases, criticism, and results of the
theory. Furthermore, it analyses the contributions of Howard Gardner to the Educational
Psychology in fields such as student and teacher role, learning, and instructional model. Finally,
the authors present a brief description of the theory applications to counselling, technology
and special education. Both authors highlight the innovative approach of Howard Gardner, but
also the criticisms he had to face regarding the lack of “scientific rigor” of his approach.
However, the most relevant issues stressed by both authors are related to the educational
vision of Howard Gardner. The MI Theory proposes a new perspective of the educator and the
learner. The educator is the actor that facilitates the discovery of intelligences, the facilitator
of the learning process and the catalyser of relevant experiences that make the learner to
grow. The learner is autonomous, active, and open to new experiences and has a variety of
potentialities. Moreover, the learning process is understood as a combination of different
areas such as mechanisms or scaffolding, interiorization, etc. The Howard Gardner theory is
1
http://www.ecologiaemocional.com/descubre-la-ecologia-emocional.html
41
also assessed as a resource to improve the performance and self-concept of the students,
greater work satisfaction of educators, etc.
Ana María Serrano is the author of Inteligencias Múltiples y Estimulación Temprana. Guía para
educadores, padres y maestros. (Multiple Intelligences and Early Stimulation- Guide for
educators, parents and teachers) (Editorial Trillas, Sevilla, 2005). The book was first published
in Mexico and presents the benefits of using the MI theory to stimulate babies and small
children. The author presents a set of different types of intelligences that can be identified in
small children and babies and how parents and educators shall work as mediators of those
intelligences. In this sense parents and educators shall be able to recognize the intelligence
profiles of the children including their strengths and weaknesses. Furthermore, the author
offers potential research guidelines in the field of multiple intelligences and early stimulation.
Carmen Fernandez Garcia published a scientific research Evaluación y Desarrollo de la
Competencia Cognitiva: un estudio desde el modelo de las inteligencias múltiples (Evaluation
and Development in Cognitive Competence: a study of multiple intelligences model) (Centro
Investigación y Documentación Educativa, España, 2005).
The study offers an empiric vision of the application of Multiple Intelligences in the educational
context. The work is addressed to educators and highlights the importance of the learner as
the core part of the teaching-learning process. It offers tools to assess the cognitive
competence of learners taking in consideration that all learners/students have a set of skills
related to music, movement, language, social and emotional relations.
The model proposed by the author has the following impacts: to potentiate school as a
thinking place and classes that include all kinds of intelligences and learning styles; to exploit
the potential of the learners based on a guided methodology, especially in which concerns
those with special needs; to implement a flexible approach to the learning process.
Marian Baques is the promoter of the PAI- Proyecto de Activación de la Inteligencia (Project for
the Activation of Intelligence) and the author of Proyecto de activación de las inteligencias PAI:
educación infantil (SM, 2008). The author proposes a set of learning sequences based on the
different capacities of the learners, especially those with especially needs. The work of the
author and the project are aimed at the exploitation of the cognitive and meta-cognitive skills
of the learners. Furthermore they propose a revalorisation and a new approach of the role of
the teacher/educator.
42
All the above mentioned studies propose the MI theory as a new approach to the role of the
teacher and the learner. The different studies propose educational models addressed to
different target groups (small children, college students, teenagers, disabled people, etc) by
highlighting the need for a participative and individual education. Furthermore there is a
common approach in all authors stating that the important part of the educational process and
the relevant goals of it are to learn and not to teach.
All authors approach the learning systems based on the idea that each human being is unique
and shall be stimulated within his diversity.
Furthermore, it is also relevant to take in consideration the use of ICT as a support
methodology in the development of individual learning pathways.
At a public level, no specific educational policies were identified in order to support the
exploitation of the MI theory. It is important to state a difference between formal and non
formal learning. Formal learning systems follow specific quality parameters defined by the
Ministry of Education and applied by regional governments in each region (Autonomous
Community). In the case of informal learning it is possible to observe some influence of the MI
theory.
Finally some practical resources in order to apply the MI theory at the classroom were
indentified. The following tools are the most relevant in which concerns the use and
application of the MI theory:
The Catalan Educational Network2 provides a set of resources to improve the performance of
teachers and students in the classroom. Among these resources, it is available a model
template to apply MI theory in the classroom3. The template is available in Spanish and
recommends a set of strategies and activities that can be implemented in the classroom.
The GRAIM group focused on the research of the application of MI theory in the education
context offers a set of materials for educators though their Web page4. Among the resources
available it is possible to identify videos, paper works and research in the field of MI theory,
guides on how to teach Multiple Intelligences and also tests do identify different intelligence
profiles. All materials are available in Spanish.
2
http://www.xtec.cat/web/guest/home
http://www.xtec.cat/~nsalvado/spring/spring_2005/plantilla_mi.htm
4
http://www.graim.info/
3
43
Italy
Searching for “Intelligenze multiple” you can find through Google more than 20 pages in Italian
language dealing with the MI theory and Howard Gardner. Most of them illustrate the theory,
and are mainly connected to scholastic experiences.
Only some of them are linked to extra-scholastic fields, such as company management or
academic research.
There is a publisher who has a Series entirely dedicated to MI theory (Junior - Azzano San
Paolo currently Spaggiari-Parma).
Some books on MI theory were also edited by another Publisher (Erikson - Trento).
At the University of Macerata there is a Centre for documentation, research and training on MI
theory and its applications (Centro di documentazione, ricerca e formazione sulla Teoria delle
Intelligenze Multiple e le sue applicazioni), please see link in bibliography.
Many schools had experiences in this field, and the main scholastic culture is not far from the
main concepts on which the theory is built.
In the institutional documents and Laws, even if the theory is not quoted explicitly, some notes
seem to be linked or at least inspired to a plural vision of the intelligence.
Howard Gardner is frequently invited to Italy for conferences, projects, honoris causae degree
at the University. He followed and continues to follow Reggio Children Project. It is considered
one of the most important project in the world about infant schools and child education.
All the books of Howard Gardner are translated in Italian. There are many books dealing with
his theory and the Italian applications, at nursery, kindergarten, infant school, primary school,
and also at the secondary level of instruction.
44
Germany
Until a few years ago the general consensus used to be that people did not take the MI theory
of Gardner serious in Germany. In most cases the theory in general and the various
intelligences in particular are misunderstood. It is unavoidable that the incorrect application of
the theory has to face much criticism. However there is a change in thinking in some areas. For
example in education extraordinary/conspicuous people (such as: intellectually gifted people,
less gifted people, socially disadvantaged people). Especially for training, coaching and
counselling these people, it is important to get a comprehensive picture of the learner to
create an individual learning concept for them. In the field of education, the theory is more
and more well received. More and more Schools and teacher training facilities deal with the
opportunities of multiple intelligences. However the German school system still gets in the
way of the idea of heterogeneity of students. The tripartite division of the German school
system in “Haupt-, Realschule” and “Gymnasium” makes an integrative implementation of
Gardner’s theory very difficult. There are “Gesamtschulen” (including all school types in one
school) in Germany which tries to integrate students with different performance level in one
school type. However they are not available all over Germany. The PHORMS-Schools take the
MI theory as a basis for their education. They identify and promote individual talents and
interests of their students. Depending on the type of learner, the students work
interdisciplinarily and in cross-class groups. Frontal teaching does not take place at this school
type. By means of various techniques such as reading, giving presentations, performing
experiments, writing and building models, the students elaborate topics on their own and
discover their talents, interests and preferred learning style at the same time. Additionally the
classes are multilingual at that private school.
In the book “Multiple Intelligence in the German as a foreign language-class” (H. Puchta, W.
Krenn & M. Rinvolucri, 2009). Multiple Intelligenzen im DaF-Unterricht. Aktivitäten für die
Sekundarstufe und den Erwachsenenunterricht. Hueber Verlag. Ismaning) the approach
towards the MI theory is further explained. The book is intended for teachers of courses for all
levels, trainers for teachers and students of the subject “German as a foreign language”. By the
means of the methods of the concept of the MI theory they would like to increase the
motivation of the learners who struggle with linguistic difficulties. In the book there are
various exercises and methods which are supposed to activate diverse forms of intelligence.
This identifies and develops the strengths of the learner. In this way, the weak intelligences are
also intended to be addressed and qualitatively improved within the learning process. The
45
consequences of these activities are that the learners feel like their strengths and weaknesses
are assessed better which motivates them more strongly.
The fit between the requirements and the MI theory increases more and more in the working
world. Not only several competences are required like they used to for example in traditional
industrial sectors or other professions, but they also claim a broader range of skills from the
employees, because without the activation of the various intelligence areas it would not be
possible to produce good products and offer good service, especially in areas of business. This
is what the researcher Mister F. tries to anchor this more strongly in his seminars for business
people.
The second part of the desk research aimed to identify examples of good practices within MI
theory based on tools and approaches.
Portugal
The 52nd Chance School is located in Matosinhos (Porto), Portugal and is an initiative of the
Association for 2nd Chance Education (Portuguese acronym - AE2O) within the European
framework of 2nd Opportunity Schools, with the Municipality of Matosinhos as partner.
The school teaches the end levels of primary school and high school, to provide individuals not
having competences within these levels to gain them. The school is directed towards early
school leavers, but also to other individuals, who would like to increase their knowledge in
certain areas.
The school uses new approaches such as singing, dancing, and theater to implement the
content and a range of different activities such as workshops and physical activity.
The school is different, because it believes that you still have a lot of opportunities and
professional development to receive even though perhaps you lack a formal education, and
this is what this school does.
Another initiative is 6Jill’s Place, which is a nursery/day care center, and this is interesting
because all eight intelligences defined by Dr. Howard Gardner (of the Harvard Graduate School
of Education) are valued at Jill’s Place. The Interpersonal and Intrapersonal Intelligences are
particularly important. Children do not only need to know how to count and read, but they
5
http://ae2o.no.sapo.pt/escola.htm
http://www.jillsplaceportugal.com/
6
46
also need to know how to share their knowledge and express themselves. We learn more
quickly in the company of others than alone. The intelligences are explored within the
following definitions:
1) Interpersonal,
2) Intrapersonal,
3) Musical,
4) Bodily/kinaesthetic,
5) Spatial,
6) Naturalist,
7) Linguistic.
Romania
In the Romanian education system we can identify:
Good practices of MI theory mentioned in specialized books, guides for teaching staff/trainers
and articles:
In 1996, Creţu, Carmen initialized a training pre-test course for 25 teachers which ended with
the preparation of some differential education projects for various scholar disciplines designed
for students with above-average intellectual abilities (Creţu, 1998).
A year later, the author, from the psycho pedagogically point of view, has made out a case for
the necessity of having a differentiated education and offered suggestions for planning
curricular differentiations. She elaborated a pattern of differentiation of the curriculum for
middle school and high school students with high skills (Creţu, 1997).
In 1998 Creţu, Carmen set up a methodological guide for elementary teachers, professors and
parents of the children with high abilities. By this work, based on an extended documentation
of the Romanian specialized literature and the one from abroad, the author has approached
multiple themes among which: identification and selection of gifted students, the theory of a
differentiated and customized curriculum, didactical methods recommended for gifted
students, problems for the planner of a differentiated curricular program, the management of
a differentiated and customized curriculum, psycho pedagogical guidance for students with
high abilities (Creţu, 1998).
47
In 2001 the Ministry of Education and Research has published a guide (Gliga, Lucia, coord.)
which proposes activities based on the MI theory both for the trainers involved in programs for
training adults and for teaching staff from all teaching lines.
In 2005 Păcurari, Otilia, Ciohodaru, Elena, Marcinschi Călineci, Marcela and Ticu, Constantin
completed the module “Let’s know our students” within The Project for Rural Education done
by the Ministry of Education and Research, Unity for Management of the Project for Rural
Education, Bucharest, Subcomponent 1.1. Professional development based on the own activity
deployed in the school for the teaching staff in rural medium. In the chapter MI theory there
have been presented exercises for self-knowledge of the type of intelligence, the description
of three ways by which the MI theory can be used by teachers and exercises of planning
learning activities for stimulating certain types of intelligences.
In a work focused on the education of adults in 2007 Dumitru, Al. Ion makes a reference to the
relation between intelligence and age and appreciates that growing older can affect certain
types of intelligence mentioned by Gardner and underlines the necessity of reconsidering
intelligence tests which are applied to the third age individuals.
Breben, Silvia and Opran, Mariana presented in 2008 in their article “The theory of multiple
intelligences”, characteristics apart from the characteristics of each type of intelligence some
other characteristics, taking into account the activities done by the children from kindergarten
and they also give advices on stimulating multiple intelligences.
In 2009 Marcinschi Călineci, Marcela and Păcurari, Otilia Ştefania have released the module
Knowing the student within the project Professional development of teaching staff by
mentoring activities, a co financed project by the Social European Found through the Sectoral
Operational Program Human Resources Development 2007 - 2013. The module is an improved
republication of the module mentioned above, Let`s know our students.
In the chapter “The Theory of Multiple Intelligences in school” the authors identify and present
three ways by which this theory can be used by teachers:
1. Knowing the intelligence profile of students in order to cultivate the bio psychological
potential; they present in a table short descriptions of children who have certain predilections,
talents, “intelligences”, and also some suggestions for the way in which they can be identified,
stimulated and developed.
48
2. The examination of the own strategy of education from the perspective of human potential
differences; they suggested the diversification of the strategy of education and that teaching
staff should keep a diary to write in, when and how they use each type of intelligence in their
classes, by making a daily and weekly recording.
3. Differential education according to the type of intelligence; they have described ways to
stimulate interpersonal intelligence for the following disciplines: Romanian language and
literature, math, history, geography, sciences, technology and physical education, arts.
In 2009 Oprea, Crenguţa-Lăcrămioara idenitified and explained the steps that must be
followed in order to apply the MI theory in a didactical activity. She made an example on how
to make a portfolio focused on multiple intelligences. In order to develop multiple
intelligences, the author also proposed to the students learning tasks that can be achieved
during the math classes and language and communication classes (Oprea, C.L., 2009).
In the article Methodological aspects of the use of interactive methods within the seminar
activities published in 2010 by Petruţa, Gabriela-Paula presented a way to apply some
interactive methods within the seminar activities carried out at the Didactics of biological
sciences. Aside other advantages of using these methods, the author states that: Comparative
Graphic Organizer, Sequential Graphic Organizer and Venn Diagram are used for the
stimulation of intelligences: visual, logic, verbal; Clustering is used for the stimulation of
intelligences: visual, logic, verbal, inter- and intrapersonal; Thinking – Working in groups of
four – Communication, is used for stimulating the intelligences: verbal, inter- and intrapersonal
(Petruţa, G. P., 2010).
In the article Application of MI theory for Biology published in 2011 by Pletea, Simona are
pointed out methods of stimulation of different types of intelligence within the classes at
which students from Plastic Arts High School - R. Ladea from Cluj Napoca have participated.
For instance, in order to stimulate the visual - spatial intelligence students have been asked to
make artistic boards of different physiological processes (breath, photosynthesis etc.) which
should be accompanied by a legend that gives the code for decoding the images. The author
had also in mind the logic-mathematical, linguistic, kinesthetics, naturalists and interpersonal
intelligences (Pletea, S., 2011).
Good practices of MI theory in the formal and non-formal education:
At the Peter Pan Center in Zalau, education is done in a differentiated manner based on the
real knowledge of the children’s potential. The kindergarten teachers bear in mind both the
49
application of the MI theory in their teaching-learning and evaluation activity and the
children’s own styles of learning.
At the No. 59 Kindergarten from Craiova the differential treatment of pupils is followed, taking
into account the MI theory and differential education.
In 11-14 January 2012 it has been organized the Academy of Multiple Intelligences at Petru
Poni High School in Bucharest. The children who participated have been trained in a pilot
program of action in which they have done innovative projects in the creative workshops
depending on skills. The creative workshops were: social entrepreneurship, English,
innovation, modern dance, plastic arts – drawing, glass painting, hand-made, journalism and
acting.
The Center of development and creation for children and adults, Association “Green grass
from home” has organized since 2011 classes for both children and adults in order to develop
multiple intelligences through art. Among these classes we mention: Plastic Arts, Theatre,
Creative Workshops, Face painting &Body painting, Photography for children etc.
Good practices of MI theory regarding the identification of multiple intelligences:
In 2008 the IRSCA Gifted Education launched the national project of the first Center for gifted
education in collaboration with the business medium, ONG and Romanian state in order to
sustain and implement a national program for gifted education. In 2010 within a pilot project
they were tested at an international level 1000 children from 6 District, Bucharest, with ages
between 9 and 12 years (approximately 7 children per class for the primary classes 3-6) in
order to identify a first group of minimum 30 children with high potential. Following this pilot
project it has been launched the first Center for Testing and Discovering Multiple Intelligences
and Natural Abilities of Children by the IRSCA Gifted Education. Now the center has permanent
testing activity with international lots, psychological testing used at global scale, validated for
Romanians and approved by the College of Psychologists.
50
United Kingdom
The entry point approach:
Whether a teacher uses MI theory or any learning styles theory to support their pre-defined
aims, there are many approaches which engage the students. One approach that can be used
in any setting is the Entry Point Approach, based on Multiple Intelligences. The Entry Point
Approach is an approach to learning - a structure for designing curricula rather than a
particular curricular vehicle. The notion of entry points was introduced by Howard Gardner in
The Unschooled Mind (1991):
It is believed that any rich, nourishing topic-any concept worth teaching-can be approached in
at last five different ways that, roughly speaking, map onto the multiple intelligences. We
might think of the topic as a room with at least five doors or entry points into it. Students vary
as to which entry point is most appropriate for them and which routes are most comfortable
to follow once they have gained initial access to the room. Awareness of these entry points
can help the teacher introduce new materials in ways in which they can be easily grasped by a
range of students; then, as students explore other entry points, they have the chance to
develop those multiple perspectives that are the best antidote to stereotypical thinking.
The framework features five different points of entry into any topic: the Aesthetic, the
Narrative, the Logical/Quantitative, the Foundational, and the Experiential. Harvard project
MUSE researchers initially suggested that by experiencing all five entry points, learners can
discover: 1) if and when they prefer one entry point over another, and 2) that there are many
different and valid ways to think and learn about any subject. Gardner (1991: 245, 1999)
outlines these entry points.
The Narrative “narrational” Window:
In using a narrational entry point one presents a story or narrative, linguistic or filmic, about
the concept in question. In the case of democracy, one would tell the story of its beginnings in
ancient Greece or, perhaps, of the origins of constitutional government in the United States.
The Logical/Quantitative “numerical” Window:
In using a logical-quantitative entry point, one approaches the concept by invoking numerical
considerations or deductive reasoning processes. In the case of democracy one could look at
congressional voting patterns over time or the arguments used for and against democracy.
51
The Foundational or “existential” Window:
A foundational entry point examines the philosophical and terminological facets of the
concept. A foundational approach to democracy would ponder the root meaning of the word,
the relationship of democracy to other forms of decision making and government, and the
reasons why one might adopt a democratic rather than an oligarchic approach.
The Experiential or “hands-on” Window:
Many people can easily approach a topic through an activity in which they are fully engaged –
building or manipulating materials, or carrying out experiments.
In experimenting with
democracy, learners might constitute groups that have to make decisions in accordance with
various governmental processes, observing the pros and cons of democracy as compared with
other, more “top-down” forms of government.
The Aesthetic Window:
Some are inspired easily by works of art or music, which feature balance, harmony, and
composition. In approaching democracy, learners might look at a painting depicting a scene
from the Revolutionary War and contemplate on whether the colours and characters of the
American revolutionaries are more or less ‘democratic’ than the British soldiers (my example).
One intriguing approach would be to listen to musical ensembles that are characterized either
by group playing together or by being led under the control of a single individual—the string
quartet versus the orchestra (Gardner’s example).
Although there is an important synergy between them, with each schema having implications
for the other, the structures differ in their specific area of illumination. In sum, MI theory may
be more useful in considering students (those who are learning), and the Entry Point Approach
may be more useful in considering text (what is being learned).
Obviously I have been convinced by the relevance of MI both in improving the quality of
teaching and learning. I have seen the results and they are impressive.
Here are some of the observations and experiences I have had using MI:

A focus on fun, with problem-solving and learning how to learn,

Fun and energy are created through the planned use of games and active exercises,
52

People are there voluntarily, the atmosphere is relaxed and interactive. Young people
are engaged in deciding the appropriate behaviours and attitudes and adults are
enabled to model these and encourage others to lead by example,

A real ‘life’ challenge with a real purpose, if possible presented by an expert or local
leader,

Learners question the challenge in order to plan how to meet it, taking responsibility
for their own learning and how best to go about it,

A focus on building positive relationships and energy between participants,

Creating flow so that everyone is totally absorbed in the activity,

Teamwork to create learning teams of adults and young people who learn together
and from each other,

Peer coaches are a critical part of the learning team and exercise leadership,

Goal-setting, forward planning, creative and problem-solving tools, reflection and
review are part of the daily programme.
Using Howard Gardner’s model of multiple intelligences as a starting point we ask people to
consider their strengths and how they might best use them in meeting the challenge
Celebrating the challenge can happen through producing the final product, presenting,
performing, and display. Celebrating the learning on the last day and putting some thought
into it is a big part of the challenge framework.
Spain
The use and application of the MI theory in the Spanish educational context is limited. It was
quite difficult to identify relevant good practices that illustrated a deep use of the MI theory in
educational backgrounds. Furthermore, there is a lack of evaluation and assessment of the
impact of the following initiatives.
The PAI- Proyecto de Activación de la Inteligencia (PAI-Project for the Activation of
Intelligence) (http://www.pai-sm.com.mx/sobrepai.html) is an educational project aimed at
developing cognitive and meta-cognitive skills of learners. The PAI project offers books for
young students (6 to 11 years old), a guide and a CD with interactive activities, a music library,
a file for teachers’ mediation and the option to evaluate online the skills developed by each
student during a school year.
53
The project is also aimed at fostering the skills and competences that are the grounds of any
learning process: perception, attention, memory, thinking, language, space organization,
creativity, time, mathematics, and self-knowledge. Moreover, the project is focus on stimulate
learning to learn competences among children.
For each of the key areas, the project offer different activities that can be implemented with
the learners in order to stimulate their competences.
The Website of the project also offers the parents, teachers and students the possibility of
exchanging experiences, discuss problems, access relevant materials, etc. The project is being
implemented all over Spain.
The IMPETU project7: I.nteligencias M.últiples P.ara E.scuelas T.radicionales U.rbanas (Multiple
Intelligences for Urban Traditional Schools) was originally tested in Latin America and later
transferred to Spain. The project is aimed at supporting the empowerment of teachers in order
to make the transition from traditional educational methodologies to MI theory schools. The
project also intends to prepare teachers and educational managers to be able to plan, design
and evaluate training activities in the framework of the MI theory. At the same time, learners
shall be able to recognize their own different types of intelligences and parents shall be aware
of the benefits of this innovative learning strategy.
In order to achieve the previous mentioned objectives, the project offers a training course to
the education professionals composed by:

A 5 days Seminar including groups dynamics, exercises, individual and group
resolutions. The contents are based on the MI theory.

Analysis workshop in order to discuss the process to implement the pilot tests of the
new learning methodologies.
The contents are based on design and evaluation
methodologies.
The project also offers continuous support and didactic materials. The training course can be
implemented at any time within the schools.
7
http://www.lapalmaconsultores.com/impetu.htm
54
The project Inteligencias Multiples (Multiple Intelligences) developed by Colegio Presentación
de María in Donostia8 aims at preparing teachers to be able to use the MI theory in small
children education.
The research group GRAIM (Barcelona) is composed by 10 education professionals and works
in collaboration with 3 public centres in order to research the potential applications of the MI
theory into the education system. The group is supported by the Institute of Educational
Sciences of the University of Barcelona. The website of the group (http://www.graim.info/)
offers research documents, video resources, MI tests, a Moodle training platform, etc.
Italy
An Italian nursery school in Milan has been applying MI theory for the last 8 years. After an
initial period, during which educators’ observational work relied on paper and pencil, a web
application was developed to facilitate their task. The web application enabled educators to
monitor children’s behaviours and development in real time, and to take brief written
observations texts in a laptop to describe what a particular child is doing, when, with whom,
during what kind of activity and so on. The on-line environment, devised for this school, can
also be used by different groups in different schools in different countries in order to form a
community of practice in the MI theory field9.
Different Authors in the world were involved in the elaboration of systems to assess Multiple
Intelligences. These efforts mainly produced questionnaires and check lists. These devices
need users to possess and use linguistic abilities, and intra personal intelligence. For these
reasons they cannot be considered tools coherent to the theory. In fact, accordingly to
Gardner’s definition, the intelligences have to be identified in daily life problem solving. The
most effective way to set up this work is to observe them. Key distinctions in the Italian way to
assess the intelligences are provided in an online environment (Web-Ob) (Nicolini, 2011). This
experience was also made with disabled people (Nicolini, Alessandri, 2011).
Germany
In Germany it is difficult to get information about and identify good practices of the MI theory
which is beyond the theory. But most experts agree with each other that the potential of an
individual gets activated the best by complex problem-solving tasks. A couple of researchers
and educators suggest that project work is the best way to approach the concept of the MI
8
http://www.presentaciondonostia.com/proyectos/
www.lagiocomotiva.it
9
55
theory. By the means of giving problem-solving task to the students, several intelligence areas
can get activated at the same time. In this way those who show some weaknesses in some
intelligence areas won’t be disadvantaged. They can offset their weaknesses by their strengths
and strengthens their weak points by the group. They also get to know their individual learning
style, talents and interests and learn how to use them.
This third section draws opinions and conclusions of representative national authors upon MI
theory and its afferent tools and methods.
Portugal
The findings from the desk research address two main issues in Portugal, firstly the fact that
relatively few research publications have been developed within the field of multiple
intelligences and secondly that the majority of the national literature discusses this issue from
a childhood development and educational perspective, rather than using multiple intelligences
in the context in which IN PATH is developed, namely for adult and adult education and to
promote social inclusion and foster employment.
Some conclusions from the authors of the publications are in general in favour of its use and
recommend a more widespread use of this theory at national level. There are opinions that are
in favour of implementing the use of this theory in educational context to improve the learning
and the evaluation format of the students.
Romania
Points of view regarding the MI theory:
The authors of a guide for trainers and teaching staff, on the way of applying the MI theory,
mentioned that Howard Gardner did not plan a scholar curriculum and did not prepare a
didactical model to be used in schools. A major role in applying this theory has been played by
the teachers who created lessons, programs and developed the curricula taking into account
the individual differences in the process of learning (Gliga (coord.) 2001).
Referring to the consequences of the MI theory Cerghit, Ioan, appreciated that if intelligence is
multilateral than neither the students` classification according to just one direction nor the
organization of education in the same manner is no longer appropriate. Under these
circumstances he considered that the purpose of school must be reconsidered, the school
pursuing the detection and boost of the student`s potential in the direction(s) that biases the
56
development of his intelligence, which would contribute to the fulfillment of the student
(Cerghit, I., 2002).
Creţu, Carmen estimates that the model of multiple intelligences has been continuously
developed, integrating the results of fundamental and applicative researches and has
answered by its restyling or explicative and argumentative come-back to criticisms and
suggestions. She underlined that the MI theory recommends planning and implementation of
a curriculum that stimulates besides verbal-linguistic and logic-mathematical intelligences
other types of intelligence, suggesting the inclusion of some contents from arts,
communication, physical education (Creţu, C., 2008).
Marcinschi Călineci, Marcela and Păcurari, Otilia Ştefania emphasized that the MI theory helps
the teaching staff to also know their students from the perspective of their skills, of their
interests and that it is important to change the way of working with students so the students
to be helped in evolving differently (Marcinschi Călineci, M., Păcurari, O. Ş., 2009).
Making mention of the MI theory, Negovan, Valeria, considers that this theory gives a
description of intelligence, which contributes to the full understanding of the implication of
this factor in the learning process. She appreciates that understanding intelligence as being
multiple can explain the majority of individual differences regarding the forms and types of
learning (Negovan, V., 2006).
United Kingdom
The task ahead is a challenge. I write this for two reasons: a real lack of understanding of the
theory and what it means and how it can be used. Multiple intelligence is not a methodology.
It is an attempt to explain human intelligence as opposed to Intelligence Tests. All that comes
with it like using entry points to learning, making thinking visible, assessment and
performances of understanding would be so useful with the public this project is concerned
with but will require a lot of work from partners who know little or nothing about it. This has
been major area of work for the past ten years and at the moment I am still working on it with
Harvard through making thinking visible. I just feel that everyone must and should know what
lies ahead if real change should come about.
The people interviewed and who answered questionnaires has heard a lot about MI through
their personal reading and research. And yet it is surprising the lack of real and deep
understanding.
57
Spain
Most of the authors dealing with the MI theory at national level agree that it represents a
milestone in which concerns the approach to educational methodologies and that it achieved
an important impact. Most of the authors agree that it can fully be applied to the educational
systems taking in consideration that Howard Gardner is a psychologist with a clear educational
and learning background.
Furthermore, the authors stress the importance of the individuality and the diversity of each
learner as the key factors to better exploit their skills and competences. The MI theory is
specifically valorised in which concerns learners with special difficulties.
Among the strengths of MI, experts highlight the following:

Individual learning adapted to each learner.

Capacity of adaptation to the learning styles in different teaching contexts.

Nowadays, it is possible to identify a variety of resources and tools that can support
the implementation of the MI theory: especially in which refers to ICT and Web 2.0.

It is necessary to redefine the role of the teacher and the learner in order to make
them active actors and improve the communication channels.

On the other hand, authors also recognise weaknesses and threatens such as:

Lack of awareness regarding the MI theory among educators and other professionals.

Extensive economical resources in order to train educational staff and to provide and
individual and personal education to learners.

Lack of time and staff resources in order to start adaptation process in educational
centres.
58
Italy
There is a gap in the attitude towards the MI Theory between a part of theoretical researchers
at the University and another part of “on field” researchers and teachers/educators. The main
issue for theoretical researchers at the University is that Gardner did not provide actual proves
when trying to demonstrate the existence of the 9 intelligences The idea is that MI Theory is
not a cognitive experimental Theory, but mainly a social approach. (White J., “The Myths of
Multiple Intelligences”, trad. it. In Formazione & Insegnamento”, 3, 2005).
On the other hand some of the academic Professors put the MI Theory in their handbooks,
dedicating a whole chapter to describe the main con White concepts, the best practices, and
other related ideas and misunderstandings (Mason L., Psicologia dell'apprendimento e
dell'istruzione, Bologna, Il Mulino, 2006).
Moreover teachers and educators seem to be enthusiastic, and to see a lot of advantages in
the application of the MI Theory to their classes. In the main dedicated reviews it is possible to
find articles suggesting modality to apply the theory in teaching-learning process, not only in
infant education (Nicolini P., Sperimentare le intelligenze multiple (I parte), in Bambini, 5,
2009, pp. 22-25; Sperimentare le intelligenze multiple (II parte), in Bambini, 6, 2009, pp. 2226), but also in primary school (P.Nicolini, Educazione e intelligenze multiple. Intervista a
Mindy L. Kornhaber, in Scuola Italiana Moderna, 16, aprile 2010, pp. 8-10), and in adult's
training (Nicolini P., Non solo teoria. Per una visione plurale dell'intelligenza umana, in FOR –
Rivista per la formazione, 88, 2011, pp. 113-120).
Germany
As mentioned above the MI theory has not been implemented in Germany very often or even
not until nowadays and that is why there are almost no experts on this area and so we could
only interview two experts. These pedagogues/researchers have dealt with this theory in a
very intensive way and see many advantages connected with this theory. Both of them agree
that there is a lot of literature on this topic. The problem regarding the realization of the MI
theory is that Gardner is misunderstood and consequentially the application of it is not correct.
Mr. F., who made a lot of research regarding the MI theory, participated in different European
projects and offered/offers courses says that the different parts of intelligence cannot be
compared to drawers that can be opened when they are needed for a special work. It is an
interaction of different parts of intelligence that can be activated simultaneously. The trainers
and the pedagogues need to understand the theory profoundly before they can apply it
59
correctly. Mrs. V., who has a lot of experience regarding the implementation and realization of
the MI theory gathered by working on European Projects and teaching at school also thinks
that trainers should learn for example in the context of further training by experiencing what
is really meant by it and how it should be applied.
But it is not only a question of how to realize or implement it correctly, but also a question of a
change of attitude and inclusion of this theory into the German School System. It is a very
important issue regarding education policies and so it is necessary to deal with it and to
change the current situation.
By analyzing the results of the desk research, one may note the following conclusions:
Portugal

Relatively few research publications have been developed within the field of multiple
intelligences and secondly that the majority of the national literature discusses this
issue from a childhood development and educational perspective, rather than using
multiple intelligences in the context in which IN PATH is developed, namely for adult
and adult education and to promote social inclusion and foster employment.

Some conclusions from the authors of the publications are in general in favour of its
use and recommend a more widespread use of this theory at national level. There are
opinions that are in favour of implementing the use of this theory in educational
context to improve the learning and the evaluation format of the students.
Romania

There are limited bibliographical resources for the application of the MI theory to
different learning styles;

Most examples of good practices of the MI theory regards the pre-university
education and a lot less the adults` education;

The experts in this field pointed out the consequences that elaborating the MI
theory has on school, teaching staff and students.
United Kingdom

There is a need to get beyond the theory and into the reality of what MI is about
and how to use it.

There is some concern on my part as to who is going to run these training courses
and how they are going to do it.
60
Spain

The MI theory and the works related to it are not very diverse in which concerns
the Spanish scientific scenario.

Normally there is a tendency to associate and link the MI theory with the
Emotional Intelligence work of Daniel Goleman.

There is a lack of relevant good practices in which concerns the use of MI theory in
the educational contexts in Spain.

No relevant good practices regarding the use of MI theory in the field of social
inclusion were identified.
Italy

Even if the MI Theory seems to be criticized by a few academic Professors, it is popular
in most of the schools and educative agencies. Results of good practices provided in
the related bibliography demonstrate it is an effective approach to teaching-learning
processes and education. It is also demonstrated through the specialized papers and
documents it can be applied at every phase of life cycle.

The Theory is “intuitive” in a certain way, and this seems to be an issue, because a lot
of misunderstandings and reductive changes are sometimes made by educators,
teachers, and trainers.
Germany

It was difficult to get any information about tools and approaches of the MItheory.

A lot of educators wish they could promote the talents and interests of their
students more at school. But the strict school system does not let them respond
more to the strengths and weaknesses of their students. Particularly at public
schools.
61
62
6. Main conclusions and recommendations
Conclusions
Portugal

The advantages of using multiple intelligences are linked to the success of learning
and training effectiveness.

Early school leavers are often marked by failure and are at much risk of social
exclusion. Often these leave school, because they might experience difficulties in
taking in learning in a traditional learning context.

For adult learners, the training can suddenly highlight the professional path that
they should perhaps explore and help to develop these accordingly.

It is important to remember that there is not only one path to social inclusion, but
that each individual must understand their skills and how to use the opportunities.
Romania
 In adult education the trainers have applied the MI theory in the classroom only from
time to time, even though they are familiar with this theory.
 The adult trainers were interested in identifying different intelligences in order to
stimulate and motivate the learning activities of their students, accepting in the same
time the need of improving their professional abilities mandatory for activities done
with underprivileged individuals.
 Psychology specialists used the MI theory in their activities, considering the possibility
of using several types of intelligence for solving a problem-situation as a positive aspect
of this theory. They appreciate that the most important strength of using the MI theory
in learning is the possibility of developing the full potential of a person and they
stressed out the importance of this theory in the social inclusion process.
 In Romania there are few bibliographic resources that approach the issue of applying
the MI theory to different learning styles.
 In adults’ education there are few examples of good practices of the MI theory, most of
them being focused on the pre-university education.
63
United Kingdom

There is a real need for this handbook. It needs to be practical and adapted to
different levels of the trainers understanding of MI. There needs to be some kind of
introduction and explanation behind the “why” of each activity. Otherwise we would
leave trainers preplexed as to why they are doing certain activities and what to do
when they do not work.

The people I contacted in compiling this report expressed a need and desire for online
connections and information.
Spain
The conclusions of the professionals are:

The contents shall be correctly organized and it should be practical and user-friendly.

The handbook shall be adapted to the needs of the professionals. It depends on the
target group each professional is working with.

It is important to be clear and concise.

It should include practical cases and examples to explain the techniques. It would be
relevant to include a section related to the participation of the workers in the
organizations (each work should be the key actor of its own process).

To mix theory and practice and include practical exercises that can be implemented in
the classroom.

To be a practical resource, not just one more good practices and theoretical guide.

The handbook shall be practical and visual (images, examples, etc) taking in
consideration the lack of time of the professionals.

It is important to explain the theoretical part, but also to provide the needed strategies
to implement it in real training and social service contexts.

I don’t appreciate handbooks very much. I prefer to attend a class or conference. In
this sense I prefer a practical handbook including an organized table of contents in
order to facilitate the access to the contents.

To combine online and paper versions in order to support the learning process.
64
Italy

An intelligence is not to be considered a kind of sensory/perceptive system. There are
no visual or auditory intelligences.

There is a great difference between intelligences and learning styles. Every intelligence
can be used with a personal learning style (practical, theoretical, etc.).

An intelligence is not the same as a domain or a discipline. Strength in a particular
intelligence does not dictate in which domain it will be brought to bear.

People are not born with a given amount of intelligence. Every person have potentially
all the intelligences. Their development depends in large part on motivation, teaching,
resources, inputs, and so forth.

Nobody can be described as a “spatial”, a “musical” or a “linguistic” person. We all
possess all the intelligences, and intellectual strengths can vary over time, due to
experiences, practice and other kind of events along life.
Germany
MI theory has not been implemented in Germany very often and the theory is only known by
few in Germany. But the national needs analysis for Germany has proven that educators,
teachers and social workers have potentially a high interest on it.
Recommendations
Portugal

There should be a lot of practical examples for each type of intelligence.

It would also be interesting, if the Handbook would provide the flexibility of it to be
applied in a range of different educational contexts and also having examples that can
be used for both children and adults.

Another interesting aspect for the Handbook could be if there exist national initiatives,
which could have the interest of the target group.

It is very important that all the content is directed towards to the target group and
what they want.
Romania
65

To be written in simple and coherent language, in order to be accessible to more
persons belonging to different age categories and coming from different socioprofessional environment.

To have both a written and electronic form in order to be easily distributed to different
socio-professional environments (public sector, private companies, non-profit
organization etc.).

To include elements that allow the recognition of each type of intelligence and the
identification of intelligence profiles.

To have examples of good practices regarding the stimulation of a certain type of
intelligence.

To have examples of good practices regarding the application of the MI theory to
different learning styles.
United Kingdom

Handbook needs to be supportive to trainers who have little or no experience with MI

Activities need to be appropriate and adaptable for trainers in the four main target
areas of the project.

We need to keep in mind the public the courses will be geared towards and make sure
we give the means for them to make their understanding clear and visible.
Spain
These are the recommendations provided by the experts:

The handbook shall present and explain the „mean” of different types of intelligence,
how to use them, benefits, etc. Personal experiences are a core part of the inclusion
process.

It is important to carry out “face to face” training activities: workshops, group
dynamics, etc. Furthermore, workers have less time and entities less economic
resources to offer training. So, it would be very relevant to take in consideration the
importance of the entities when delivering training to the workers.

I think the handbook shall be practical and above all it shall recognize the importance
of the role of the educator. The educator can use several supports or resources such
as ICT, but his role is irreplaceable.

The individual education is still not a reality. Traditional educational and also social
inclusion systems use the same techniques and methods with all individuals. It is
66
relevant to better prepare the educators in a way they can offer a more personalized
service to the groups at risk.

The Handbook shall be practical and visual. It is important that the end users can apply
it to their professional activities.
Italy

MI Theory is quite distant from other theories on intelligence, such as that of
Emotional Intelligence of Goleman.

MI Theory is not a method, but just a framework through which look at human mind
and its process and products. There is not any official MI or Gardner schools.

For all these reasons a good training is necessary to use and apply the MI Theory in a
reasonable way.
Germany
It is absolutely necessary that the IN PATH Handbook:

Introduces well the MI theory.

Links the MI theory with current training practices.

Provides a high number and variety of examples on how the theory is implemented in
training practice.

Gives detailed information on how the theory can be applied in the day-to-day
activities of e.g. a social worker.
67
68
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74
75
Annex I - Further Data
Detailed information collected from the questionnaires.
Partner
countries
Portugal
Target group
- 4 adult trainers
- 11 teachers
(Anthropologist, Sociologist,
Trainer for higher vocational
education and training
Consultant and trainer,
Portuguese and English
Language teacher, Instructional
Designer, Translator,
Coordinator for training, Trainer,
Technician of recognition,
validation and certification of
competences, Psychologist)
Romania
- 14 teaching staff
- 1 social worker
(specialty inspectors for the
fields: psychology, primary and
pre-school education, English
teachers, French teachers,
economist for entrepreenruial
education, chemistry education)
Groups with which the interviewed persons
work with
- unemployed people, early school leavers
and people with low or no professional
qualifications (most of the Portuguese
respondents), early school leavers, poor,
inhabitants of rural areas, illiterate,
ethnics/minority
clusters,
inmates/ex/inmates,
retired,
elderly,
- persons coming from rural areas and with
persons having low financial status (more
than half of the Romanian respondents),
students, teachers, young people who
abandoned school, people with no or low
professional qualifications, unemployed,
United
Kingdom
- 15 persons
- unemployed, retired, elderly, poor,
homeless, inhabitants of rural areas, early
school leavers, and people with no or low
professional qualifications (the distribution
was fairly evenly spread over these areas)
Spain
Social
worker
(3);
social - migrants (more than half of the Spanish
psychologist (2); immigration respondents), respondents work with poor
technician (1); pedagogue (3); persons and Intellectual Disability persons.
social integrator (2); social
educator (3); social researcher
76
(1).
Italy
- 14 social workers
- 2 educators
Germany
15 persons
- certified teacher of commercial
subjects;
- psychologists;
- social care workers;
- community service;
- migrants (the majority of the Italian
respondents), unemployed persons,
cognitively-disabled persons, people with
low educational level, young people who
abandoned school, physically-disabled
persons, minority groups, and other kind of
disadvantaged people
- physically disabled or mentally disabled
(less than one quarter of the German
respondents), immigrants, retired and
ethnics/minority clusters, unemployed
people, inhabitants of rural areas, students,
trainees, Kindergartners, Commercial
specialists, Business economists, addicts or
people with mental disorders
- educator;
- language trainer for Germany
as foreign language
77
Annex II - Questionnaire
QUESTIONNAIRE
UPON THE PROFESSIONAL NEEDS OF ADULT TRAINERS AND SOCIAL PROFESSIONALS
WORKING WITH SOCIALLY CHALLENGED INDIVIDUALS

The aim of the questionnaire is to identify and collect information and data upon the
difficulties and needs of adult trainers and social professionals working with socially
challenged individuals, with a special focus on the use of techniques and methods that
based on MI theory.

Also, by this questionnaire we intend to obtain accurate information about potential
obstacles and problems, but also opinions, recommendations and suggestions in order
to improve the existing methods in the area.

The data provided will just be used in the framework of the IN PATH project and only
the project partners and the European Commission will have access to them.
THANK YOU!
78
Please answer the questions below:
1. What kind of groups are you working with? (you may choose maximum three answers):
 unemployed
 retired
 elderly
 immigrants
 poor
 homeless
 inhabitants of rural areas
 illiterate
 physically disabled
 mentally disabled
 ethnics/minority clusters
 divorced/single parent
 inmates / ex-inmates
 early school leavers
 people with low or no professional qualification
 other (please specify): ………………………………………………………………….
2. What is the age of your learners? (you may choose more than one answer):
 under 18 years
 18 to 25 years
 25 to 35 years
 35 to 45 years
 45 to 60 years
 over 60 years
79
In case that you selected more than one answer please mention which is the category of age
you are working with most often?
……………………………………………………………………………………………..
3. What kind of courses/trainings for adult learning are you providing? (please write your
answer below):
……………………………………………………………………………………………..
……………………………………………………………………………………………..
……………………………………………………………………………………………..
4. What is the size of the group of learners you are working with at a time? (please choose
only one answer by referring to the number that you encounter most often)
 less than 5 persons
 5 to 10 persons
 10 to 15 persons
 15 to 20 persons
 other (please specify): ………………………………………………………………….
5. What is the duration of a usual / typical (daily) training session when working with your
learners?
 2 hours
 between 2 and 4 hours
 more than 4 hours (please specify):………………………………………………………
6. What is the total duration of a training course that you provide to your learners? (please
choose only one answer):
 less than 10 hours
 10-20 hours
 20-30 hours
 40-50 hours
80
7. What teaching techniques and methods do you use? (you may choose more than one
answer):
 lecture
 brainstorming
 problem-solving
 case study
 demonstration
 discovery
 test-teach-test
 learning by doing
 plenary session
 pair-work
 group-work
 individual work
 role play
 debate
 controversial debate (“devil’s advocate” technique)
 other (please specify): ………………………………………………………………………
8. What kind of cognitive theory you usually use as a framework in your work? Please write
your answer below:
.........................................................................................................................................................
.........................................................................................................................................................
.........................................................................................................................................................
................................................................................................................................................
9. Are you familiar with the Theory of Multiple Intelligences (MI Theory) and its
applications?
Yes 
No 
81
10. If you answered “No” at question 9, please go to question 12.
If you answered “Yes” at the above question, do you apply the principles of MI Theory in
your classroom (please choose only one answer):
 all the time
 with some of my courses
 from time to time
 rarely
 never
11. What aspects of MI Theory do you apply in your classroom / training sessions? (please
write your answer below):
.........................................................................................................................................................
.........................................................................................................................................................
.........................................................................................................................................................
................................................................................................................................................
12. Do you try to identify different intelligence profiles for your learners?
Yes 
No 
If “Yes”, how? (please briefly explain below):
.........................................................................................................................................................
.........................................................................................................................................................
.........................................................................................................................................................
................................................................................................................................................
13. Would you like to stimulate and motivate learning of your learners by using their
intelligence profile?
Yes 
No 
14. Would you like to learn how to identify different intelligent profiles for your learners?
Yes 
No 
82
15. Which of the below rendered skills are mainly targeted by your training activity? (you
may chose more than one answer):
 Financial management skills
 Active skills for employment and entrepreneurship
 Parenting skills
 Learning to learn skills
16. What kind of problems, difficulties, and obstacles do you encounter when working with
underprivileged individuals? (you may chose more than one answer):
 language problems
 reading problems
 writing problems
 communication problems
 understanding problems
 lack of constant frequency in attending courses
 other (please specify): ....................................................................................................
17. Do you feel like you need improvement regarding your professional skills for working
with challenged individuals?
Yes 
No 
If “Yes”, what skills? (please write your answer below):
.........................................................................................................................................................
.........................................................................................................................................................
...................................................................................................................................................
18. Would you like to make any comments, recommendations or suggestion that will help us
identifying your needs and/or improving your skills as adult trainer or social work
professional? (please specify them below):
83
.........................................................................................................................................................
.........................................................................................................................................................
...................................................................................................................................................
.......................................................................................................................................................
.........................................................................................................................................................
.....................................................................................................................................................
19. The partners of the IN PATH project plan to develop a Handbook for adult trainers and
social work professionals, to promote the adjustment of their pedagogical techniques to the
learning styles and intelligence profiles of disadvantaged and marginalized citizens involved
in training contexts. Would you like to give us some suggestions for this Handbook
(methodology, support, presentation, structure, etc.)?
.........................................................................................................................................................
.........................................................................................................................................................
...................................................................................................................................................
.......................................................................................................................................................
.........................................................................................................................................................
.....................................................................................................................................................
Please render below your personal data:
Name and surname: ...........................................................................................................
Age: ...................................................................................................................................
Gender:
Female 
Male: 
Profession: ........................................................................................................................
Duration of service in this profession: ………………(in years)
Level of graduated studies (please tick off the afferent boxes):
 Upper secondary (high school or equivalent)
 Post-high school and/or VET
 Higher Education
 Post-university education
 Master studies
 Doctoral studies
THANK YOU FOR COMPLETING THE QUESTIONNAIRE AND YOUR CONTRIBUTION TO THE IN
PATH PROJECT!
84
Annex III - Interview grid
INTERVIEW
FOR EXPERTS FROM PSYCHOLOGY DEPARTMENTS
TO IDENTIFY STATE-OF-THE-ART KNOWLEDGE
CONCERNING MULTIPLE INTELLIGENCE THEORY (MI Theory)
Interviewee’s name: …………………………………………………………………………..
Position/ (academic) title: …………………………………………………………………….
Date of interview: ……………………………………………………………………………..
The interview refers to your knowledge about Multiple Intelligence Theory.
What kind of cognitive theory you
usually use as a framework in your
work?
85
How would you define intelligence?
Do you apply MI Theory in your
training courses and if so have you
any concrete examples of how you
use it?
What are the independent types of
intelligence you know?
86
Can you think of a time when you
completed a task in which several of
the MI Theory intelligences were
used successfully?
Can you describe a time where
you’ve noticed upon reflection when
something could have been worked
better by using some aspects of MI
Theory?
87
Can you describe the
strengths/advantages of using
Multiple Intelligences in the learning
process? What do you think might be
the strengths……..
We are developing a practical
Handbook for adult trainers and
social work professionals, based
among others, on the outcomes of
these interviews. Do you have any
ideas/inputs on what and how to
include in this Handbook about using
Multiple Intelligences?
88
Can you give us some ideas about
how to use MI Theory as a mean to
promote social inclusion?
Note:
The interviewer will be instructed to support the interviewee in such a way that s/he will be
able to express his/her knowledge and understanding of MI Theory.
89
Annex IV- Desk research template
This desk research focuses on tools and approaches that apply the multiple intelligence theory
to different learning styles. The research is target at national, European and international level.
Each partner will search the national available data (surveys, reports, statistics, analyses,
official web pages of representative institutions and authorities in the area, etc.) in order to
provide the information requested below:
Title:
IN PATH: DESK RESEARCH
ON TOOLS AND APPROACHES THAT APPLY
THE MULTIPLE INTELLIGENCE THEORY TO DIFFERENT LEARNING STYLES
I. Description of tools and approaches that apply the MI Theory to different learning styles
(as you identified them in referential works and documents at national level: strategies,
policies, reports, books, manuals, etc.)
Max. 250 lines
II. Examples of identified good practices of MI Theory-based tools and approaches (by citing
the source or by providing the institution using such tools/approaches).
Max. 150 lines
III. Opinions and conclusions of representative national authors upon MI Theory and its
afferent tools and methods (with references)
90
Max. 50 lines
91

Global Needs Analysis Report - SPI

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