Multiple Intelligences
From WikEd
[edit] Descriptions, definitions, synonyms, organizer terms, types of
The theory of multiple intelligences was developed by Howard Gardener in 1983. He suggested that intelligence cannot be defined by a simple number. He said that IQ tests only measure verbal-linguistic and logical-mathematical intelligences. Gardner defined intelligence as "the capacity to solve problems or to fashion products that are valued in one or more cultural settings" [Gardner & Hatch, 1989].
Rationale for Theory of Multiple Intelligences:
I want my children to understand the world, but not just because the world is fascinating and the human mind is curious. I want them to understand it so that they will be positioned to make it a better place. Knowledge is not the same as morality, but we need to understand if we are to avoid past mistakes and move in productive directions. An important part of that understanding is knowing who we are and what we can do... Ultimately, we must synthesize our understandings for ourselves. The performance of understanding that try matters are the ones we carry out as human beings in an imperfect world which we can affect for good or for ill. (Howard Gardner 1999: 180-181)
[edit] Types of Intelligences
- 1. Verbal-Linguistic: abilities to use vocabulary, do verbal analysis, understand metaphors, and comprehend and produce complex verbal material
- 2. Logical-Mathematical: involves numbers and computing skills, recognizing patterns and relationships, timelines, ability to solve different kinds of problems through logic
- 3. Visual-Spatial: involves visual perception of the environment, ability to create and manipulate mental images, and the orientation of the body in space
- 4. Bodily-Kinesthetic: physical coordination and dexterity, using fine and gross motor skills, and expressing oneself or learning through physical activities
- 5. Musical-Rhythmic: understanding and expressing onself through music and rhythmic movements or dance, or composing, playing, or conducting music
- 6. Naturalistic: understanding the natural world of plants and animals
- 7. Interpersonal: understanding how to communicate with and understand other people and how to work collaboratively
- 8. Intrapersonal: understanding one's inner world of emotions and thoughts, and growing in the ability to control them and work them consciously
[edit] Application in classrooms and similar settings
According to Gardner (1993)
- Individuals should be encouraged to use their preferred intelligences in learning.
- Instructional activities should appeal to different forms of intelligence.
- Assessment of learning should measure multiple forms of intelligence.
Differentiated instruction within a classroom is a concept that stems from Gardner's belief of fostering each student's strongest intelligence. A differentiated classroom offers multiple ways for students to access content, to process and make sense of the concepts and skills, and to develop products that demonstrate their learning (Tomlinson, 2001). Engaging students through various mediums will help student's recognize their strengths and weaknesses.
[edit] Evidence of effectiveness
[edit] Critics and their rationale
One of the major criticisms of Gardner's theory is that there is no solid test developed by Gardner or others which can help place students' skills in the multiple intelligences categories. Additionally, it is argued that it broadens the intelligence concept so much as to make it impossible to tackle. (http://www.indiana.edu/~intell/mitheory.shtml)
[edit] Alternative explanations due to Diversity considerations
[edit] Signed "life experiences", testimonies and stories
Earlier in my career, I found myself frustrated with my inability to reach more students during class. When I was introduced to Howard Gardner's Multiple Intelligences Theory, it was like a light-bulb turning on. I recognized that I was too restrictive with my delivery and began to including more hands-on activities and visual cues, for example. There was immediate improvement! I continue to learn and grow in my abilities to teach the same concepts--in as many ways as possible. -S. Scott
There are so many different ways to learn. The theory of multiple intelligences has always fasinated me and I think that it is so important that teachers present information in as many different ways that they can. A. Dorough
I really like Howard Gardner's Thoery of Multiple Intelligences. As a future high school agriculture teacher, I plan to incorporate the different intelligences into my classroom so that the students with different learning styles are able to learn in the best possible manner. For example, I will teach for the students who have Visual-Spatial preferences in my animal science class by taking my students to visit a farm where they can see the animals while I talk about them. I will also teach toward the students who are learn through Bodily-Kinesthetic activities by having them build a wood working project, wire a circuit, plant a crop, and milk a cow. This variety in activities will allow me to reach a larger number of students in my classroom. -H. Eichelberger
I like the idea of multiple intelligences. I think it means that everyone can succeed at something. Everyone is good at something. I think this is an important concept to teach in classes. I also think it is important to keep multiple intelligence theory in mind when writing lesson plans. Lesson plans should vary so that all types of learners benefit from the lessons. It will hard to fit all of the multiple intelligences into every lesson plan, but I think it is important to try to incorporate them all as often as possible. -L. Weinstein
When I was co-teaching with another teacher in her English class, I had the opportunity to introduce her to Gardner’s theories. She was rather too focused on college bound students, but over the years she was started to understand multiple intelligences and has made changes accordingly for students whom have troubles linguistically. P Graham
Gardner was revolutionary with regards to multiple intelligences. It's very true that each person has certain strentghs that make them a unique being. All of these intelligences must be adressed in a school setting to provide students to "find their niche." S. Luxbacher
I wonder what would happen if teachers were surveyed as to their preferred method of learning or intelligence. Would one of Gardner's intelligences be more predominant? Sometimes I think that a problem schools have when meeting the needs of individual students is that teachers group heavily in to one or two categories of intelligences and not the broad range that the students in their classroom have. I think this because of the ways teachers I have worked with sometimes talk about what a student can or cannot do. It seems often to be related to verbal and logical intelligences. This is just a theory I have. -E. Remington
Howard Gardner's ideas about people having multiple intelligences really demonstrates the need to differentiate instruction. With learning disabilities being one of the most seemingly popular and most frequently diagnosed disabilities to have, it makes one wonder if these people really have a learning disability, or if the teacher is just not teaching in a manner that reaches their learning style. It also makes me wonder if the amount of people who drop out of school would decrease if teachers would just mix up their lessons to reach out to the many intelligences and allow students to demonstrate their knowledge in various ways. If only we were allowed to demonstrate our knowledge according to the intelligence that we are dominate in, then perhaps paper/pencil testing would become non-existant. -Tricia Pearl
I agree with the theory of multiple intelligence. I find IQ scores to be similar to ACT and other standardized test scores in value. There are students who are very bright or have talents in things outside of school and are still labeled as being of lower intelligence. I think this view needs to be changed throughout education. L.Gowler
I find Gardner's theory of MI incredibly interesting. An elementary school in my home district switched to a MI curriculum with fantastic results. While it still remains very much a typical public elementary school in terms of standardized tests, etc., the environment inside the school is almost alive. There is unexpected creativity from every angle because the students there are encouraged to express themselves in so many different ways. Unfortunately they only have this experience for grades k-5 at which point they move on to a regular middle school. 3 of my younger siblings went to this school and still talk about it and what a wonderful experience it was. -Matt Munley
I love using MI in the classroom. Not only do the studetns love the variety, but it keeps me from getting bored with the standard curriculum. My multiple intelligences are tapped into as well. It can take a lot of time to incorporate all of the intelligences, but it is worth it to reach each student where they are at. E. Kilroy
At my school, multiple intelligences are incorporated into our vision statement: "The Lincoln Prairie learning community accepts responsibility for student growth and provides opportunities for students to take charge of their own learning. We believe that differentiating instruction by accessing the multiple intelligences is the foundation of individual learning in a multiage setting." In all of our grade levels K-8, we utilize multiple intelligences in our everyday routine. For example, in math, we will sing a song to remember the long hand is the minute hand and the short hand is the hour hand, then we will act it out with our bodies, and draw a picture of it ourselves. We do our best to incorporate as many intelligences as we can into each lesson. It truly engages so many students and helps more students feel successful. -M.Yao
[edit] References and other links of interest
More Information on Multiple Intelligences
Technology and Multiple Intelligences
Activity Ideas to Address Mulitple Intelligences
New City School is an elementary school that is based in the use of MI theory. Their detailed website includes a description of MI Theory as well as sample lesson plans detailing the use of MI Theory. http://www.newcityschool.org/
Smith, Wade. Odhiambo, Eucabeth. El Khateeb, Hebatella. (2000). The typologies of successful and unsuccessful students in the core subjects of language arts, mathematics, science, and social studies using the theory of multiple intelligences in a high school environment in tennessee. (ERIC Document Reproduction Service No ED448190).
Leopold, Marjorie. (1999). Multiple intelligences: Theory to practice in new york city schools. Middle school/high school. (ERIC Document Reproduction Service No ED446158).
Komarchuck, Nick. Swenson, Audra. Warkocki, Lynn. (2000). Improving secondary student academic success through the implementation of motivational strategies. (ERIC Document Reproduction Service No ED444087).
Goodnough, Karen. (2001). Multiple intelligences theory: A framework for personalizing science curricula. School Science and Mathematics, 101, 180-93.
Goodnough, Karen. (2001). Implementing multiple intelligences theory in a grade 9 science classroom: The experiences of a high school teacher. Canadian Journal of Science, Mathematics and Technology Education, 1, 419-36.
Gilman, Lynn The Theory of Multiple Intelligences
Gardner, H. (1993). Multiple Intelligences: The Theory in Practice. NY: Basic Books.
