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==Descriptions, definitions, synonyms, organizer terms, types of==


Intelligence is defined as "ability or abilities to acquire and use knowledge for solving problems and adapting to the world." (108) By solving problems, intelligence offers a way in which to learn different methods of recieving information. Each of us exhibits different levels of intelligence( IQ) and also parts of our brain are more developed than others(multiple intelligences).The nature of intelligence involves: "the capacity to learn, the total knowledge a person has aquired,  and the ability to adapt to new situation and the environment in general" (108).

'''Types of:'''
Multiple intelligences was developed in 1983 by Dr. Howard Gardner. Multiple intelligences " suggests that the traditional notion of intelligence, based on I.Q. testing, is far too limited". There are a proposed eight different intelligences that Gardner accounted for in broader range of human potential in children and adults. These intelligences are:

Linguistic intelligence ("word smart"): 
Logical-mathematical intelligence ("number/reasoning smart") 
Spatial intelligence ("picture smart") 
Bodily-Kinesthetic intelligence ("body smart") 
Musical intelligence ("music smart") 
Interpersonal intelligence ("people smart") 
Intrapersonal intelligence ("self smart") 
Naturalist intelligence ("nature smart") 

[[Image:Multiple_intelligences_diagrammed.jpeg]]




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==Application in classrooms==

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Even before the time of Gardner there was debate regarding multiple intelligences.  One of the earliest battles was between Galton and Binet.  In trying to measure intellectual ability, Galton and Binet had to consider whether intelligence was a single ability or a collection of smaller skills.

'''Binet''' developed [[intelligence testing]] with the IQ or Intelligence Quotient. With the intelligence quotient you could measure a person's abilities. By looking at individual performances in intelligence, Binet identified achievement levels of performance.IQ tests are still used today to measure intelligence.

'''Galton''' believed that heritary was a factor in intelligence.  By "evaluating intelligence using several personal characteristics to which he could assign a numerical measure," Galton looked at 10,000 people and was given the idea that "although he could not relate any of these measures with intelligence, he set forth the idea that mental capabilities could have a numeric measure". He studied family births in order to prove his theory.(Galton Reference)

'''Sternberg''' offers the triadic theory of intelligence. This triad includes three parts: analytical, creative, and practical or componential, experiential, and contextual. Analytical intelligence is defined as "ability to think abstractly and process information".Creative intelligence is the ability to formulate new ideas and combine unrelated facts. Practical intelligence is the ability to adapt to a changing environment and shape the environment to make the most of opportunities" (114). Componential people are able to think critically, experiential people are able to formulate new ideas, and contextual people try to shape and adapt so that they can reach their goals.   

'''Thorndike''' offers a psychometric approach to intelligences.  He divides intelligence into three categories: abstract, mechanical, and social.  Abstract intelligence is the ability to understand and manage ideas, mechanical is being able to comprehend concrete objects, and social is the ability to understand people.

'''Critics and their rationale:''' 
In the classroom, many of Gardner's theory is being misused, yet there is "not enough strong evidence  that adopting a multiple intelligence approach will enhance learning" (111). As a teacher, this theory seems much for one teacher to handle. Yes as as a teacher we want to make sure students understand things and to reach all different types of intelligence levels, but I think there is a such a different ways that students learn.

Callahan, Tomlinson, and Plucker(1997) researched Gardner's theory, and "found no significant gains in either achievement or self concept for students who participated in START" (111). START is a "multiple intelligences approach to identifying and promoting talent in students who are at risk of failing"(111).

==Evidence of effectiveness==

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==Critics and their rationale==


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==Alternative explanations due to Diversity considerations==

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==Signed “life experiences”, testimonies and stories==

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I have found that using all of the intelligences in my lesson plans is very difficult, but very rewarding at the same time. As a part of my undergraduate work, I had to practice developing lessons plans that included all eight intelligences. This proved to be very beneficial in my actual classroom teaching. It takes a lot of time and thought to include all the intelligences, and I am often tempted (and have often given into this temptation!) to only use one or two of them. However, I have discovered that when I am able to use all of the intelligences, not only are my students much more engaged in the lesson, but they comprehend and retain the material much more efficiently.
Elizabeth Giger

When seeing different students in the way they learn, some students are very visual while others are very analytical learners who don't need to see images in order to understand things. Some students are great listeners while others are not. In the atmosphere of my Saturday School(2002)situation, many of the students in the class were visual learners who could articulate what they were viewing. Many of these students opted to take this extra art time. In Wednesday School (2003), many of these students were all over the place, a typical classroom situation. Accomidating for all types of intelligences was difficult for me to handle, and as teachers we should try to do the best we can to provide different ways of introducing materials to students.
Carole Johnson

Our school is really focusing on differentiated instruction which goes right along with multiple intelligences.  As I am teaching a lesson, I try to teach it in many different ways.  My goal is to reach as many of the intelligences as I can. During math lessons, I model for those students that learn best by watching.  We do problems together on dry erase boards for those students that learn best by doing.  We listen to CDs (multiplication rap) for those students who are musically inclined.  I think it is really important to hit as many intelligences as possible in each lesson.  The more ways we teach, the more students we'll reach.  -NMF


I took a gifted training course in Rantoul last year and learned how to hit many of these intelligences with one project called a Tic-Tac-Toe.  You put together 9 things they can do and they can choose which projects to do.  I always include acting out skits, drawings, memorization, math tasks, etc.  What would normally be one task for everyone, which not all students would be successful.  It incorporates most intelligences to let them pick their interests and strengths.

I work in a school district with Schools Of Choice.  Each of the eleven elementary schools (in Champaign, IL), can be attended by children from all over the city.  Parents are presented with focus areas for each school and some of the practices that are incorporated.  I am currently working at Barkstall Elementary School. The school has an ARTS focus and prides itself on the incoroporation of the multiple intelligences.  Children in the upper elementary classrooms even take inventories in which they discover for which intelligence they posess the greatest dominance.  In the hallways, many teachers show displays (from kindergarten through fifth grade) showing the use of each intelligence.  It is very inspirational and definitely effective to consider various learning styles when planning instruction. I think it keeps teachers generating new ideas and reaches children at a greater level.

-Heidi Savoca

My last essay was on multiple intelligence theory and the need for art in the classroom.  I explained how each intelligence can be exercised through art, whether it be through visual arts, musical art, dance, or theatre.  Students need art in their learning in order to express themselves, enhance their creative ability, and to become cultured individuals within society. Art is the one subject that is so open-ended, it can feed the needs of each individual in different ways.
-Jessica Arnold
See [[art education]] for more information.

When I teach, I keep in mind the different intelligences my students may have.  I do not focus on one style of teaching.  I try to touch upon different ways to enhance my students' learning.  Teaching math can be very difficult to encorporate the intelligences.  With proper planning it can be done.  Nichole Jessup

Personal testimony: I think that one of the most underused ways to consider the multiple intelligences is to think about how students might want to express themselves.  They can look beyond the way they learn best and focus on how they most want to show what they know.

The first time I came across Gardner’s theory of multiple intelligences was in a high school psychology class.  The first thing I remember doing is trying to figure which of the intelligences I possessed.  Then I began to think that this was probably an optimistic approach to tell everyone that they were at least intelligent in one way.  However, in my teaching, I have realized that the theory does not limit itself to describe how people process information, but it also describes alternative means to express intelligence.  I have used the ideas behind the theories to shape alternative assessments in my classroom.  I have the bigger projects in class tap into a handle of intelligences simultaneously.  H. Ro

As a math teacher, it has become very evident to me how some students have stronger logical/mathematical intelligence than others. To help all students, differentiated instruction has helped me a lot. Also, although very basic, it is important to present material through various means. If I write something on board, a visual-spatial student may be able to memorize what I just wrote but a  verbal/linguistic student may need to hear me verbally say the concept. It's amazing how there can 24 different methods of learning in one classroom! JB

==References and other links of interest==
[http://www.thomasarmstrong.com/multiple_intelligences.htm Thomas Armstrong on Multiple Intelligences]

Woolfolk, Anita. 8th ed. Educational Psychology.Boston: Allyn and Bacon, 2001.

Callahan, C.M., Tomlinson, C.A., & Plucker, J. (1997).  ''Project STATR using a multipleintelligences model in identifying and promoting talent in high-risk students.'' Storrs, CT:National Research Center for Gifted and Talented. University of Connecticut Technical Report.

Sternberg, R.J.(1985).  ''Beyond IQ: A Triaric Theory of Human Intelligence''. New York:  Cambridge University Press.

Mayer, Richard E. The Promise of Educational Psychology Volume II,Pearson Education, New Jersey, 2002.

Gardner, Howard. Frames of Mind: The Theory of Multiple Intelligences. New York: Basic,1983

[http://self-improvement.mindfocus.net/hic010.php Galton Reference]

[http://en.wikipedia.org/wiki/Intelligences Link to Intelligence Wikipedia Page]

[http://www.hpedsb.on.ca/pow/images/multiple_intelligences_diagrammed.jpeg Source for Diagram]

[[Category: EPSY400 ClassroomLearning]]
[[Category: EPSY490 ClassroomLearningAndManagement(CTER)]]