Theory of Multiple Intelligences
http://www.lifecircles-inc.com/Learningtheories/Gardner.html
In the early 1990s Howard Gardner revealed his theory of multiple intelligences. This theory supported the idea that humans are capable of having multiple ways of understanding and exploring the world around them. In fact, he specifically named 7 different intelligences (number 8 was added later) that people tend to have. He also explained that a person normally has one intelligence they understand better than the rest. Because of this new understanding of how the mind works and learns, Gardner started a revolution in the Education System. Instead of just teaching in ways that pertained to students who favor linguistics or mathematics, teachers had to learn new strategies for teaching students who learned better using music or movement. Gardner’s theory did change education as it used to be, and continues to challenge teachers everywhere to improve their teaching methods.
Gardner’s Eight Intelligences
1. Verbal- this intelligence reflects a receptivity of the spoken and written word. Those who favor this intelligence often have the ability to express themselves both rhetorically and poetically in a successful way. They are also able to remember conversations spoken or written word more easily than those who favor other intelligences.
2. Mathematical- this intelligence reflects a person’s ability to easily think logically through a problem. Mathematical equations come easily to them. They also tend to solve problems using scientific methods. They see patterns easily and think with deductive reasoning.
3. Spatial- this intelligence reflects the ability to learn visually. This person tends to understand drawings, and learn better when they can see an object in front of them. They understand how objects take up space.
4. Bodily-Kinesthetic- this intelligence reflects a person’s ability to manipulate physical objects (such as their own body) in order to understand how something works. They tend to learn better in hands-on activities.
5. Musical- this intelligence reflects sensitivity to musical elements (rhythm, tone, pitch, and melody). Those who favor this intelligence enjoy performing, and possibly composing.
6. Interpersonal- this intelligence reflects an ability to understand and work well with others. They are sensitive to the motivations and intentions of other people.
7. Intrapersonal- this intelligence reflects “an ability to understand oneself” (Gardner 117). People who favor this intelligence normally have a good handle and understand of their own lives.
8. Naturalistic- this intelligence reflects the ability to understand natural patters and systems both man-made and nature-made.
Gardner explains that everyone has all of these intelligences, but each person tends to favor one or two over the others. Because of this, people tend to learn and process information in different ways. (Campbell, Campbell & Dickenson, 2004)
Click Here for sources cited.
Gardner’s Eight Intelligences
1. Verbal- this intelligence reflects a receptivity of the spoken and written word. Those who favor this intelligence often have the ability to express themselves both rhetorically and poetically in a successful way. They are also able to remember conversations spoken or written word more easily than those who favor other intelligences.
2. Mathematical- this intelligence reflects a person’s ability to easily think logically through a problem. Mathematical equations come easily to them. They also tend to solve problems using scientific methods. They see patterns easily and think with deductive reasoning.
3. Spatial- this intelligence reflects the ability to learn visually. This person tends to understand drawings, and learn better when they can see an object in front of them. They understand how objects take up space.
4. Bodily-Kinesthetic- this intelligence reflects a person’s ability to manipulate physical objects (such as their own body) in order to understand how something works. They tend to learn better in hands-on activities.
5. Musical- this intelligence reflects sensitivity to musical elements (rhythm, tone, pitch, and melody). Those who favor this intelligence enjoy performing, and possibly composing.
6. Interpersonal- this intelligence reflects an ability to understand and work well with others. They are sensitive to the motivations and intentions of other people.
7. Intrapersonal- this intelligence reflects “an ability to understand oneself” (Gardner 117). People who favor this intelligence normally have a good handle and understand of their own lives.
8. Naturalistic- this intelligence reflects the ability to understand natural patters and systems both man-made and nature-made.
Gardner explains that everyone has all of these intelligences, but each person tends to favor one or two over the others. Because of this, people tend to learn and process information in different ways. (Campbell, Campbell & Dickenson, 2004)
Click Here for sources cited.
Theory Applied in Classroom
http://homeworktips.about.com/od/learningstyles/ss/multiple.htm
As a middle school teacher the understanding of this theory is especially important. Understand that students learn in different ways not only challenges the teacher to come up with new ways of teaching but also creates room for a lot more creativity in the classroom. A full understand of each of the intelligences is imperative for a teacher to teach a class successfully.
In a classroom a teacher might have the students talk an intelligence test at the beginning of the year to find out what intelligence each student might prefer. She may then show the results to the class, so the students know where they stand and how they learn this will promote individual growth in the students as well as a better understanding of the class for the teacher. After learning what kind of intelligence the class may lean toward the teacher may create any number of lesson plans that pertain to specific intelligences. For example if a Psychology teacher learns that her students favor the linguistic or verbal intelligences she may lean toward more lectures as a way of teaching, if she learns that they are more spatial learners she may create Powerpoints with lots of pictures to explain different theories or concepts (a diagram showing how the synapse connects one neurotransmitter from neuron to another), for students who favor interpersonal intelligence she may set up group projects in which students have to create a therapeutic session (given a problem and solution) the students would have to work together to show how a therapist might help a patient in a certain situation. (2.3)
After learning what their specific intelligence is, students should also be able to manage their own learning to an extent. To see if this is true a teacher may allow for students to listen to their iPods during class. When doing this she may also remind them that if they can not concentrate with music they shouldn’t listen to their iPods, however, if the music helps them remember and learn better the students are encouraged to listen to them. By doing this the teacher allows the students to make their own decisions based on what they believe is best for them. After allowing iPods for a few days the teacher may have a pop quiz. This way the students can evaluate whether they can actually learn with music or if music hurts their learning process. (2.5)
Another benefit to knowing the student’s favored intelligences is letting them decide how they want to learn. After learning what their personal intelligences. A Psychology teacher may suggest different ways of teacher specific lessons. Then she may initiate a brainstorming session where the students can come up with their own ideas for how they want to learn new concepts. Spatial learners may suggest a movie, while Kinesthetic learners may favor real life improvisations or puzzles. The teacher will then have to decide what is best for each concept. (2.6)
In a classroom a teacher might have the students talk an intelligence test at the beginning of the year to find out what intelligence each student might prefer. She may then show the results to the class, so the students know where they stand and how they learn this will promote individual growth in the students as well as a better understanding of the class for the teacher. After learning what kind of intelligence the class may lean toward the teacher may create any number of lesson plans that pertain to specific intelligences. For example if a Psychology teacher learns that her students favor the linguistic or verbal intelligences she may lean toward more lectures as a way of teaching, if she learns that they are more spatial learners she may create Powerpoints with lots of pictures to explain different theories or concepts (a diagram showing how the synapse connects one neurotransmitter from neuron to another), for students who favor interpersonal intelligence she may set up group projects in which students have to create a therapeutic session (given a problem and solution) the students would have to work together to show how a therapist might help a patient in a certain situation. (2.3)
After learning what their specific intelligence is, students should also be able to manage their own learning to an extent. To see if this is true a teacher may allow for students to listen to their iPods during class. When doing this she may also remind them that if they can not concentrate with music they shouldn’t listen to their iPods, however, if the music helps them remember and learn better the students are encouraged to listen to them. By doing this the teacher allows the students to make their own decisions based on what they believe is best for them. After allowing iPods for a few days the teacher may have a pop quiz. This way the students can evaluate whether they can actually learn with music or if music hurts their learning process. (2.5)
Another benefit to knowing the student’s favored intelligences is letting them decide how they want to learn. After learning what their personal intelligences. A Psychology teacher may suggest different ways of teacher specific lessons. Then she may initiate a brainstorming session where the students can come up with their own ideas for how they want to learn new concepts. Spatial learners may suggest a movie, while Kinesthetic learners may favor real life improvisations or puzzles. The teacher will then have to decide what is best for each concept. (2.6)