V-+Multiple+Intelligence

=MULTIPLE INTELLIGENCES THEORY =

  In this wiki I'll talk about the key features of MI theory, explain how it operates, give examples of its use, discuss its strengths and weaknesses and share some of my insights and reflections.
 * [[image:kyle_mandala_flat.jpg]] || ====The Theory of Multiple Intelligences (MI Theory) was initially introduced in //Frames of Mind, The Theory of Multiple Intelligences,// a book written in 1983 by Dr. Howard Gardner, Professor of Cognition and Education at the Harvard Graduate School of Education. Dr. Gardner, a psychologist, was surprised when educators embraced his book, looking for ways to reach out to different learners. ====

To the left is a mandala I drew that shows tributaries flowing from a source river. || ==KEY FEATURES ==   **What is the meaning of the word Intelligence? ** In his book //Multiple Intelligences, The Theory in Practice//, Dr. Gardner describes an intelligence as a set of abilities, talents or mental skills that is rooted in biology, valued in one or more cultural settings, possessed to some extent by all normal people, and manifests uniquely in each individual. He states [p28] that each intelligence begins with "raw patterning ability" during the first year of life. He goes on to say that "Intelligences are glimpsed through different lenses at subsequent points in development." The Multiple Intelligence Theory puts a lot of emphasis on understanding each individual learner's profile of intelligences. The goal is to detect and avert difficulties through careful assessment of strengths and deficiencies. 


//Frames of Mind//, //The Theory of Multiple Intelligences,// the first book Dr. Gardner wrote to introduce this theory, established <span style="font-family: Verdana,Geneva,sans-serif; color: rgb(6, 24, 71); text-align: left; display: block"> <span style="font-family: Verdana,Geneva,sans-serif; color: rgb(6, 24, 71); text-align: left; display: block"> <span style="font-family: Verdana,Geneva,sans-serif; color: rgb(6, 24, 71); text-align: left; display: block"> <span style="font-family: Verdana,Geneva,sans-serif; color: rgb(6, 24, 71); text-align: left; display: block">**<span style="color: rgb(5, 107, 84)">Eight criteria for an intelligence: **[p64]
 * 1) <span style="color: rgb(5, 107, 84)"><span style="color: rgb(5, 107, 84)"><span style="font-family: Verdana,Geneva,sans-serif; color: rgb(6, 24, 71); text-align: left; display: block">Potential Isolation by Brain Damage
 * 2) <span style="color: rgb(5, 107, 84)"><span style="color: rgb(5, 107, 84)"><span style="font-family: Verdana,Geneva,sans-serif; color: rgb(6, 24, 71); text-align: left; display: block">The Existence of Idiots Savants, Prodigies, and other Exceptional Individuals
 * 3) <span style="color: rgb(5, 107, 84)"><span style="color: rgb(5, 107, 84)"><span style="font-family: Verdana,Geneva,sans-serif; color: rgb(6, 24, 71); text-align: left; display: block">An Identifiable Core Operation or Set of Operations
 * 4) <span style="color: rgb(5, 107, 84)"><span style="color: rgb(5, 107, 84)"><span style="font-family: Verdana,Geneva,sans-serif; color: rgb(6, 24, 71); text-align: left; display: block">A Distinctive Developmental History, Along with a Definable Set of Expert "End-State" Performances
 * 5) <span style="color: rgb(5, 107, 84)"><span style="color: rgb(5, 107, 84)"><span style="font-family: Verdana,Geneva,sans-serif; color: rgb(6, 24, 71); text-align: left; display: block">An Evolutionary History and Evolutionary Plausibility
 * 6) <span style="color: rgb(5, 107, 84)"><span style="color: rgb(5, 107, 84)"><span style="font-family: Verdana,Geneva,sans-serif; color: rgb(6, 24, 71); text-align: left; display: block">Support from Experimental Psychological Tasks
 * 7) <span style="color: rgb(5, 107, 84)"><span style="color: rgb(5, 107, 84)"><span style="font-family: Verdana,Geneva,sans-serif; color: rgb(6, 24, 71); text-align: left; display: block">Support from Psychometric Findings
 * 8) <span style="color: rgb(5, 107, 84)"><span style="color: rgb(5, 107, 84)"><span style="font-family: Verdana,Geneva,sans-serif; color: rgb(6, 24, 71); text-align: left; display: block">Susceptibility to Encoding in a Symbol System

<span style="font-family: Verdana,Geneva,sans-serif; color: rgb(6, 24, 71); text-align: left; display: block">For more details on the eight criteria, visit the [|Surfaquarium] site. <span style="font-family: Verdana,Geneva,sans-serif; color: rgb(6, 24, 71); text-align: left; display: block"> <span style="font-family: Verdana,Geneva,sans-serif; color: rgb(6, 24, 71); text-align: left; display: block"> <span style="font-family: Verdana,Geneva,sans-serif; color: rgb(6, 24, 71); text-align: left; display: block"> Dr. Gardner's book //Multiple Intelligences, The Theory in Practice//, describes <span style="color: rgb(5, 107, 84)">**Seven separate intelligences:** <span style="color: rgb(6, 24, 71)">[p17—24]  <span style="font-family: Verdana,Geneva,sans-serif; color: rgb(6, 24, 71); text-align: left; display: block"> > <span style="background-color: rgb(246, 249, 230)"><span style="font-family: Verdana,Geneva,sans-serif; color: rgb(6, 24, 71); text-align: left; display: block">  <span style="background-color: rgb(246, 249, 230)"><span style="font-family: Verdana,Geneva,sans-serif; color: rgb(6, 24, 71); text-align: left; display: block"> Two more intelligences were added in Dr. Gardner's 1999 book, //<span style="font-family: Verdana,Geneva,sans-serif; color: rgb(6, 24, 71); text-align: left; display: block">Intelligence Reframed: Multiple Intelligences for the 21st Century //<span style="color: rgb(5, 107, 84)"> <span style="background-color: rgb(246, 249, 230)"><span style="font-family: Verdana,Geneva,sans-serif; color: rgb(6, 24, 71); text-align: left; display: block"> <span style="background-color: rgb(246, 249, 230)"><span style="font-family: Verdana,Geneva,sans-serif; color: rgb(6, 24, 71); text-align: left; display: block"> <span style="font-family: Verdana,Geneva,sans-serif; color: rgb(6, 24, 71); text-align: left; display: block">For a summary table and more details about these eight intelligences, see the [|Multiple Intelligences and Learning Styles] wiki. <span style="font-family: Verdana,Geneva,sans-serif; color: rgb(6, 24, 71); text-align: left; display: block"> <span style="font-family: Verdana,Geneva,sans-serif; color: rgb(6, 24, 71); text-align: left; display: block">
 * <span style="background-color: rgb(246, 249, 230)"><span style="font-family: Verdana,Geneva,sans-serif; color: rgb(6, 24, 71); text-align: left; display: block"><span style="color: rgb(5, 107, 84)">**Musical** – interprets music, rhythm, tones and pitch
 * <span style="background-color: rgb(246, 249, 230)"><span style="font-family: Verdana,Geneva,sans-serif; color: rgb(6, 24, 71); text-align: left; display: block">**<span style="color: rgb(5, 107, 84)">Bodily-Kinesthetic ** – processes information experientially through movement and sensation <span style="background-color: rgb(246, 249, 230)"><span style="font-family: Verdana,Geneva,sans-serif; color: rgb(6, 24, 71); text-align: left; display: block">  <span style="background-color: rgb(246, 249, 230)"><span style="font-family: Verdana,Geneva,sans-serif; color: rgb(6, 24, 71); text-align: left; display: block"><span style="color: rgb(5, 107, 84)">
 * <span style="background-color: rgb(246, 249, 230)"><span style="font-family: Verdana,Geneva,sans-serif; color: rgb(6, 24, 71); text-align: left; display: block"><span style="color: rgb(5, 107, 84)">**Logical-Mathematical** – thinks in numbers, patterns, classification
 * <span style="background-color: rgb(246, 249, 230)"><span style="font-family: Verdana,Geneva,sans-serif; color: rgb(6, 24, 71); text-align: left; display: block">**<span style="color: rgb(5, 107, 84)">Linguistic ** – has ability to learn written and spoken languages and use words well
 * <span style="background-color: rgb(246, 249, 230)"><span style="font-family: Verdana,Geneva,sans-serif; color: rgb(6, 24, 71); text-align: left; display: block">**<span style="color: rgb(5, 107, 84)">Spatial **– processes in pictures not words in a web-like, non-linear way
 * <span style="background-color: rgb(246, 249, 230)"><span style="font-family: Verdana,Geneva,sans-serif; color: rgb(6, 24, 71); text-align: left; display: block"><span style="color: rgb(5, 107, 84)">**Interpersonal** – has empathy, tunes into others' emotion
 * <span style="background-color: rgb(246, 249, 230)"><span style="font-family: Verdana,Geneva,sans-serif; color: rgb(6, 24, 71); text-align: left; display: block"><span style="color: rgb(5, 107, 84)">**Intrapersonal** – has self awareness, knowledge of inner strengths and weakness
 * <span style="background-color: rgb(246, 249, 230)"><span style="font-family: Verdana,Geneva,sans-serif; color: rgb(6, 24, 71); text-align: left; display: block"><span style="color: rgb(5, 107, 84)">**Naturalist** – classifies plants, animals, minerals...creates taxonomies <span style="font-family: Verdana,Geneva,sans-serif; color: rgb(6, 24, 71); text-align: left; display: block"><span style="color: rgb(5, 107, 84)">
 * <span style="background-color: rgb(246, 249, 230)"><span style="font-family: Verdana,Geneva,sans-serif; color: rgb(6, 24, 71); text-align: left; display: block"><span style="color: rgb(5, 107, 84)">**Existentialist** – (not fully accepted) questions existence, ponders the future, looks for truths

<span style="display: block; font-family: Tahoma,Geneva,sans-serif; color: rgb(5, 107, 84); text-align: left">HOW MI OPERATES
<span style="font-family: Verdana,Geneva,sans-serif; color: rgb(6, 24, 71); text-align: left; display: block"> The MI Theory operates by providing several different paths to learning. Dr. Gardner states that each intelligence has the same priority and each relates to a different part of the brain. He points out that IQ tests measure only linguistic and logical-mathematical abilities, thus ignoring a large percentage of learners. This is unfair to those individuals who are extremely capable in other intelligences. In his book //Multiple Intelligences, The Theory in Practice,// [p31] Dr. Gardner wrote, "An important aspect of assessing intelligences must include the individual's ability to solve problems or create products using the materials of the intellectual medium. Equally important, however, is the determination of which intelligence is favored when an individual has a choice."

Classrooms using the MI model encourage students to work both collaboratively and individually. Different projects or learning centers are set up to encourage the expression of the various intelligences. Activities are planned specifically around a learning goal and often blend different skills and approaches. All of the materials and tools needed are provided and the children are divided into small groups. An adult is there for support.

Learning stations also work for older students, including adults. Apprenticeships are valued in MI settings and mentoring is encouraged. Community-based projects are used to teach about real-life problems, cultural differences, and teamwork. Models are created to use as guides. Often during projects, peoples' skill sets blend to create innovative solutions...which is MI theory in action. For a unique online encounter with MI in action visit [|MI Immersion]. It is on Walter McKenzie's [|Surfaquarium] website, a wonderful resource for anyone interested in learning more about how this theory works. <span style="font-family: Verdana,Geneva,sans-serif; color: rgb(6, 24, 71); text-align: left; display: block"> <span style="font-family: Verdana,Geneva,sans-serif; color: rgb(6, 24, 71); text-align: left; display: block"> Many working models of MI schools exist today and are using this theory to reach different learners. One called the Key School was mentioned in Dr. Gardner's book, //Multiple Intelligences, The Theory in Practice//. [p115] Every year, each student has a number of projects to complete. To guide the students, the research team came up with five categories to use in assessing their work: Individual profile, Mastery of facts, Skills and concepts, Quality of work, Communication, and Reflection. Assessment plays an important role in the way Multiple Intelligences Theory operates. Educators who use it wisely can have a lot of success in MI classrooms. ==<span style="font-family: Tahoma,Geneva,sans-serif; color: rgb(5, 107, 84); text-align: center; display: block"><span style="display: block; font-family: Verdana,Geneva,sans-serif; color: rgb(5, 107, 84); text-align: left">MI IN ACTION ==

<span style="font-family: Verdana,Geneva,sans-serif; color: rgb(6, 24, 71); text-align: left; display: block">
<span style="font-family: Verdana,Geneva,sans-serif; color: rgb(6, 24, 71); text-align: left; display: block"> I volunteered to teach art in a fifth grade classroom because there was no funding to offer art in the curriculum that year. The teacher of this class was an animated and inspiring older man who loved the Civil War. The students liked doing art but had a hard time staying on task. Without teaching experience, I did my best to inspire them, encourage them and set limits. The students seemed to like the projects and me. However, sitting at their desks and working individually was not an enjoyable learning experience.

I thought about what else I could do and came up with an idea. We could all work on a collaborative project and make a book about the Civil War. The class would combine a writing project with an art project and create a product. The book would feature their individual art on the cover. Their art (spatial) and their stories (linguistic) would be in the book. I had a bookbinding machine so they would bind their own books (kinesthetic). They would have to give their topic a lot of thought, writing about why they chose it (intrapersonal). Some of the students didn't have computers and the school had none available. The students would have to work in teams or offer to help one another to get the stories digitized (interpersonal). They would all have to agree on a layout template and could customize their own page (spatial). They would have to make sure their work was original and not copied, do extensive research and choose what to include (mathematical-logical).

The teacher was interested in this project and offered to help. A few parents were also willing to help. In this class we had some students who were natural artists with spatial intelligences. We had some who loved to write and could put together stories that were perfectly articulated and went on for pages (linguistic). Some students just wanted to figure out how long it would take to put the book together and help me set things up and plan (mathematical-logical). Some students, who were more kinesthetic and/or tactile, wanted to walk around and touch different materials around the classroom. The teacher had set it up like a Civil War State from the Old South (his preference) with musical ballads playing songs from that time. Photographs from that era were everywhere. Old money and trinkets were brought in by all who could find them.

This project really happened. I was amazed at the fabulous illustrations and stories the children created. Several drew portraits of leaders they admired. They wrote about real events that touched them...some very funny and some very sad. The teacher was a tremendous help, telling stories, showing movies, and bringing in musical instruments from that historical time. Children and parents joined in also. Parents generously offered to lend support with the project on a regular basis. The book is beautiful to this day (12 years later). The kindness and sharing that came out in this classroom warmed my heart. I definitely saw this time in history in a new way and learned a lot about teaching. I had read a little about the MI theory but never dreamed I would use it to teach art (and so much more). This teacher did not teach all things in this way, but it's the way he taught the Civil War!

==<span style="font-family: Tahoma,Geneva,sans-serif; color: rgb(5, 107, 84); text-align: center; display: block"><span style="display: block; font-family: Tahoma,Geneva,sans-serif; color: rgb(5, 107, 84); text-align: left">MI—HOW DOES IT RELATE TO INSTRUCTION ==

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<span style="font-family: Verdana,Geneva,sans-serif; color: rgb(6, 24, 71); text-align: left; display: block"> MI Theory is valuable to instruction because it bridges the gap created by standardized testing. This gap has invalidated many adult learners and seriously impacted young learners. Imagine being a child with incredible ideas and no way to share them or grow them. Your gifts seem invisible to all but you. Tests do not reveal them and schoolwork does not encourage them.

<span style="font-family: Verdana,Geneva,sans-serif; color: rgb(6, 24, 71); text-align: left; display: block">[|Dr. Thomas Armstrong] has written several books about using MI for instruction. This is quoted from his website, "One of the most remarkable features of the theory of multiple intelligences is how it provides eight different potential pathways to learning. If a teacher is having difficulty reaching a student in the more traditional linguistic or logical ways of instruction, the theory of multiple intelligences suggests several other ways in which the material might be presented to facilitate effective learning. Whether you are a kindergarten teacher, a graduate school instructor, or an adult learner seeking better ways of pursuing self-study on any subject of interest, the same basic guidelines apply." <span style="font-family: Verdana,Geneva,sans-serif; color: rgb(6, 24, 71); text-align: left; display: block"> In her book, //Psychology of Learning for Instruction//, Third Edition, [p299] Driscoll outlined in table 8.3 the Implications of Neurophysiology for Learning and Instruction. She named four principles: <span style="color: rgb(5, 107, 84)"> <span style="font-family: Verdana,Geneva,sans-serif; color: rgb(6, 24, 71); text-align: left; display: block"><span style="color: rgb(6, 24, 71)"> When describing the Implication for instruction regarding brain plasticity, Driscoll had this to say,<span style="color: rgb(6, 24, 71)">"Enriched, active environments are likely to facilitate learning in developing children. As for adults, although plasticity seems to decrease with age, learning can remain flexible if a variety of instructional strategies are offered. For example, children's literature can serve as an effective means to teach reading, and historic literature may be used effectively in social studies instruction."
 * 1) <span style="color: rgb(5, 107, 84)"><span style="font-family: Verdana,Geneva,sans-serif; color: rgb(5, 107, 84)"><span style="color: rgb(5, 107, 84)"><span style="font-family: Verdana,Geneva,sans-serif; color: rgb(6, 24, 71); text-align: left; display: block">Cognitive functions are differentiated
 * 2) <span style="color: rgb(5, 107, 84)"><span style="font-family: Verdana,Geneva,sans-serif; color: rgb(5, 107, 84)"><span style="color: rgb(5, 107, 84)"><span style="font-family: Verdana,Geneva,sans-serif; color: rgb(6, 24, 71); text-align: left; display: block">The brain is relatively plastic in nature
 * 3) <span style="color: rgb(5, 107, 84)"><span style="font-family: Verdana,Geneva,sans-serif; color: rgb(5, 107, 84)"><span style="color: rgb(5, 107, 84)"><span style="font-family: Verdana,Geneva,sans-serif; color: rgb(6, 24, 71); text-align: left; display: block">Language may be biologically preprogrammed
 * 4) <span style="color: rgb(5, 107, 84)"><span style="font-family: Verdana,Geneva,sans-serif; color: rgb(5, 107, 84)"><span style="color: rgb(5, 107, 84)"><span style="font-family: Verdana,Geneva,sans-serif; color: rgb(6, 24, 71); text-align: left; display: block">Learning disorders may have a neurobiological basis

Driscoll's comments relate to the MI approach to instruction, which always includes a rich, active environment and puts a value on external as well as the internal influences in learning. Lev Vygotsky, a Russian-Jewish developmental psychologist, often wrote about the influences of the external environment on learning. He developed a hypothesis called The Zone of Proximal Development, described in his book //Mind and Society//, published in 1930, quoted below. [Chapter 6, Interaction between Learning and Development]

"To summarize, the most essential feature of our hypothesis is the notion that developmental processes do not coincide with learning processes. Rather, the developmental process lags behind the learning process, this sequence then results in zones of proximal development."

Vygotsky continues his description, writing that, "Our hypothesis establishes the unity but not the identity of learning [p. 91] processes and internal developmental processes. It presupposes that the one is converted into the other. Therefore, it becomes an important concern of psychological research to show how external knowledge and abilities in children become internalized." <span style="color: rgb(5, 107, 84)"> <span style="font-family: Verdana,Geneva,sans-serif; color: rgb(6, 24, 71); text-align: left; display: block"> <span style="font-family: Verdana,Geneva,sans-serif; color: rgb(6, 24, 71); text-align: left; display: block"> <span style="font-family: Verdana,Geneva,sans-serif; color: rgb(6, 24, 71); text-align: left; display: block"> <span style="font-family: Verdana,Geneva,sans-serif; color: rgb(6, 24, 71); text-align: left; display: block"><span style="color: rgb(5, 107, 84)"> <span style="font-family: Verdana,Geneva,sans-serif; color: rgb(6, 24, 71); text-align: left; display: block"> <span style="font-family: Verdana,Geneva,sans-serif; color: rgb(6, 24, 71); text-align: left; display: block">MI theory works by placing students in environments that are conducive to learning. The external environment is critical in an MI learning experience. This includes creative materials to choose from, mentors and support available, groups set up to encourage skill blends and so on. I feel that one of MI Theory's gifts to us is that it offers support for Vygotsky's ZPD. When recognized and assessed, the intelligences that Gardner introduces create a window for us to look through that sheds light on the ways external knowledge becomes internalized.

The success of MI instruction is largely dependent on school leadership and educators. MI school models will continue to develop and learn through their programs. The power of MI is the use of skillful assessment to develop accurate Intelligence profiles. Weaknesses in instruction can develop if several types of intelligences are not nurtured in students. Separating any one intelligence over a period of time is counterproductive. Encouraging exploration and development in all areas is something that strong MI programs stress. Though this theory came out 25 years ago, MI continues to adapt and grow to work with multimedia and new emerging technologies. Here is a link to a paper Shirley Veenema and Howard Gardner have written on [|Multimedia and Multiple Intelligences]. ==<span style="font-family: Tahoma,Geneva,sans-serif; color: rgb(5, 107, 84); text-align: center; display: block"><span style="display: block; font-family: Tahoma,Geneva,sans-serif; color: rgb(5, 107, 84); text-align: left">INSIGHTS AND REFLECTIONS ON MI ==

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<span style="font-family: Verdana,Geneva,sans-serif; color: rgb(6, 24, 71); text-align: left; display: block">In an [|Online Chat] Dr. Gardner was asked how the multiple intelligence approach can be used when standards require everyone to meet the same benchmarks. His response was that "Intelligences are not skills, they are biological potentials which are realized to a greater or lesser extent depending upon opportunities and motivation. There is no point in developing Linguistic or Spatial intelligence per se; what may be important is to develop skills (like writing or geometry) which presuppose strengths in certain of the intelligences."

This speaks to me and best sums up my interest in MI theory. It is a theory with tools built into it that I want to learn more about. I consider myself to be an unique individual, living in the moment. I may answer a question in one way on Tuesday. On Thursday, after reading something insightful, viewing an art show, having a deep discussion or...dealing with a crises...I may answer that same question in an entirely different way. In reality, we are all living in the moment. For this reason, I don't believe in polls, and feel surveys are useless unless skillfully designed. I have disagreed with Information Architects, whom I deeply respect, on the accuracy of tracking. Maybe I am the one who is off track. Perhaps I just resist being categorized. Maybe exploring my Logical-Mathematical Intelligence will expand my perspectives on this. All of this remains to be seen as I continue on this learning journey. What I do know for sure is that individuals were not born to fit into categories. We should not all be expected to learn in the same way.

<span style="font-family: Verdana,Geneva,sans-serif; color: rgb(6, 24, 71); text-align: left; display: block">In his book //Multiple Intelligences, The Theory in Practice,// [p173] Dr. Gardner wrote, "By focusing on the knowledge that resides within a single mind at a single moment, formal testing may distort, magnify or grossly underestimate the contributions that an individual can make within a larger social setting." I agree with this and am grateful we are finding new ways to approach testing and assessment. With all of the "internal" research on brain plasticity coming out and the "external" shifts within our world, it is obvious that we are on the edge of a new frontier. Taking context into consideration is essential as we move forward in the coming years. <span style="font-family: Verdana,Geneva,sans-serif; color: rgb(6, 24, 71); text-align: left; display: block"> Intelligences have been described as lenses. For me, Multiple Intelligences are like a prism that I can look through to see new things...or to see old things in new ways. In my own day-to-day life, I want to work on strengthening intelligences that I don't use enough. As a designer, I want to learn all I can about different learners to improve visual communication and flow in my design. Now that I am designing more instructional materials, it becomes even more of a responsibility to find ways to reach all learners. <span style="font-family: Verdana,Geneva,sans-serif; color: rgb(6, 24, 71); text-align: left; display: block"> <span style="font-family: Verdana,Geneva,sans-serif; color: rgb(6, 24, 71); text-align: left; display: block">

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<span style="color: rgb(5, 107, 84)"> <span style="font-family: Verdana,Geneva,sans-serif; color: rgb(6, 24, 71); text-align: left; display: block"><span style="color: rgb(5, 107, 84)"> <span style="font-family: Verdana,Geneva,sans-serif; color: rgb(6, 24, 71); text-align: left; display: block">