D-+Multiple+Intelligence

=__Multiple Intelligences__=


 * Define and describe the theory and its key features (5 pts) **

The theory of multiple intelligences is a learning theory, that is, it describes how people learn and process new information. Additionally it supplies an important pedagogy for the creation of successful curriculum. The term multiple intelligences was first coined by Howard Gardner in the early eighties to describe the notion that people had multiple different ways in which their brain could process information. Gardner described intelligence as “the capacity to solve problems or to fashion products that are valued in one or more cultural setting” [1]. Simply stated, Gardner’s theory defines intelligence as a cognitive strategy for processing information. Howard initially proposed that all humans have seven of these “intelligences”. However, after collaboration and further research he expanded the number of intelligences to eight and began promoting the concept that while all people can utilize all of these intelligences to a greater or lesser amount at some point in their lives, some have a predisposition to one or two main categories [2]: Beyond being a learning theory, multiple intelligence theory has been adopted as an advocacy strategy and has found strong support in the special education and developmental psychology movements. It has most recently been employed beyond its traditional boundaries as a curriculum design process, and now has a new role as an empowerment tool for the learning disability community. [3] Howard Gardner hypothesized that healthy humans use all eight intelligences and that it was fundamentally impossible to tease one type of intelligence from another because the intelligences were working cooperatively and synergistically in a healthy individual. Gardner coined this term the pluralization of intelligence. This led to a significant problem for Gardner as it became very hard to identify the individual intelligences. To overcome this issue he looked for evidence of these intelligences not in healthy individuals but in the abilities of exceptional individuals and the common features of human communication and culture. Additionally he looked to research on anthropological and evolutionary survival tactics to support his theory. The eight intelligences were culled from the following literature sources [2]. This novel approach to defining intelligence is a very distinct change from the prevalent paradigm of it’s time. In short, Gardner’s multiple intelligences redefined the concept of intelligence. Traditionally intelligence has been defined as being a //measure// of the information a person has intellectual access to, and their facility to apply that content to successfully solving a problem. In the multiple intelligences theory, intelligence is no longer a measure, but instead a process that is employed as a strategy for learning [2]. Suffice it to say that this has caused a huge stir in the educational world. Because this is an ad hoc definition of intelligence and was made for this theory only, it has difficulty blending with other learning theories and is very hard to measure. Therefore, much criticism was published that states using multiple intelligences as a theory for learning failed to allow for significant metrics and targeted learning. [4]. In response to this criticism Gardner suggested that the goal of the multiple intelligences instructor was not to identify the weak intelligences and strengthen them, nor was it even to identify the strong intelligences and use them to facilitate the learning of material, but instead was to use all of the intelligences at once in designing the curriculum [5]. This then can be seen as a direct attack on Piaget’s psychometric testing. While Gardner believed that all the intelligences work together and that there was no need to identify a dominant, in truth most of the recent curriculum designed by multiple intelligence schools does not employ this theory but instead accept the fact that being able identify key intelligences is very helpful [6]. Currently the most prevalent and accepted literature suggests that contrary to Gardner’s belief not all curricula could be successfully taught using all the intelligences. The headings below suggest types of material suited to each intelligence and possible teaching methodologies that could be employed [7] Gardner and his colleagues have suggested that the classic IQ tests and standardized academic tests like the SAT and GRE test nothing but one’s ability to take tests. However, the subsequent rejection of the psychometric definition of intelligence and its measurement doesn’t let the student “off the hook”. Instead the student should be tested in real world situations or in situations where the learning intelligence in question can be utilized. It is a fundamental aspect then of multiple intelligence schools that they do not use standardized tests, however students seem to still score high on them. [8]. It is not in the scope of this article to try to describe the full curriculum for a learning outcome utilizing all eight intelligences. In fact as we will see in the next section, even though Gardner suggested that instructors teach a subject using all eight intelligences, most modern instructors using this theory will choose only two or three different intelligences to focus on so as not to overwhelm the students. In this example I will be demonstrating how simple arithmetic lessons could be supplemented or even built around different intelligences. Simple arithmetic is a topic that continues to be a struggle for instructors and students alike. The classic method of teaching remains simply sitting with a child and writing formulas out for the child to answer. However for many children this mode of processing is difficult at best and for the child with a visual sequencing process disorder it is virtually impossible. Likewise for these children the classic fall back strategy employed by teachers is to use flash cards to help the student. For the student with the above disability these two strategies amount to nothing more than memorization, which quickly leads to boredom and loss of interest. However if we were to instead employ the spatial, musical, and body kinesthetic intelligences we might find the students more engaged and receptive. Employing the spatial intelligence for teaching math dictates the use of specific props that the child can see, feel, and manipulate which will help demonstrate the salient points. The tool that is now employed for this task is the Cuisenaire rod. It is a set of 10 blocks that each possesses a unique color and length which denotes their value (1-10). By using these rods in conjunction with verbal instruction the students can perform the same addition, subtraction, multiplication and division, and grasp the underlying mechanisms while avoiding the classic confusion of symbols and writing.  Take the picture at right for example. One can quickly see how one orange block makes 10. One white block (1) and one blue block (9) also make 10 (1+9=10). Like wise one can see that one light red block makes 2. Therefore it is visually evident that five red blocks (2) make the same as one orange block. (5*2=10). The basics of arithmetic rules are now displayed using no symbols whatsoever. However, let’s say that we would like to instead employ a musical and kinesthetic approach to teaching math. Now we would need to use a resource like a prerecorded song and dance and teach it to the children. [|Jennifer Fixman] has devised a fantastic set of songs and dances to teach mathematics. Using this resource we have the children sing along with the addition and subtraction while jumping and shaking their fists in time counting. For example, students start counting at 8 then 9(holding one finger) then ten (holding 2 fingers) then 11 (holding 3 fingers). They know they started with eight, added 3 fingers and ended up at 11 (8+3=11), once again with no symbols. Simply stated, the theory of multiple intelligences has been a revolution in the field of education, specifically in the grade school area. Like all theories that gain great popularity, the hands on application of the theory and its pure concept diverge greatly. This causes educators on both sides of the debate to continually develop quality arguments and rebuttals. Here I will try to discuss the implications of this theory by addressing both the views of the proponents and the opponents. At the end of this section I will also show two successful schools that are using multiple intelligences in their instruction. I will start by describing the important reasons why instructors like the multiple intelligences theory. The following is a succinct list of the positive aspects of the theory: The following is a list of detractors and arguments against to the use of multiple intelligences classroom: Taking the above arguments into account it is clear that some topics are much harder to pursue with multiple intelligences than others. Further, the instructor must balance the pursuit of the multiple intelligences theory with the need for standardized tests and curriculum demands. Much more time is needed to teach in the multiple intelligences form and often a greater student to instructor ratio is needed as well. [|Montessori] and [|Waldorf] educational systems are very good examples of how this system can be put to use and allow students to thrive and eventually integrate into the traditional collegiate system. Both of these systems have some very similar components that make them standout: Having personally been diagnosed with a [|visual sequential learning disorder] in my early tween years, I am very fond of this learning theory. I accredit this learning theory with renewing my love of learning and eventually continuing on to become a teacher myself. Because of my disability I have great difficulty in the creation of hand written text and mathematics. The words that I write are horribly misspelled, the sentences are not straight on the page or spaced appropriately, and even the strokes of the letters I make are crooked. I am a classic case where much of the verbal/lingual intelligence is actually prohibitive when trying to learn new material. I have and always will be an exceptional reader. However, because of the way the letters and numbers come out on paper when I write, it is virtually impossible for me to write coherently for any long period of time. Hence, note taking and copying of the teacher’s information from the blackboard is virtually impossible. This was so pronounced that at first the teachers thought that I might have a vision problem and that I might need glasses to see the board. This led me to a loss of interest in school and even a dread of attending regular classes. Behavior issues and truancy were not far behind. I was left with a fear of school and specifically mathematics that has taken me years to correct. My early education is a very pleasant memory of free learning at a Montessori school. I am sure that because of my learning style I was a nightmare to the teachers there, but because of the teaching style, I felt quite at home. However as soon as the predominant teaching method became writing, I was at a severe disadvantage. I had difficulty taking tests and my notes were virtually illegible, much to the great frustration of my parents. I am lucky that in addition to being a voracious reader I can do mathematics in my head without pencil and paper. It has been suggested that this might be a compensation for my disabilities. In fact the first counselor that worked with me used these skills to diagnose me. I could add coins and bills very fast, but when asked to do the same calculations and “show my work”, I couldn’t get far. Needless to say, at the time of my diagnosis the field of learning disabilities was quite new and not well formed. It has only been in the last few years that a classification for me has been made in the literature. At the time when my diagnosis was made, it was sufficient for someone to tell me that I wasn’t stupid or lazy, just that I thought differently. I could tell my friends and teachers, “just let me do it my way” and I could get to the correct solution. I was no longer insufficient, not even broken. I was unique. I could start to fabricate my own lessons and even excel because I could think differently. Today we would say that I used the other intelligences to compensate for my brain’s processing. In fact, today the word disability might not even be uttered. In my middle teen years my parents had adopted this philosophy of multiple intelligences (we didn’t call it that back then though) and were very willing to buy me one of the earliest computers to write and spell-check on. I found that the kinesthetic aspect of writing using a keyboard circumvented my disability and that the autocorrect features compensated for my spelling. By the time I got into late high school I could quickly write and tackle large papers which allowed me to leave high school early and participate in college classes when I was only 16. By the time I had finished my undergraduate education I had used the theories above to teach myself how to take notes. The doodles on my class notes that used to be a sign of distraction became the symbols I now used to remember class discussions, topics, assignments and even became the framework for papers that I would eventually write. I believe that the time is right for our educational system to use the multiple intelligences to their greatest effect. For the first time in human history we have a device that can deliver classic education while appealing to the multiple intelligences of a student. We call it the computer. What is multimedia but the use of video, sound, and color to supplant texts? Web-casts, pod-casts, and instant messaging allow interpersonal communication like never before. New haptic devices like the [|Sony Wii] will soon allow for dance and kinesthetic learning. I find this notion of using technology to promote multiple intelligences even more intriguing with the populations that I teach, vocational learners. These are people that have been traditionally failed by the established educational system. Or should I say the traditional education system has failed to provide for them. Regardless, the use of multiple intelligence theory with the use of technology is the synergy that our culture needs to create a complete and holistic society for the next millennium. If we are to stay relevant and cutting edge we need to train and teach a new generation of citizens to be competitive. Educational technology is the answer. It should be noted that although I can articulate this now, it has only been with the passing of decades and the reflection that teaching others has brought that I truly understand the path that I have taken. I feel that I personally owe Gardner a debt of thanks. Clearly his theory’s are strange and even a little fringe for most people’s taste. They are hard to apply and are not universally applicable to all people and all situations. However they are the seed that when applied correctly helped me become the man I am today.
 * Linguistic intelligence – the use of words and writing to learn
 * Logical-mathematical intelligence – The use of math and puzzles to learn
 * Spatial intelligence – The use of form, shape and color to learn
 * Bodily-kinesthetic intelligence – the use of movement to learn
 * Musical intelligence – the use of rhythm and music to learn
 * Interpersonal intelligence - the use of interacting with others to learn
 * Intrapersonal intelligence – the use of self analysis to learn
 * Naturalist intelligence – the use of the environment and it’s laws to learn
 * Discuss and explain how the theory operates (10 pts) **
 * Potential isolation of the intelligence by brain damage.
 * The exclusive use of a single intelligence by savants, prodigies and other exceptional individuals.
 * An identifiable core operation or set of operations in human interaction.
 * A distinctive developmental history, along with a definable set of 'end-state' performances.
 * An evolutionary history and evolutionary plausibility.
 * Support from experimental psychological tasks.
 * Support from psychometric findings.
 * Susceptibility to encoding in a symbol system.
 * ** Verbal/Linguistic Intelligence ** - Involves reading, writing, speaking, and conversing in one's own or foreign languages. It may be exercised through reading interesting books, playing word board or card games, listening to recordings, using various kinds of computer technology, and participating in conversation and discussions.
 * ** Logical/Mathematical Intelligence ** - Involves number and computing skills, recognizing patterns and relationships, timeliness and order, and the ability to solve different kinds of problems through logic. It may be exercised through classifying and sequencing activities, playing number and logic games, and solving various kinds of puzzles.
 * ** Visual/Spatial Intelligence ** - Involves visual perception of the environment, the ability to create and manipulate mental images, and the orientation of the body in space. It may be developed through experiences in the graphic and plastic arts, sharpening observation skills, solving mazes and other spatial tasks, and exercises in imagery and active imagination.
 * ** Bodily/Kinesthetic Intelligence ** - Involves physical coordination and dexterity, using fine and gross motor skills, and expressing oneself or learning through physical activities. It may be exercised by playing with blocks and other construction materials, dancing, playing various active sports and games, participating in plays or make-believe, and using various kinds of manipulations to solve problems or to learn.
 * ** Musical Intelligence ** - Involves understanding and expressing oneself through music and rhythmic movements or dance, or composing, playing, or conducting music. It may be exercised by listening to a variety of recordings, engaging in rhythmic games and activities, and singing, dancing, or playing various instruments.
 * ** Intrapersonal Intelligence ** - Involves understanding one's inner world of emotions and thoughts, and growing in the ability to control them and work with them consciously. It may be exercised through participating in independent projects, reading illuminating books, journal-writing, imaginative activities and games, and finding quiet places for reflection.
 * ** Interpersonal Intelligence ** - Involves understanding how to communicate with and understand other people and how to work collaboratively. It may be exercised through cooperative games, group projects and discussions, multicultural books and materials, and dramatic activities or role-playing
 * ** Naturalist Intelligence ** - Involves understanding the natural world of plants and animals, noticing their characteristics, and categorizing them; it generally involves keen observation and the ability to classify other things as well. It may be exercised by exploring nature, making collections of objects, studying them, and grouping them.
 * Demonstrate, show an example, or provide a way for your reader to see the theory in action (5 pts) **
 * Analyze and discuss the theory’s application to instruction (i.e., its importance to learning theory, its strengths for instruction, its weaknesses for instruction, what it does well and not well) (20 pts) **
 * It has a very popular grass roots base. Because it appeals to many home school parents and many parents of children that don’t learn well in the traditional school environment there is an abundance of curriculum and materials. It has become so prevalent in our society that it is very easy to find an instructional method using the multiple intelligences for almost every topic imaginable. This makes out of the box teaching very easy for parents and instructors. Especially for parents who themselves might have encountered traditional educational hurdles.
 * It allows instructors to make personalized instruction for students. It creates not only a personally relevant learning module that is directed at the students needs, but it also can be brought to bear on the classic real world problems that students might find. For example learning simple addition and subtraction on paper often doesn’t translate well into the mainstream commercial life in North America. However being able to mentally manipulate the values of coins and in so doing perform addition, subtraction and multiplication can help students navigate many real world scenarios. This real world relevance is a strong motivator for adults trying master difficult subjects as well.
 * The practice of using multiple intelligences allows students to become their own instructors. Once a student understands how they learn they can apply their on methods to problem solving. This empowerment and self esteem building can often take problem children and discipline cases and turn them into stellar academic candidates.
 * Learning a concept in the multiple intelligences manner allows for a deep meta-cognition that is not often available when simple memorization or operant education is employed. In essence students using multiple intelligences understand in greater detail the mechanics of the solution not just how to use the solution to solve the problem. This allows the students to apply the solution to a greater range of problems, to understand what the problem might be caused by, the implications for failure to solve the problem, and also have deeper motivation to solve the problems [6].
 * This system is attractive to instructors because it often times validates what the instructor already knows about a specific student, that he or she is smart, but processing differently. It allows for a deep and satisfying sense of accomplishment for both instructor and student that builds a trust that is at the core of a classrooms success.
 * Because the lesson can be taught in several ways, the information can be redundantly processed and reinforced without the risk of boredom and loss of interest.
 * It allows for greater mainstreaming of the special education student. It empowers students and parents to disregard the notion of disability, and instead embrace a concept of uniqueness. The same students that were once failing now become prodigies. An instructor that sees a student in this regard is much more likely to want them in their classroom.
 * The parent being involved in the learning process makes the learning a fluid transition from school to home.
 * Often times when multiple intelligence theory is taken to an extreme, or poorly implemented, the classroom can become a cognitive distraction or even a distraction to the learning process.
 * Many parents that have successfully navigated the traditional education system believe that because it is so different from their own education that it is worthy of suspicion. Many parents also believe that because there are often few tests and even fewer report cards, the multiple intelligences system is a watered down education.
 * Instructors must be very communicative and willing to explain the process. If educators are not able to take the time to explain to administrators and parents about the theory, the process of using multiple intelligences will be disbanded quickly.
 * The classic education system is based off of short term goals. To this end the vast majority of state funding comes only when a school can show appreciable success on a quarterly or yearly basis. The process of using multiple intelligence theory is often slow and not predictable. This can make it incompatible with the demands of a public school.
 * Because so much time is needed not to just teach the concept, but to prepare for teaching it, many instructors find that with the large load of objectives they need to cover in the school year the multiple intelligences system starts to be viewed as a luxury.
 * Lastly, the fact that a school and an instructor’s success need to be objectively measured for outcomes is often incompatible with the multiple intelligences curriculum. This is especially true if the testing method is radically different (verbal, lingual, and symbolic) from the intelligence used to teach the concept. While proponents say that standardized test scores for multiple intelligences students are often higher than the national average, it is exceedingly difficult to tease out testing bias. For example: The vast majority of multiple intelligence students are either home schooled or attend private schools. Both the instructor to student ratio and the socio-economic class issues found in these two environments provides for significant bias. Once the bias has been statistically eliminated it is unclear that the multiple intelligences student falls ahead of the pack [8]
 * They are developmentally appropriate in that they allow students to learn material based on their developmental age not their chronological age.
 * They both are very respectful of the needs of young students to learn in a kinesthetic manner.
 * They allow for students to use a self guided approach to learning. To this end the schools don’t just allow it, they encourage it. Students study in great depth a topic of interest, and then move on at the students pace, allowing the student to choose the next topic of learning.
 * They also believe that there are special periods in the child’s life (maybe only weeks or months at a time) where they are tuned to learning a specific skill. Care must be taken to identify this and make the most use of it.
 * Give your personal understanding of the theory, why you chose it to analyze, what it means for you or your practice, etc. (10 pts) **
 * Biblography **
 * 1) Gardner, H., & Hatch, T. (1989). Multiple intelligences go to school: Educational implications of the theory of multiple intelligences. Educational Researcher, 18(8)
 * 2) Gardner, Howard. __Frames of Mind: The Theory of Multiple Intelligences__. New York: Basic,1983
 * 3) Judy Singer,"Odd People In: The Birth of an Autistic Self Advocacy Movement." A thesis presented to the Faculty of Humanities and Socials Sciences, University of Technology Sydney (UTS) 1998 towards the Degree of BA (Hons)
 * 4) Armstrong, T. L. (1988). Describing strengths in children identified as "learning disabled" using Howard Gardner's theory of multiple intelligences as an organizing framework. //Dissertation Abstracts International,// 48(8A),2038-2039.
 * 5) Csikszentmihalyi, M. (2000, April 19). Education for the 21st century. //Educa­tion Week, 46.//
 * 6) Hoerr, T. (2000). //Becoming A Multiple Intelligences School//. ASCD: Alexandria, VA.
 * 7) Linda MacRae Campbell and Bruce Campbell of [|//Teaching and Learning Through the Multiple Intelligences.//] (1996, 1999 Allyn & Bacon.)
 * 8) Fierros, E.G. (2007). “Parental Considerations for Students with Special Needs Wishing to Attend Charter Schools” //Paper Proceedings from the 14th Annual World Congress on Learning Disabilities//, Burlington, MA: Learning Disabilities Worldwide.