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Understanding Multiple Intelligences in EDU-302

The document discusses Gardner's theory of multiple intelligences. It defines eight types of intelligence: logical-mathematical, linguistic, bodily-kinesthetic, spatial, interpersonal, musical, naturalist, and intrapersonal. It explains that understanding students' multiple intelligences allows teachers to better meet the needs of diverse learners. Teachers can reinforce all intelligence types in each student and allow for individual learning processes. This benefits students by helping them discover talents, become more engaged learners, develop confidence, and succeed according to their strengths.

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Miralkhan003 Miralkhan003
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Topics covered

  • naturalist intelligence,
  • critical thinking,
  • musical intelligence,
  • cognitive development,
  • learning styles,
  • student assessment,
  • active learning,
  • student engagement,
  • cognitive diversity,
  • intelligence assessment
131 views4 pages

Understanding Multiple Intelligences in EDU-302

The document discusses Gardner's theory of multiple intelligences. It defines eight types of intelligence: logical-mathematical, linguistic, bodily-kinesthetic, spatial, interpersonal, musical, naturalist, and intrapersonal. It explains that understanding students' multiple intelligences allows teachers to better meet the needs of diverse learners. Teachers can reinforce all intelligence types in each student and allow for individual learning processes. This benefits students by helping them discover talents, become more engaged learners, develop confidence, and succeed according to their strengths.

Uploaded by

Miralkhan003 Miralkhan003
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd

Topics covered

  • naturalist intelligence,
  • critical thinking,
  • musical intelligence,
  • cognitive development,
  • learning styles,
  • student assessment,
  • active learning,
  • student engagement,
  • cognitive diversity,
  • intelligence assessment

Human Development and Learning (EDU-302)

Assignment # 1

1. Define intelligence.Write a note on Gardner's theory of multiple intelligences? Why

is it important for teachers to know and understand the different multiple

intelligences.

Intelligence

The basis of learning is intelligence. The degree of intellect influences how successful

learning is. It is well known that high-intelligence students are simpler to teach, direct,

and guide than low-intelligence students.

Gardner's theory of multiple intelligences

Both psychologists and educators have criticised Gardner's idea. These detractors claim

that Gardner's concept of intelligence is too wide, and that his eight "intelligences" are

really a collection of talents, personality traits, and abilities. Gardner's theory is similarly

bereft of actual evidence to back it up. Howard Gardner first introduced the hypothesis of

many intelligences in his 1983 book "Frames of Mind," in which he broadens the concept

of intelligence and identifies numerous separate types of cognitive abilities. While

evaluating each "candidate" intelligence, Gardner devised a set of eight inclusion criteria

based on several scientific areas.

1) Logical-Mathematical Intelligence:
The ability to think logically, solve problems mathematically, and research situations

scientifically is referred to as logical-mathematical intelligence.

2) Linguistic Intelligence:

Linguistic intelligence is a subset of Howard Gardner's multiple intelligence hypothesis

that deals with sensitivity to spoken and written language, language learning ability, and

the ability to utilise language to achieve specific goals.

3) Bodily-Kinesthetic Intelligence:

The ability to use one's entire body or sections of it (such as the hand or the mouth) to

solve issues or design goods is known as bodily kinesthetic intelligence.

4) Spatial Intelligence:

The ability to detect and manage patterns in large spaces (such as those used by

navigators and pilots) as well as patterns in smaller spaces (such as those important to

sculptors, surgeons, chess players, graphic artists, or architects) is a trait of spatial

intelligence.

5) Interpersonal Intelligence:

Interpersonal intelligence is the ability to comprehend other people's goals, motives, and

ambitions, and hence to collaborate effectively with them.


6) Musical Intelligence:

Musical intelligence is the ability to recognise, perform, compose, and appreciate musical

patterns.

7) Naturalist intelligence:

Naturalistic intelligence entails an understanding of the flora and fauna of one's

environment, as well as the ability to recognise and classify them.

8) Intrapersonal Intelligence:

Intrapersonal intelligence is the ability to comprehend oneself, to have an effective

working model of oneself—including one's own desires, anxieties, and capacities—and

to utilise that information to regulate one's own life.

Why is it important for teachers to know and understand the different multiple

intelligences.

Any educator will tell you that no two children think or learn in the same manner, and

that it is sometimes necessary to present knowledge in a completely different way to

reach some kids. The idea of multiple intelligences backs up these observations, and it

can give teachers a framework and tools to better fulfil the requirements of the various

types of students in every classroom.

Educators who use the theory of multiple intelligences in the classroom take into account

the various types of learners in their classes, reinforce all types of intelligences in each
student, and allow for an individual learning process that will eventually allow each

learner to use his or her specific abilities and demonstrate learning.

Giving our students the opportunity to discover and develop their various intelligences

can have a variety of benefits for them, ranging from the development of new talents to

becoming more involved and active learners; developing their capacity to recognise, and

almost more importantly, value their individual strengths; or guiding them to become

confident, successful, and accomplished adults in their field of choice.

As a result, children with a dominantly linguistic/logical-mathematical mind perform

better in most traditional education systems, with their strengths rewarded and learning

experiences that correspond to how they process information. Children with various

strengths, such as those related to the arts, receive far less reinforcement of their ability

and a learning experience that does not often resonate with or allow them to use their

abilities.

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