Multiple

Multiple Intelligence:
Intelligence:
Meeting
Meeting the
the Needs
Needs of
of
All
All Students
Students
"I am 100% convinced that if I were
to come back to Earth in 50 years,
people would laugh at the idea of
uniform education.” -Howard
Gardner
 Definition
• At least eight
ways that
humans perceive
and understand
the world
• Theorized by
Howard Gardner
in 1983
All theories of learning
purport the following:
• “. . . student brains are more than IQ
and their skills span more than the
Three R’s” (Flick and Lederman 120)
• All students can learn
• It is important in education to celebrate
all aspects of diversity, including the
many ways students learn
 Reasoning Behind
Gardner’s Theory
• “Individuals should be encouraged to use
their preferred intelligences in learning.”
• “Instructional activities should appeal to
different forms of intelligence.”
• “Assessment of learning should measure
multiple forms of intelligence.”
(Gardner)
 Why the Attraction for
Educators…
• Helps to create more personalized
lessons
• Helps “explain and promote
understanding” (Owen)
• Helps promote self-motivation in
students because learning is based on
innate talents
• Validates teacher insights into their
students
The
The Eight
Eight Established
Established
Intelligences…
Intelligences…
Naturalist Learners (the
new intelligence)
• Sensitive to patterns in and
connecting to nature
• Especially like animals and natural
phenomena
• Suggestions for Teachers: Be
aware to changes in even minute
details of the classroom
environment, bring the outdoors in
 Verbal-Linguistic
Learners
• Sensitive to meanings, sounds and
rhythms of words
• Especially like storytelling and creative
writing
• Suggestions for Teachers: activities
such as dialogue writing, books on
tape, word processing, newspaper
activities, etc.
 Logical-Mathematical
Learners
• Sensitive to order and sequence
• Especially like problem solving,
noting and creating patterns and
experiments
• Suggestions for Teachers: use of
graphic organizers, showing
relationships, computer
instruction, syllogism, etc.
Visual-Spatial Learners
• Sensitive to visual cues and
images
• Especially like day-dreaming and
art
• Suggestions for Teachers: using
color, mind-mapping,
manipulatives, etc.
 Body-Kinesthetic
Learners
• Sensitive to activity, athletics and
physical gestures while talking
• Especially like role-playing,
touching and feeling
• Suggestions for Teachers: hands-
on activities, manipulatives, use of
textures, etc.
 Musical-Rhythmic
Learners
• Sensitive to singing, playing
instruments, drumming
• Especially like the human voice, sounds
from nature, instrumental music
• Suggestions for Teachers: vary voice
pitch during instruction, play music in
the classroom, watch surrounding
sounds for possible interference
Interpersonal Learners
• Sensitive to leadership
opportunities, others’ feelings;
“street smart”
• Especially like helping others, peer
tutoring, working cooperatively
• Suggestions for teachers: group
work, discussions, skits, etc.
Intrapersonal Learners
• Sensitive to their own feelings, personal
motivation
• Especially like day-dreaming, working
alone; “march to the beat of a different
drummer”
• Suggestions for Teachers: designate
quiet areas, independent practice,
journals, etc.
How
How We
We Can
Can
Change…
Change…
 According to Gardner,
“Successful education does not
require covering everything
‘from
Plato to NATO.’ In fact, the
greatest enemy of understanding is
coverage. If we try to cover everything, by
the end of the day people will have
learned very little and will have
understood nothing. As a teacher, ask
yourself, ‘If I had one hour (per semester)
to teach students, what would I teach
them?’”
The Impact on Schools
• We teach all children the way we have
met the needs of the gifted in the past
• Move beyond traditional methods;
incorporate the other six intelligences
in teaching, assessing and planning
• Teachers are better able to create more
“inclusive, affective and effective
instruction” (Owen)
 Schools in the Future
• Movement toward Apprenticeships:
have students work closely with key
individuals over an extended period
of time in order for them to learns
EXACTLY what a culture would like
them to know someday; teaching is
primarily done through example
• Creation of Children’s Museums:
Students are afforded the
opportunity to work with
interesting topics at their own
pace and in their own ways; what
they’ve “learned” in school can be
“checked out” through
experimentation; additional
questions will naturally arise that
can be brought back to the
classroom and discussed further
• Focus on the End Result/What
Students REALLY need to know
upon leaving the formal learning
environment
• Recognize that not all children will
have an “understanding” of all
traditional areas in today’s world
of information dissemination
 The Really Important
Things for Students to
Know…
• How to make use of accessible
information
• How to use expertise
• How to become lifelong learners
• How to find out about the things
they don’t know but need to know
Success
Success Stories
Stories
 Works Cited
• Andrews, Roland H. “Three Perspectives of Learning
Styles.” School Administrator. January 1994. 51:1, pp/
19+.
• Flick, Lawrence B. and Norman G. Lederman. “Popular
Theories—Unpopular Research.” School Science and
Mathematics. March 2003. 103:3, pp. 117-121.
• Gardner, Howard. “Multiple Intelligences.” TIP
Database. Ed. Greg Kearsley. 1994-2006. George
Washington University. 1 March 2006.
http://tip.psychology.org/gardner.html.
• Reiff, Judith C. “Bridging Home and School Through
Multiple Intelligences.” Childhood Education. Spring
1996. 72:3, pp. 164-166.
 Works Cited (con’t.)
• Wilson, Leslie Owen. “The Eighth Intelligence:
Naturalistic Intelligence.” Newer Views of
Learning. The CELT Center. March 2005. 1
March 2006.
http://www.uwsp.edu/education/lwilson/index.h
tm
.
• Wilson, Leslie Owen. “What’s the Big
Attraction?” New Horizons for Learning.
March 1998. New Horizons. 1 March 2006.
http://www.newhorizons.org/strategies/mi/wils
on1.htm
.