Part 1: Biological Basis
Howard Gardner's theory
of multiple intelligences is based
on the premise that
each individual's intelligence is composed of multiple "intelligences," each
of which has its own independent operating system within the brain. These
intelligences include: verbal-linguistic, logical-mathematical, spatial,
bodily-kinesthetic, musical, interpersonal, intrapersonal, and naturalist.
The verbal-linguistic
intelligence is the use of both written and spoken language for the purpose
of communication. Those possessing the verbal-linguistic intelligence are
sensitive to the meanings, sounds, and rhythms of words. They love reading,
poetry, tongue twisters, puns, humor, puzzles, and riddles.
The
logical-mathematical intelligence is the use of abstract
relationships presented
in terms of either numbers or symbols. It also includes the use of logic and
analysis in the sense of logically organizing an essay or analyzing poetry.
Those possessing the logical-mathematical intelligence enjoy number games,
problem solving, pattern games, and experimenting. They also do well with
writing that involves exposition, argumentation, definition, classification,
and analysis.
The spatial
intelligence is the manipulation of objects within a given space, whether
that space is the size of a piece of paper, a room, a building, or a town.
Those possessing the spatial intelligence respond to visual cues and they
like to invent and design.
The bodily-kinesthetic
intelligence is the ability to use the body effectively to solve problems.
Those possessing the bodily-kinesthetic intelligence enjoy dramatics,
role-playing, dancing, and physical _expression.
The musical
intelligence is the ability to make use of the relationship between pitch,
rhythm, and timbre. Those
possessing the musical
intelligence enjoy playing instruments, singing, and drumming, and they like
the sounds of the human voice, environmental sounds, and instrumental
sounds. It has been described as hearing patterns.
The interpersonal
intelligence is the ability to understand the thoughts, beliefs, and intents
of others and the ability to respond appropriately. Those possessing the
interpersonal intelligence are social and are in tune with the feelings of
others. They make excellent leaders, can help their peers and work
cooperatively with others.
The intrapersonal
intelligence is a sense of self-awareness used to guide individual behavior.
Those possessing the intrapersonal intelligence like to work independently.
They are self-motivated and self-aware.
The naturalist
intelligence is an understanding of the natural world and the ability to use
that understanding productively. Those possessing the naturalist
intelligence can recognize and classify elements from the natural world
(e.g. farming or biological science).
The exact combination
of intelligences varies from person to person. For example, one person might
be strong in the verbal-linguistic and interpersonal intelligences with
secondary strengths in the intrapersonal, spatial, and musical intelligences
and weaknesses in the logical-mathematical, bodily-kinesthetic, and
naturalist intelligences. Another person could have an entirely different
combination of intelligences. Each person's makeup of intelligences is very
similar to DNA; no one has exactly the same combination of intelligences.
Gardner's criteria for
selecting these particular abilities as intelligences include: independence
from other intelligences (within the brain); having a central set of
information-processing operations; having a distinct developmental history;
having roots in evolutionary history; and having a cultural basis. When
Gardner says that intelligences are independent, he is referring to separate
sections of the brain that control each intelligence and have distinct
methods of processing information. According to an article by Tina Blythe
and Gardner, each intelligence has its own "distinct mode of thinking."
Gardner's research with
brain-injured adults and with autistic children has indicated that the human
brain has separate areas that control separate functions. For example,
Gardner described a woman who suffered a brain injury and lost the ability
to speak, yet she maintained her ability to sing. This example shows that
the verbal-linguistic intelligence functions separately from the musical
intelligence.
Gardner makes a
distinction between the isolation of each
intelligence within the
structure of the human brain and the
isolation of the
intelligences when called upon to complete real-world operations.
Intelligences do not work independently of one another in a real-world
setting. According to the theory, most tasks require the simultaneous use
of several intelligences in order to be completed successfully. Bruce Torff
offers the example of a chess player who must use logic and spatial skills
to plan ahead and figure out moves and must also use interpersonal skills to
figure out the opponent's defense and plan of action. The intelligences are
separate entities which operate in conjunction with each other to create the
whole of each individual's ability.
Learn more about the
multiple Intelligences --
http://www.TheWritingTutor.biz/articles/MI-intro-prob.php
References
Armstrong, T. (1994). Multiple intelligences: Seven ways to approach
curriculum. Expanded Academic ASAP [on-line
database]. Original Publication: Educational Leadership, 52
(3).
Blythe, T., & Gardner, H. (1990). A school for all
intelligences. Educational Leadership, 47 (7), 33-37.
Campbell, L., Campbell, B., & Dickinson, D. (1992). Teaching and learning
through multiple intelligences. Stanwood, WA: New Horizons for Learning.
Checkley, K. (1997). The first seven ... and the eighth: A
conversation with Howard Gardner. Expanded Academic ASAP [on-line database].
Original Publication: Education, 116.
Gardner, H. (1983). Frames of mind: The theory of multiple
intelligences. New York: Basic Books.
Gardner, H. (1995a). Multiple intelligences as a catalyst.
English Journal, 84 (8), 16-18.
Gardner, H. (1995b). Reflections on multiple intelligences:
Myths and messages. Expanded Academic ASAP [on-line
database]. Original Publication: Phi Delta Kappan, 77 (3).
Gardner, H., & Hatch, T. (1990). Multiple intelligences go to school:
Educational implications of the theory of multiple intelligences (Tech. Rep.
No. 4). New York: Center for Technology in Education. (ERIC Document
Reproduction Service No. ED 324 366).
Gray, J. H., & Viens, J. T. (1994). The theory of multiple
intelligences: Understanding cognitive diversity in school.
Expanded Academic ASAP [on-line database]. Original
Publication: National Forum, 74 (1).
Meyer, M. (1997). The GREENing of learning: using the eighth intelligence.
Wilson Select [on-line database]. Original Publication: Educational
Leadership, 55.
Moll, A. (n.d.). Kentucky Department of Education. Multiple intelligences
self profile [WWW]. URL:
www.kde.state.ky.us/MI/misurvey.html (Accessed September 29,
1998).
Reiff, J. C. (1996). Bridging home and school through multiple
intelligences. Expanded Academic ASAP [on-line database]. Original
Publication: Childhood Education, 72 (3).
Smagorinsky, P. (1991). Expressions: Multiple intelligences in the English
class. Urbana, IL: National Council of Teachers of English.
Smagorinsky, P. (1995b). Multiple intelligences in the
English class: An overview. English Journal, 84 (8), 19-26.
Torff, B. (1996). How are you smart?: Multiple intelligences
and classroom practices. The NAMTA Journal, 21 (2), 31-43.
Michele R. Acosta is a writer, a former English teacher, and the mother of
three boys. She spends her time writing and teaching others to write. Visit
http://www.TheWritingTutor.biz/articles for more articles,
http://www.TheWritingTutor.biz/writing_editing_service for
professional writing and editing services, or
http://www.TheWritingTutor.biz
for writing and educational resources for young authors, teachers, and
parents.
Copyright (c) 2004-2005 The Writing Tutor & Michele R. Acosta. All rights
reserved.
|
Critical Thinking for
Multiple Learning Styles
Every classroom is made up of
students who have different learning styles. Critical Thinking for Multiple
Learning Styles is designed to help teachers connect with each and every
student:
- Word Players love to read and
write. They're at home in the library, and games like Scrabble and Taboo
appeal to them.
- Questioners excel in math and
science classes. They like to analyze and look for patterns, and their
personal heroes are people like Bill Gates or Marie Curie.
- Visualizers are drawn to images and
colors. They create cartoons and invent unusual gadgets.
- Movers enjoy physical activities.
Games, skits, and demonstrations are the types of activities that appeal
to them. Hands-on learning works well with movers.
- Naturalists view the world around
them as their classroom. They are fascinated by plants and animals and
outer space. They are natural observers.
- Music Lovers' worlds revolve around
music and dance. Mnemonics prove useful to them when it comes to
memorization.
- Socializers thrive on social
contact. Collaboration and communication are the keys. Activities such as
interviews, debates, and simulations really tap into their learning
strengths.
- Individualists tend to be
self-motivated thinkers. They prefer self-assessment projects, and they
flourish with computer work and essays.
Critical Thinking for
Multiple Learning Styles offers a multitude of lessons and activities that
address the specific needs of each of these types of learners. Warm-up
activities prime students for learning, and brain puzzlers keep them
thinking creatively. Higher-order-thinking (HOT) strategies are stressed, as
lessons focus on hands-on learning, collaboration, and real-life problem
solving and decision making.
To Purchase Click
below
Critical Thinking for Multiple Learning Styles
Part 2: Cultural
Influence
Howard Gardner's theory of multiple intelligences developed as he worked
with brain injured adults and autistic children. He identified distinct
portions of the brain that control specific human abilities or talents like
analysis, classification, speech, self-awareness, etc. He has identified
eight distinct abilities that he refers to as "intelligences":
verbal-linguistic, logical-mathematical, spatial, bodily-kinesthetic,
musical, interpersonal, intrapersonal, and the naturalist. In addition to
the biological basis for these intelligences, Gardner also places great
emphasis on cultural influences that may impact the development of each
intelligence.
Culture determines what parents and schools will teach their children based
on the needs of the community. Gardner says: "It is the culture that defines
the stages and fixes the limits of individual achievement." For example,
educators have found that the Mexican American culture places a strong
emphasis on community and on family; therefore, many members of this
community have well-developed interpersonal intelligences.
The influence culture has on the development of the intelligences points to
one of the most important components of the theory -- the makeup of
intelligences changes over time with age and with experience. Thomas Hatch
profiled the intelligences of several children when they were in
kindergarten and again when they were in the sixth grade. He discovered that
their intelligence profiles had changed over time. Hatch says: "Just because
young children display particular capacities does not necessarily mean that
they will grow up to excel in activities involving those capacities.
Children's intelligences, the manner in which they display them, and how
successful they are, shift, grow, and vary over time."
In other words, if intelligences change with time and experience, they can
be learned. If they can be learned, they can be taught. As a result,
students who are not strong in one intelligence can be taught to develop
that intelligence. According to Bruce Torff: "The intelligences develop -
they grow and change over time, which allows strengths to be exploited and
weaker areas remedied. ...If you provide the right kinds of support for
students, they build the kinds of intellectual structures that enable them
to do things."
David Lazear says that teachers should watch for "ways to help students
stretch into new intellectual areas – maybe areas in which they are
uncomfortable or weak." Not only are weaker areas strengthened, but students
develop a better self-image because they use a well developed intelligence
to improve a weaker one.
In an interview with Kathy Checkley, Gardner said: "Teachers have to help
students use their combination of intelligences to be successful in school,
to help them learn whatever it is they want to learn, as well as what the
teachers and society believe they have to learn." In other words, Gardner
believes that teachers need to find ways to incorporate instruction into
their classrooms that encourages students to develop weaker intelligences by
drawing on their strengths. This in turn improves both attitude toward
learning and academic achievement.
Learn more about the multiple Intelligences --
http://www.TheWritingTutor.biz/articles/MI-intro-prob.php
References:
Checkley, K. (1997). The first seven ... and the eighth: A conversation with
Howard Gardner. Expanded Academic ASAP [on-line database]. Original
Publication: Education, 116.
Gardner, H. (1983). Frames of mind: The theory of multiple intelligences.
New York: Basic Books.
Hatch, T. (1997b). Getting specific about multiple
intelligences. Expanded Academic ASAP [on-line database]. Original
Publication: Educational Leadership, 54 (6).
Lazear, D. G. (1994). Multiple intelligences approaches to assessment:
Solving the assessment conundrum. Tucson, AZ: Zephyr Press.
Torff, B. (1996). How are you smart?: Multiple intelligences and classroom
practices. The NAMTA Journal, 21 (2), 31-43.
Vasquez, J. A. (1990). Teaching to the distinctive traits of minority
students. The Clearing House, 63, 299-304.
Michele R. Acosta is a freelance writer, a former English teacher, and the
mother of three boys. She spends her time writing and teaching others to
write. Visit
http://www.TheWritingTutor.biz/articles for more articles,
http://www.TheWritingTutor.biz/writing_editing_service for
professional writing and editing services, or
http://www.TheWritingTutor.biz
for writing and educational resources for young authors, teachers, and
parents. Copyright (c) 2004-2005 The Writing Tutor & Michele R.
Acosta. All rights reserved.
|
