Multiple Intelligences
Although the word "intelligence" has come to mean a number of different things (usually associated with Gardner's "logical-mathematical" intelligence), Gardner proposed three distinct uses of the term intelligence:
- a property of all human beings (All of us possess these 8 or 9 intelligences)
- A dimension on which human beings differ (No two people- not even identical twins- possess exactly the same profile of intelligences)
- The way in which one carries out a task in virtue of one’s goals (Gardner, 2011, p. xv)
By "multiple intelligences", I am referring to Howard Gardner’s (1983) theory of multiple intelligences, which includes:
- musical intelligence,
- visual-spatial intelligence,
- verbal-linguistic intelligence,
- logical-mathematical intelligence,
- bodily-kinesthetic,
- interpersonal intelligence, and
- intra-personal intelligence
The above graphic about multiple intelligences came from:
http://misterrichard.weebly.com/uploads/2/4/2/1/24219430/1382118375.jpg
http://misterrichard.weebly.com/uploads/2/4/2/1/24219430/1382118375.jpg
What Does Gardner Say?
I have included two excerpts from Gardner's revised edition of Frames of Mind that further explain his intentions behind multiple intelligence theory in light of how it can be used and how it is not intended to be used in the field of education.
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"In light of three decades of research and reflection, I can summarize the educational implications of MI theory quite crisply- the so-called elevator speech. An educator convinced of the relevance of MI theory should individualize and pluralize.
By individualizing, I mean that the educator should know as much as possible about the intelligences profile of each student for whom he has responsibility; and, to the extent possible, the educator should teach and assess in ways that bring out that child’s capacities. By pluralizing, I mean that the educator should decide on which topics, concepts, or ideas are of greatest importance, and should then present them in a variety of ways. Pluralization achieves two important goals: when a topic is taught in multiple ways, one reaches more students. Additionally, the multiple modes of delivery convey what it means to understand something well. When one has a thorough understanding of a topic, one can typically think of it in several ways, thereby making use of one’s multiple intelligences. Conversely, if one is restricted to a single mode of conceptualization and presentation, one’s own understanding (where teacher or student) is likely to be tenuous." Gardner, 2011, p. xvi "This line of analysis has led to perhaps surprising conclusion. Multiple intelligences should not- in and of itself- be an educational goal. Educational goals need to reflect one’s own (individual or societal) values, and these values can never come simply or directly from a scientific theory. Once one reflects on one’s educational values and states one’s educational goals, however, the putative existence of our multiple intelligences can prove very helpful. And, in particular, if one’s educational goals encompass disciplinary understanding, then it is possible to mobilize our several intelligences to help achieve that lofty goal- for example, by employing multiple modes of presentation and diverse forms of assessment."
Gardner, 2011, p. xvii |
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Multiple Intelligences and student work: Success Stories from Six Schools
The following figures are from Campbell and Campbell (1999)'s work Multiple Intelligences and Student Work: Success Stories from Six Schools. Although many multiple intelligence (MI) programs in schools are not officially affiliated with Gardner (I believe there are some that are), Campbell and Campbell (1999) outlined some helpful principals of MI Programs as well as different options for instruction and assessment that teachers can use in their classrooms.