Multiple Intelligences (MI)
This theory is developed by Howard Gardner and it is known as the popular view of intelligence in schools. Howard Gardner had carried out some observations of school children and individuals with brain damage. Due to these observations, he reasoned that the abilities found are more separate and isolated than other theories portray them. The term 'Multiple Intelligences' is a type of intelligence that disagree that individuals may exhibit eight or more multiple intelligences.
Moreover, teachers have responded positively to Gardner's theory, where majority of them said that this theory may suit their experiences of the different ways in which children learn. Also, it acts as a framework for organizing curricular and assessment and focuses teachers on what a child can do(O'Donnell, Reeve&Smith, 2009). Some teachers use multiple intelligences theory to focus on the students strengths and emphasize them. In my opinion, I agree with the teacher above and would like to add that multiple intelligences do taps into students intrinsic motivation levels through their talents and also helping teachers construct self-motivating educational experiences and the ones which help instill the concept of flow in the classroom. This theory does help teachers to explain and promote understanding at intrapersonal, interpersonal, and cultural levels.
To know more about multiple intelligences, I found two You Tube clips. The video in the below talks about Multiple Intelligences In the Classroom. My understanding of this video is an advice for teachers to give various opportunities for students to learn the material, multiple ways to implement activities that best suited students multiple intelligences. As the video mentions, it is certainly not an easy task for teachers to implement all nine MI intelligences in the classroom, as it takes a lot of time for teachers to prepare activities that cater to their individual needs. Each of these intelligence has its own function. This function overlaps in order to plan lessons that will benefit students learning. All learners possess all nine multiple intelligence. This is important for teachers to develop instructional activities by paying close attention to the types of intelligences that students display as they solve problems and complete tasks. In view of this, I think it will be better if teachers provide varied activities for students to choose from, and the activities must also achieve the learning objectives.
I also learn on the support that teachers can provide to enhance students interpersonal intelligence and also briefly about existential intelligence. O'Donnell,Reeve& Smith, 2009 definition on 'existential intelligence', where it concerns with larger questions of human existence such as the meaning of life. This intelligence known as 'additional' intelligence developed by Howard Gardner.
Multiple Intelligences in the Classroom
http://www.youtube.com/watch?v=zGX458fHRF4
Below, is the YouTube clip that talks about students in Gainesville, Georgia where they know exactly how they are perceived as "smart". The teachers and administrators states that Multiple-Intelligences Theory can provide a flexible approach to good teaching. This helps to tailor classroom activities to individual students interests, needs and strengths at the school in Georgia.
http://youtu.be/7zBKAT3Ie_s
Existential intelligence
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To know more about multiple intelligences, I found two You Tube clips. The video in the below talks about Multiple Intelligences In the Classroom. My understanding of this video is an advice for teachers to give various opportunities for students to learn the material, multiple ways to implement activities that best suited students multiple intelligences. As the video mentions, it is certainly not an easy task for teachers to implement all nine MI intelligences in the classroom, as it takes a lot of time for teachers to prepare activities that cater to their individual needs. Each of these intelligence has its own function. This function overlaps in order to plan lessons that will benefit students learning. All learners possess all nine multiple intelligence. This is important for teachers to develop instructional activities by paying close attention to the types of intelligences that students display as they solve problems and complete tasks. In view of this, I think it will be better if teachers provide varied activities for students to choose from, and the activities must also achieve the learning objectives.
I also learn on the support that teachers can provide to enhance students interpersonal intelligence and also briefly about existential intelligence. O'Donnell,Reeve& Smith, 2009 definition on 'existential intelligence', where it concerns with larger questions of human existence such as the meaning of life. This intelligence known as 'additional' intelligence developed by Howard Gardner.
Multiple Intelligences in the Classroom
http://www.youtube.com/watch?v=zGX458fHRF4
Below, is the YouTube clip that talks about students in Gainesville, Georgia where they know exactly how they are perceived as "smart". The teachers and administrators states that Multiple-Intelligences Theory can provide a flexible approach to good teaching. This helps to tailor classroom activities to individual students interests, needs and strengths at the school in Georgia.
http://youtu.be/7zBKAT3Ie_s
Existential intelligence
Based on Howard Gardner theory, an individual may have one or more of these intelligences below
- Musical Intelligence (music smart)
- Verbal-Linguistic Intelligence ( word smart)
- Interpersonal Intelligence (individual smart)
- Intrapersonal Intelligence ( people smart)
- Bodily Kinesthetic Intelligence ( physical smart)
- Visual Spatial Intelligence (2D an design smart)
- Logical- Mathematical Intelligence ( numbers smart)
- Naturalistic Intelligence ( nature smart)
I took a test which is called the Birmingham Grid for Learning Multiple intelligences and found that I scored high for musical intelligence, bodily-kinesthetic, naturalistic, and verbal-linguistic, while I scored less for logical mathematical and visual- spatial. I agree with the test because it is true that I love music and study with the music on. It keeps me calm and concentrate better. I'm also a bodily-kinesthetic person where I enjoyed hands on activities such as making playdoh or any other material and love moving around. I also enjoy sports such as running for a marathon. Furthermore, I can say that I'm a naturalistic person because of my love of animals especially dogs. I have a pet dog whom I really love taking care of and I am also a nature lover.
Benefits of using Multiple Intelligences(MI)
Teachers
With multiple intelligences comes to mind to teachers, this will be a great authentic learning based on needs, talents and interests. The multiple intelligent classrooms seen as the "real" and "authentic" world.
Parents
Parents and community involvement in the school may increase. This will encourage both parents and the community to be a part of the students work, as they demonstrate their work.
Students
They will be present and share some of their strengths. Building their strengths, gives students to be a 'specialist' and this will develop their self esteem. To value their strengths.
(Educational Broadcasting Corporation, 2004)
Other Educational Leaders say about MI
The theory of MI celebrated its 20-year anniversary in 2004. This topic has been influence by many educational researchers. The following articles, books, and monographs examine applications of Multiple Intelligences for students in the special education. Adapting Instruction While Maintaining High Expectations Armstrong (2000) has proposed that the theory of MI has broad implications for special education. Because MI focuses on a wide spectrum of abilities, it helps placed "special needs" in a broader context. Armstrong maintains that a growth paradigm would be more appropriate for students with special needs. Teachers who viewed "special needs" in the context of the eight intelligences viewed all students differently. By using Multiple Intelligences ( M1) as a backdrop, teachers can begin to perceive children with special needs as whole persons possessing strengths in many areas ( Armstrong, 2000,p.104). Numerous educators (Cushner, McClelland, & Safford, 2003; Gardner, 1999; Kornhaber, Fierros, & Veenema, 2004; Perkins, 1992) have argued that the best learning opportunities are those that are most successful for all students. What may need emphasis, is the way that the lessons are specifically tailored to needs of individual students or small group of students. Armstrong (2000) summarises that not only MI curriculum provides teachers with ways to personalise education for students, it also helps to cultivate a passion for life and career goals(see Fierros, 2004)
Learning Styles
The other theory that I learnt in Dr.Rajan class is all about Learning Styles. It defines on how people learn successfully and how a person prefers to concentrate, store, and retrieve new piece of information or knowledge in their own preferred learning style. Below, learning styles are the three main different types of multiple intelligences. For example,
- Auditory ( hearing)
- Visual (seeing)
- Kinesthetic (experience/physical/ hands on)
Many students learn in many different ways. Learning styles is each student has a particular way of learning that works best for them, for instance hands on activities. Therefore, teachers should ensure that students can learn a particular style that suit their own learning preference.
Visual Learners learn through seeing pictures, and images. Students need to see the teacher's body language and facial expression to understand the content that is being presented in the lesson. They are learners who likes to sit in front of the classroom so they could see the visual displays such as diagrams, books, videos, charts, mind maps and classroom handouts during the lecture and love to write detailed notes to remember information.
Visual Learners learn through seeing pictures, and images. Students need to see the teacher's body language and facial expression to understand the content that is being presented in the lesson. They are learners who likes to sit in front of the classroom so they could see the visual displays such as diagrams, books, videos, charts, mind maps and classroom handouts during the lecture and love to write detailed notes to remember information.
While auditory learners learn best through verbal lectures, discussions, and they listen to what others have to say, and interpret the underlying meaning of speech through listening such as the pitch, tone of voices, and written information that have a little meaning. Kinesthetic learners learn best by moving around and benefit in more hands on activities. These learners love to explore the topic by applying the knowledge they have gained within the lesson.
You Tube Link: Find more about Learning Styles. Below
http://youtu.be/Kf7S9BRJ8nk
Out of all the three styles, I took a test in one of my modules in second year. The test is called the "Learning Style Inventory" test. This test was given by one of my lecturers to see whether I got the highest score in visual, auditory and kinesthetic. In addition, the test results are got I was strong visual learner and kinesthetic learner ,which did not surprise me at all because I always knew that I learn best through mind maps and a kind person who loves taking long and detailed notes during lectures or seminars. I also love moving around and understand better when experiencing something while learning in the classroom. I love to develop materials for kinesthetic learners throughout my teaching experiences because I want my learners to be comfortable and experience the material. When they experience something, they would want to learn more and asked lots of open-ended questions.
Not only that, I scored quite good for auditory as I like listening to podcasts or songs while doing my assignment. It keeps me calm and focus on my work.
I would like to end my blog, with a cartoon that talks about Learning Styles
References
Educational Broadcasting Corporation, 2004. Concept to Classroom[online]. Retrieved October 9, 2014 from
http://www.thirteen.org/edonline/concept2class/mi/index_sub4.html
Fierros, E. (2004). How Multiple Intelligences Theory Can Guide Teachers Practices[online]. Retrieved December 5, 2014 from http://www.urbanschools.org/pdf/onPOINTS.multiple.intelligences.DOCUMENT.style.LETTERSIZE.pdf
O'Donnell,Reeve,&Smith, 2009. Educational Psychology:Reflection For Action. United States of America: John Wiley & Sons, Inc.
You Tube Link: Find more about Learning Styles. Below
http://youtu.be/Kf7S9BRJ8nk
Out of all the three styles, I took a test in one of my modules in second year. The test is called the "Learning Style Inventory" test. This test was given by one of my lecturers to see whether I got the highest score in visual, auditory and kinesthetic. In addition, the test results are got I was strong visual learner and kinesthetic learner ,which did not surprise me at all because I always knew that I learn best through mind maps and a kind person who loves taking long and detailed notes during lectures or seminars. I also love moving around and understand better when experiencing something while learning in the classroom. I love to develop materials for kinesthetic learners throughout my teaching experiences because I want my learners to be comfortable and experience the material. When they experience something, they would want to learn more and asked lots of open-ended questions.
Not only that, I scored quite good for auditory as I like listening to podcasts or songs while doing my assignment. It keeps me calm and focus on my work.
I would like to end my blog, with a cartoon that talks about Learning Styles
References
Armstrong,T.(2000). Multiple Intelligences in the Classroom. VA: Association for Supervision and Curriculum Development
http://www.thirteen.org/edonline/concept2class/mi/index_sub4.html
Fierros, E. (2004). How Multiple Intelligences Theory Can Guide Teachers Practices[online]. Retrieved December 5, 2014 from http://www.urbanschools.org/pdf/onPOINTS.multiple.intelligences.DOCUMENT.style.LETTERSIZE.pdf
O'Donnell,Reeve,&Smith, 2009. Educational Psychology:Reflection For Action. United States of America: John Wiley & Sons, Inc.
