Multiple Intelligences as a philosophy
guiding instruction is hardly a new concept. Even Plato, in a manner
of speaking, seemed aware of the importance of multimodal teaching
when he wrote "...do not use compulsion, but let early education be a
sort of amusement, you will then be better able to find out the
natural bent."
The 18th century philosopher Jean Jocques
Rouseau declared in his classic treatise on education, that the child
must learn not through words, but through experience; not through
books but through "the book of life."
The Swiss reformer Johanna Heinrich
Pestalozzi emphasized an integrated curriculum that regarded
physical, moral, and intellectual training based solidly on concrete
experiences. The founder of modern day kindergarten, Friedrich
Froebel, developed a curriculum consisting of hands-on experiences
with manipulatives, playing games, singing songs, gardening and
caring for animals. Froebel created a respect for children including
their individuality, dynamic, and creative abilities.
The 20th century innovators like Maria
Montessori and John Dewey evolved systems of instructionbased upon
mulitple-intelligences-like techniques, pratical learning including
Montessori's tactile letters and other self-paced materials, and
Dewey's vision of the classroom as a microcosm of society.
In 1904, French psychologist Alfred Binet
produced the first intelligenc test. This produced the recognition of
learning styles which led to the research of multiple
intelligences.
The official birth of multiple intelligences
as we know them was in 1983 by Harvard researcher Howard Gardner. His
research began in 1979 and published Frames of Mind in
1983.
Howard Gardner has two dreams: the first
dream is that tests will be done away with so that children will be
assessed in more natural ways; the second is that society (and
educators) will recognize the full range of intelligences. He has
identified several intelligences which are 1) logical-mathematical,
2) linguistic, 3) musical, 4) spatial, 5) bodily-kinesthetic, 6)
interpersonal, 7) intrapersonal, 8) environmental, 9) spiritual, and
10) emotional. We know there are others to be recognized also.
Dr. Gardner contends that tests
(particularly I. Q. tests) restrict students to using only
logical-mathematical and linguistic skills. Virtually no other
intelligneces are measured in which students may excel. A student
will a low intelligence in math and language may havea a very high
intelligence in art, music, dexterity in athletics or mechanics.
Gardner also criticezes standardized tests because they don't take
into account factors such as effort, motivation, sensitivity or
caring toward others.
Schools that are putting Gardner's theories
to work are mapping out new strategies for teaching and learning.
Teachers are working together to promote each student's range of
abilities. Students are provided opportunities to explore their
multiple intelligences. They learn to identify and use those
intelligences while expanding their less dominant intelligences.
David Lazear is the author of several books
about applying multiple intelligences theory. Three of which are:
Seven Ways of Knowing: Teaching for Multiple Intelligences,
which includes practical exercises, practices, and model lessons;
Seven Ways of Teaching: The Artistry of Teaching with Multiple
Intelligences, which is a book of model lessons that use a
multiple intelligence approach to a variety of subject areas; and
Seven Pathways of Learning: Teaching Students and Parents about
Multiple Intelligences, which is devoted to teaching about
multiple intelligences. The book is written for parents and teachers
and describes ways to expand intlligent behavior.
Dr. Lazear specializes in staff development
training that translated educational research into practical
classroom techniques and strategies. He conducts seminars and
workshops on cooperative learning, expanding creativity, adapting
brain-mind research to daily life, and applying practical uses of
multiple intelligences theory.
It is of utmost importance that we recognize
and nurture all intelligences in students. With the exception of
those who are brain damaged or severely impaired, all individuals are
intelligent to some degree in each of the following areas:
verbal-linguistic, musical-rhythmic, visual-spatial,
logical-mathematical, bodily-kinesthetic, interpersonal,
intrapersonal, naturalist, spiritualist, and emotionalist.
It is also critical that we keep in mind
that multiple intelligences not be used as a way to pigeonhole
studnts as "musical," "spatial," "kinesthetic," and so forth.
Students, teachers and parents need to recognize that there is a
combination of the intelligences - and that we are capable of growth
in all areas.
Verbal-Linguistic (Word Smart) - involves ease with reading and writing skills. A sensitivity to the nuances, order and rhythm of words.
Musical-Rhythmic (Music Smart) - includes sensitivity to pitch, timbre, and rhythm of sounds. Responsiveness to music.
Visual-Spatial (Picture Smart/Art Smart) - involves the ability to create visual-spatial representaions of the world to transfer those representations mentally or concretely. Able to think in pictures.
Logical-Mathematical (Number Smart/Math Smart) - involves the ability to reason deducatively, to recognize patterns and manipulate abstract patterns and relationships.
Bodily-Kinesthetic (Body Smart) 0 involves using the body to solve problems, create products. Able to convey ideas and emotions with body movements.
Interpersonal-Social (People Smart) - the ability to work effectively with others, to understand them, notice their goals, motivations and intentions.
Intrapersonal-Introspective (Self Smart) - involves the ability to be deeply aware of inner feelings, intentions, and goals. Skilled in self-reflection and self-awareness.
Naturalist (Environment Smart) - the ability to be aware of the environment, animals, and vegetation.
Spiritualist (Deity Smart) - the awareness of a higher order.
Emotionalist
(Emotion Smart) - the ability to
know ones feelings and use those feelings to make wise decisions.
Empathy and social skills are qualities of this
intelligence.
1. Enjoy looking at books
2. May look at teacher's face, gestures for cues
3. Will notice details, errors, flaws, etc.
4. Likes to see things orderly
5. May copy from others rather than ask for directions
1. Provide demonstrations
2. Use color coding systems
3. Use charts, graphs, maps
4. Use number frames/lines, cuisenaire rods
5. Use written, visual directions
1. Remove visual distractions that cause "overload"
2. Give only one worksheet at a time (more may become overload)
3. Have student work at a clear desk or table
4. Present more verbal cues with visual
directions
Auditory Learners
1. Will remember multi-step directions
2. Learns incidental facts and concepts by hearing conversations of others
3. Knows all the words to songs on the radio
4. Memorizes easily, even if not cnceptualizing
5. Likes records, rhythms activities
6. May talk excessively (they are stimulated by listening to their own conversation)
7. May repeat things over and over
1. Allow students to talk through tasks, sequential steps, tec., if needed
2. Use tapes, records for testing or reading tasks
3. Encourage oral responses to oral tests
4. Pair this student with a visual learner
1. Eliminate as much noise as possible
2. Provide a visual model/example to accompany auditory instructions
3. Write down or have student write down all assignments, tasks or special schedules
4. Use few words and simple directions
5. If you repeat, use the same words,
otherwise, the student may be confused
1. Want constant motion to learn; they will rock, tap fingers, swing legs, etc.
2. Like doing things with their hands
3. Will often write things over and over
4. Make things, like paper airplanes or fans, constantly
5. Want to move and touch everything
1. Use movement exploration activities
2. Use number lines on floor and move objects
3. Use lots of writing and drawing activities
4. Use manipulation activities
1. Have quiet periods interspersed with active periods
2. This student needs to know when work/study time will end
3. Needs quieting down period after physical activity
4. Allow psycho-motor breaks between activities so that there will not be academic overload
5. Allow them to move around whenever possible
6. Concentration breaks down if they sit too
long, so give them a short break if work requires sitting for long
periods
1. Need concrete objects as aids to learning
2. May have great difficulty with abstract concepts
3. Often is classified as an underachiever
4. May have "immature" learning
techniques
1. Use sandpaper, felt letters, clay, 3-D letters and numbers
2. Write in sand or salt
3. Present hands-on experiences and discovery exercises
4. Provide manipulative experiences whenever possible
1. Desensitize student to activities involving touch
2. Seat in an area which allows space
3. Minimize negative contacts with other students
4. Use as many senses as possible
The following are a few suggestions to ask
yourself to assess how you utilize multiple intelligences in your
classroom.
1. Do I include some assignments in which children read to family members or talk to family members about stories?
2. Have I provided opportunities for children to write about home experiences through free writing, summarizing, informational writing, descriptive writing, and storytelling?
3. Have I shared ideas with parents that will help children develop thinking and problem- solving skills?
4. Have I tied home activities to in-school lessons on a weekly basis?
5. Have I gathered information from parents to help me understand students' learning styles?
6. Have I kept parents informed of the type of assessments I use (formative and summative; formal and informal; print and nonprint) as well as the content we are studying?
7. Have I shared ideas with parents that include children's home practice and other activities to assure continuous learning?
8. Have I found a variety of ways to communicate with the parents of my students? (Examples: Do I make telephone calls, write individual notes, or publish a newsletter?)
9. Do I involve students in this process?
10. Have I encouraged parents to inform me of their children's problems or special needs?
11. Does the physical layout of your classroom and the technologies available reflect a balanced literacy program? Is there a balance between print technology and other technologies that is reflective of the real world?
12. When you seek content for a classroom project or activity (for example, for a unit on Antarctica), do you compile materials from a balanced set of media-books, articles, videos, interactive software, internet home pages?
13. When you provide extra practice for students having difficulty or extension activities for students who are advanced, do you seek experiences across a balanced set of media that includes print and electronic sources?
14. When student expression is evaluated, do you ensure that students are judged in terms of their capacities in different media (for example, in writing, in speaking, in illustration, in film, in electronic media, and so forth)?
15. When you teach students how to find information, do you demonstrate a balanced set of search procedures (for example, using a card catalog, using indexes in print or electronics, using internet browsers, using CD-ROM informational sources)?
16. Do you demonstrate to your class a balanced set of literacies?
17. Do you provide students with many ways of accessing information (books, technology, interviews, and so forth)?
18. Do you actively build on all students' strengths by providing many ways of learning (through books, through audiocassettes, CD-ROMs, and so forth)?