Chapter 1: The Foundations of the Theory of Multiple Intelligences

Abstract

The theory of Multiple Intelligence was proposed by Howard Gardner because there was previously only one other way of measuring intelligence, known as the IQ test. Howard Gardner believed that there was more than one form of intelligence, and created the multiple intelligence tests. The eight intelligences of this theory include: Linguistic, Logical-Mathematical, Spatial, Bodily-Kinesthetic, Musical, Interpersonal, Intrapersonal, and Naturalist. Someone who mainly uses linguistic intelligence uses words effectively, orally, and in writing. A logical-mathematical person has the capacity to use numbers effectively and to reason well. Someone who uses the spatial intelligence has the ability to perceive the visual-spatial world accurately, and someone who uses the kinesthetic intelligence has expertise in using one’s whole body to express ideas and feeling. A musical intelligent person has the capacity to perceive, discriminate, transform, and express musical forms. An interpersonal intelligence relates to the intentions, motivations, and feelings of other people. Intrapersonal intelligence requires self-knowledge and the ability to act adaptively on the basis of knowledge, and a naturalist intelligence shows expertise in distinguishing among members of a species. There is the possibility that there are more intelligences other than the eight listed, and this shows that the MI Theory is not perfect. Gardner followed eight guidelines to make sure the MI theory is measuring intelligences and not just aptitudes, skills, or talents. These include: potential isolation from brain damage, the existence of savants, prodigies, and other exceptional individuals, a distinct history of development and a set of “End-State" performances, an evolutionary history and evolutionary plausibility, support from psychometric findings, support from experimental psychological tasks, an identifiable core operation or set of operations, and susceptibility to encoding in a symbol system. Savants are people who have a particular intelligence at which they excel in, but below average ability in other intelligences. One important point in Gardner’s theory is that all people have, and can adequately develop, the eight intelligences. No intelligence acts by itself; it is a combination of other intelligences where only one might get all the credit. The difference between Gardner and other theories is that his is based upon a person’s actual intelligence not just their learning style.

Reflection

Chapter one provided an overview of the Multiple Intelligence Theory. Many of us were already familiar with the MI theory through other psychology and education classes. We noted that the intelligences had to meet specific criteria before they were considered in the theory, and the theory may not be complete yet. It was exciting to look at the connection between the brain and the eight intelligences because they all use different parts of the brain. Most of us in the class thought it was interesting how each type of intelligence could work together because everyone uses a variety of the intelligences. We will all have a classroom where students will be using the eight types of intelligences, and as teachers we will need to fulfill the needs of our students. We will also need to know how to teach to all of the multiple intelligences through numerous activities, projects, and lessons. Some of the class realized that we will have to branch out from our own dominate intelligence to reach all of the students’ intelligences. Teachers can encourage students to find out which ways they learn best and to develop those intelligences in school assignments and activities. The best part of this theory is that it acknowledges all different kinds of learners, not just those who are regarded as “book smart”.

Chapter 1 An Essential Partnership

Abstract

In this chapter the book introduces Understanding by Design and Differentiated Instruction. Understanding by Design is deals with deals with the curriculum or the information that is given to the student. It focuses on how the material is taught. Differentiated Instruction deals with who a teacher is teaching and where the teacher is teaching the students. It deals with the environment of the classroom. This chapter talks about the importance of combining these two approaches and how one is not the same without the other. When these are combined they allow maximum learning for all students. These models need to be balanced. In the classroom there is a need for the same amount of both. The first Axiom in the chapter deals with the idea that a curriculum needs to deepen student’s understandings of the material. Even though all of the students are different, it is the teacher’s job to deepen the understanding of every student. Axiom two says that students learn at different rates and at different times. When students are able to apply what they have learned to special situations it shows that they have actually understood the material. This will come at different rates. Axiom three deals with all learners, struggling learners, and advanced learners. Every student should learn from the curriculum. Struggling learners should focus on only the information that is essential to them and that should be straightforward. Advanced learners can be challenged by finding the essential information. Axiom four says that teachers need to constantly review the curriculum and make essential changes when necessary. They need to make sure the curriculum they set out to teach is actually working. After the subject matter is reviewed the curriculum should be changed and flexible according to the abilities of the student. Axiom five suggests that just knowing the information is not enough. All students should be challenged to think in deep and meaningful ways. Teachers should provide various opportunities to explore, shift perspectives, interpret, apply, empathize, and self-assess. Axiom six talks about how technology can be a useful tool in the classroom when used in the right way. Finally, axiom seven says that Understanding by Design and Differentiated Instruction are simply ways of thinking. They are not rules but ideas and should be used in a flexible way. All of these axioms and corollaries had an example of a teacher doing these things in real life. From this chapter you were able to see what integrating these two concepts would look like in a classroom. Combining these two concepts allow students to learn as much as they possibly can in ways that are beneficial to them. Students are able to be successful when combining these. When dealing with any kind of professions no matter what the field is the person must follow current knowledge (like the content) but also focus on the needs of the clients (the students). Teachers need to be able to adapt to the needs of their students. One curriculum that is strictly followed and applied in one way does not meet the needs of all students in the class.

Reflection

The class really liked the idea of Understanding by Design and Differentiated Instruction being put together to make a really effective teaching strategy. This chapter really introduced what these concepts were and hot they can be implemented. It gave the class new ideas on how to integrate what they have to teach and a way to teach it so all students can understand. It is something that all students should know and incorporate into the classroom. Many thought it was obvious how important those ideas were. Differentiated Instruction and Understanding by Design were clear to those who had never heard about it before or who did not really understand what they meant. You can use these designs for any type of class and they really emphasize teaching to different types of learners. A lot of people liked how the different designs had to go together or they would not work. The scenarios were good because it gave an example how the axioms really worked and how they could be applied to the classroom. These models give some people hope that education will not be based on standardized tests but rather on deep understanding and application. These two models are essentially ideas that some people have had in their minds but not known how to express. Although most people found this chapter to be helpful, some people were confused about the axioms and corollaries even with the example of Mr. Axelt. One felt that they would have to be in class with Mr. Axelt to experience what he was doing. The written descriptions were not enough. Axiom seven was good because it stated that this method is a way of thinking and it can be changed. People liked that it was not just a set of rules. Most people want to follow these guidelines when teaching a class. They like the ideas and how they focus on not just the “what” of teaching, but the “who” and “how” of teaching as well.