Gardner Theory Of Multiple Intelligence

This learning experience is designed for a year 1 class (middle of the year) with diverse learning needs. The lessons take into account Gardner’s multiple intelligences theory and caters for EAL/D, students who are ready to move beyond the lesson and students who are not ready to move beyond the lesson. The activities seen in the three lessons may be modified to suit the needs of individual students (refer to catering for diversity).

Howard Gardner was born on July 11, 1943 in Scranton, PA. He enrolled in Harvard University majoring in History but eventually change his major to Cognitive Developmental Psychology. In 1983 he developed the theory of multiple intelligences which has become widely known. Gardner eight different independent types of intelligences are: Linguistic, Logico-mathematical, Spatial, Musical, Bodily-kinesthetic, Interpersonal, Intrapersonal and Naturalist. He believes that everyone has all intelligences to a certain degree, but each individual display his or her own pattern of intelligence, weak or strong.

In “A Rounded Version: The Theory of Multiple Intelligences”, Howard Gardner illustrates how there are a variety of intelligences. Gardner starts off with an example how IQ tests may predict achievement in school but may not predict achievement in life. After finding out certain parts of the brain are responsible for certain functions, such as “Broca’s Area” which is responsible for sentence production, Gardner proposes the existence of multiple intelligences. Multiple studies later led him to propose seven distinct intelligences; Musical, bodily-kinesthetic, logical-mathematical, linguistic, spatial, interpersonal, and intrapersonal. Each intelligence has certain classifications. According to Gardner’s classifications, I realized my intelligences are bodily-kinesthetic, logical-mathematical, and intrapersonal.

‘‘Gardner’s multiple intelligences theory can be used for curriculum development, planning instruction, selection of course activities, and related assessment strategies. Instruction which is designed to help students develop their strengths can also trigger their confidence to develop areas in which they are not as strong. Students’ multiple learning preferences can be addressed when instruction includes a range of meaningful and appropriate methods, activities, and assessments. Gardner’s early work in psychology and later in human cognition and human potential’ led to the development of the initial six intelligences. Today there are nine intelligences and the possibility of others may eventually expand the list. These intelligences (or competencies) relate to a person’s unique aptitude set of capabilities and ways they might prefer to demonstrate intellectual abilities’’ ( (Armstrong, T., 2010). Gardner’s Multiple Intelligences

The theory of multiple intelligences provides useful insights into efficient learning through the identification of numerous types of student learners. This identification process occurs based on the ideas of Howard Gardner, the psychologist mainly responsible for the theory. They state that intelligence is not a single entity, but instead split into several categories. Each individual mind has a unique blend of these intelligences, with its own strengths and weaknesses. For instance, in his article “Howard Gardner, Multiple Intelligences, and Education”, Mark Smith defines musical intelligence as the ability to recognize and perform pitches, tones, and rhythms with skill and appreciation (Smith 4). Obviously, a student possessing high musical intelligence would be stronger in this area of education. However, they might be weaker in other, such as in the linguistic, logical-mathematical, bodily-kinesthetic, spatial, interpersonal, intrapersonal, or naturalist intelligences. These strengths and weaknesses in the different intelligences are

The third intelligences is visual/spatial. These students can formulate pictures and models in their mind. They are good with painting and sculpting art, and teachers allow students to express this through art projects, charts, and video software (2004).

#3 Understanding how a student may think and learn can be effective in enhancing education. Instructors can realistically pair a pleasing stimulus to each task in an appropriate way. Teaching different techniques can also improve the curriculum. Activities such as board games that may contain working with numbers and spatial relationships can give students a developmental

Hitherto, there was a general belief that there was only one type of intelligence that was measured through the IQ level. It was also deeply believed that intelligence was inherited and the cognitive scientists believed that the human mind-initially a 'tabula rasa' (empty) could be trained to learn almost anything provided the content was presented in the right manner and conditions (Mark K. Smith, 2008). This is a belief that has been proven to be lacking in content and empiricism by several researchers and behaviorists.

I used different strategies to engage my learners and to keep the lesson interesting such as different voice modulation, body movements and questions from time to time. In an article written by Rhiana Quick, she says that different students respond to stimuli in different ways, so it is vital to be able to identify the types of learners in the classroom and proceed with lesson plans that can cater to different pupils. Also, I have taken into account the Multiple Intelligences developed by Howard Gardner to further tap their strengths to help them learn more effectively.

Aalderen‐Smeets & Walma van der Molen (2015) states that through teachers participating in intense development of knowledge and understanding of science they gain a greater confidence and as a result their students obtain a advanced achievement and a positive attitude towards the subject. This is evident through my

In 1983 Howard Gardner introduced The Theory of Multiple Intelligences. In his theory, Gardner suggests that all people possess eight intelligences. The eight intelligences are “linguistic (verbal), musical, spatial, logical-mathematical, bodily-kinesthetic (movement), interpersonal (understanding others), intrapersonal (understanding self), and naturalist (observing and understanding natural and human-made patterns and systems)” (Woolfolk, 2014, p.134).

Numerous are growing interested in what makes them who they are, along with how exactly they fit into society. In fact, a variety of concepts exist that individuals commonly apply to their own identity. Aiding people, the ideas help explore who they truly are as well as help understand themselves better. But at the same time, they can either be helpful and relate to you with your identity, or do the complete opposite. Of the broad amount of concepts to the identification of people, there are three that exist named Gardner’s Theory of Multiple Intelligences, Adler’s Birth Order, as well as learning styles.

The outlook on life has altered throughout the last century. Psychologist, neurologist, and educators are now discovering the body and mind are more intricate than what it used to be perceived as. There are innovative techniques to observing the intelligence that an individual has or is capable of doing. Psychologist Howard Gardner produced the Multiple Intelligence theory (MI). Gardner (1999) expressed intelligence as “the ability to solve problems or fashion products that are of consequence in a particular cultural setting or community”. Gardner (2006) says, “humans have at least nine intelligences” such as linguistics, logical-mathematical, spatial, bodily-kinesthetic, musical, interpersonal, intrapersonal, naturalist, and existential.

According to Armstrong (2009) and Fierros (2004), Gardner (1993) described the different learning styles as “multiple intelligences” and conveyed that a human being can possess more than one intelligence. In our classes, there are different students with different learning styles. We have auditory, visual and kinaesthetic learners among others. The former learn best through hearing of information and often need to read the written words aloud to enable them remember the key points in the instruction given. This method is the best way for them to study. For visual learners, they learn best by seeing what they are being taught and prefer images, graphs or any other visual representations over other forms of instruction. Visual representations are very important as it gives students and teachers an overview of what is happening when a topic is taught. Smith (1911) said “for those who teach the subject of imaginary and complex number, there is no other way of approach that the graphic” especially in Mathematics and Sciences where visuals are mostly used. For kinaesthetic learners, the physical involvement in the learning process is significant. That is, manipulating items, simulations, role plays and other methods work best for them. The teacher should consequently embed his/her teaching with hands-on activities for such children for them to get the

Another strand is to have a pedagogy which is theoretically sophisticated. For this to be the case, teachers and lectures must have an understanding of learning processes and factors which affect them, Ireson (2000). This means that the tried and tested learning theories research, if carefully executed, the gap between the teachers and learners can be bridged, and hence more learning.