Learning Styles In Public Education

Howard Gardner’s theory of multiple intelligence’s (MI theory) is a valuable resource for teachers, if they understood how they could apply this in the classroom (Snowman & McCown, 2012). In this class, there are multiple intelligences observed amongst the students; however, there is minimal differentiated instruction to allow the students the best opportunities for success. It is critical that teachers understand that their teaching methods may not be wrong, but they

Howard Gardner introduced the theory Multiple Intelligence where he believes every person has the capacity to hold a unique set of “intelligences”. Growing up, I was taught that a person who was intelligent held a lot of knowledge. However, Gardner includes the importance of other capacities of intelligence. These intelligences include linguistic, logical-mathematical, musical, bodily-kinesthetic, spatial-visual, interpersonal, intrapersonal, and naturalist talents. As teachers, it is crucial to let every child know they are special and hold a unique place in the world. Just because one student is not as good at solving mathematical problems than the other students, it does not mean he/she is less intelligent than the others. That

Howard Gardner and Robert Sternberg believe that educators should find more than one was to for individual’s intelligence to be measure in school systems. They also believe that intelligence is not based on testing there are many ways to value someone’s intelligence there are many different theories that prove that you are smart. We live in a society where our children measure there smarts by standardize testing. Gardner specifically believes that teachers should customize their teaching methods to fit the students that they are teaching. ”Gardner himself asserts that educators should not follow one specific theory or educational innovation when designing instruction but instead employ customized goals and values appropriate to their teaching

A teacher could effectively respond to this circumstance through using different types of learning strategies for the student/s, such as through the guidance of Howard Gardner’s theory of eight multiple intelligences (1983;2003), in order to decipher the child’s strongest and weakest intelligences and using

Extensive study has been done in the field of education regarding both learning styles and multiple intelligences. Several have even investigated the use of a multiple intelligences awareness when conducting psychotherapy. These studies, however, did not focus on a client’s specific intelligence, instead they looked at therapy that involved using many of the intelligences without regard to the individual intelligence profile. In the researcher’s review of existing literature on therapy and multiple intelligences theory, however, no studies were found to have focused on the relationship between specific modes of therapy and individual intelligences. Does the type of therapy found to be effective for an individual have anything to do with that individual’s learning style or higher level of intelligence in one area over another? Specifically, is there a theory that

Howard Gardner said, “Anything that is worth teaching can be presented in many different ways. These multiple ways can make use of our multiple intelligence.” Howard Gardner has written a book about a theory he called the Multiple Intelligences theory, in which Gardner states that people have one main intelligence from which they learn. There are eight different intelligences, according to Gardner, explaining how people learn best and the different strengths of learning they exhibit. Although Gardner’s Multiple Intelligences theory has been around since the 1980s, it is still relevant and useful to those in all areas of the education process. Some people believe that Howard Gardner’s theory is too broad and difficult to write a curriculum around. It has been proven, however, in certain instances, that the utilization of this theory raises students’ scores and their success rates.

Howard Gardner is the “John H. and Elisabeth A. Hobbs Professor of Cognition and Education at the Harvard Graduate School of Education and Adjunct Professor of Neurology at the Boston University School of Medicine, and Senior Director of Harvard Project Zero” (Gardner bio, Multiple Intelligences and Education, MI Theory, and Project Zero). As director of Project Zero, it provided and environment that Gardner could begin the exploration of human cognition (Multiple Intelligences and Education). Project Zero colleagues have been designing assessment and the use of multiple intelligences (MI) to realize more personalized curriculum, instruction, and teaching methods; and the quality of crossing traditional boundaries between academic

Teaching with a ‘traditional one-size-fits-all approach will work for a few but will likely leave many unsuccessful learners.’(Gregory and Kaufeldt, 2012, pgs. 9-10). 21st century classrooms are comprised of students who are unique with a wide range of learning needs, interests and motivations. ‘In any given year of school in Australia, the highest achieving ten per cent of students in areas like mathematics and reading are about five to six years ahead of the lowest achieving ten per cent of students’ (ACER,

The theory of multiple intelligence is one that came about in 1983. It is the theory that intelligence should not just be measured by an IQ test. Intelligence is much more than just a test, and has far more different aspects. Dr. Howard Gardner came up with the theory of multiple intelligence and the thought that there are many different types of intelligences. Gardner actually believes that there are eight or more different types of intelligences. According to “Teachers, Schools, and Society” “Gardner believes that his theory of multiple intelligences more accurately captures the diverse nature of human capability.” (pg 29) Some of the eight intelligences Gardner came up with are, Logical mathematical, linguistic, bodily-kinesthetic, musical, spatial, interpersonal, intrapersonal, and naturalist. Logical-mathematical is an intelligence that relates more to numbers and problem solving. Linguistic intelligence relates to meanings of sounds and words. Bodily-kinesthetic is related to physical activity, and being able to handle and manipulate items to learn. Musical intelligence is related to being able to produce pitch and rhythm. Spatial intelligence is being “picture smart” and being able to see a model or drawing in their mind. Interpersonal intelligence is being people smart, and being able to analyze people’s moods. Intrapersonal intelligence is knowing yourself and your own feelings and needs. Then there’s naturalist, where someone has the ability to nurture living

Intelligence is dominated by a single general ability and uses several different classifications for intelligence: Musical, Visual, Verbal, Logical, Bodily, Interpersonal, Intrapersonal, Naturalistic and Existential (Gardner 1991). Individual students process and remember and learn in different ways and further recommends the educational system which primarily teach in in linguistic styles and secondarily logical methods, learning styles should incorporate various outlets to engage students with different multiple intelligences (Gardner 1991). There is no scientific evidence supporting benefits to learning styles, however there is evidence that proves giving students various outlets to receive the information, improves learning (Edutopia, 2013). Intelligence is not a sole ability, engaging various outlets of learning engage students to use to use multiple intelligences to solve problems. Learned material is not to be learned and forgotten, in order for deep learning to occur,

In the education system, students are being taught from a young age that they must achieve accomplishments in a typically structured schedule of Mathematics, Sciences, Histories, and English. Depending on the grade one is in, the schedule may vary; yet, the student’s school life still revolves around what one would call “ book smarts”. In the essay, “ Hidden Intellectualism”, written by Gerald Graff, the author states schools and colleges may be at fault for failing to include subjects that are considered “street smart” in the curriculum. Being unable to unlock this different, yet common type of intelligence in students and failing to provide an academic environment in which their skills could flourish is considered a great loss in Graff’s point of view (264). He is not necessarily suggesting that the school system is changed, but the author is trying to communicate that students considered primarily “street smart” can be taught to channel their skills into the world of academia. Subsequently, it would be highly possible a significant number of students would preform far better and efficiently in comparison to many in the school system today. Although many believe intelligence outside the common academic subjects are of little to no worth in the school system, others would agree with Gerald’s point of view by presuming any form of intelligence is of worth, as long as it is channeled dexterously and put to good use.

Originally when Howard Gardner, a psychologist and professor at Harvard University, developed the multiple intelligence theory in 1983 he had no intention of it being used in the classroom setting (Gardner, 2011). However, this did not stop educators based all over the world from using the theory to help students take control of their learning and better understand their minds. Gardner even came to almost fully accept and support educator’s use of his theory. Gardner stated that “Only once did I openly condemn an application of the theory. In the early 1990s, I learned from a colleague about an MI-inspired educational approach in Australia. No doubt well motivated, this approach went way too far and violated both scientific and ethical boundaries (Gardner 2011).” This theory is based on the idea that a person is not limited to one area of intelligence outright. The definition of “intelligence” is as follows, “Ability or abilities to acquire and use knowledge for solving problems and adapting to the world” (Woolfolk, 2004, 107). Intelligence is something that is often measured by tests, such as the IQ test or standardized tests. Multiple intelligences are not something that are tested for. They are experienced, witnessed in real life situations. A person cannot, and should not be defined by a single aspect, such as their intelligence; this is where the idea of multiple intelligences comes in. With the theory of multiple intelligences, people can possess different levels of

A review of literature has shown that the Theory of Multiple Intelligence, while not first intended to be directed towards education, had had a profound impact on teachers and students. “MI theory offers neither a curriculum nor a goal toward which educators are expected to strive. Rather, MI theory is an idea about the concept of intelligence.” (Selder 2009) MI doesn’t tell teachers what to teach, it does provide ideas for how to reach more students in the classroom. According to multipleintelligenceoasis.org, the Official Authoritative Site of Multiple Intelligences there are: “Two chief educational implications of the Theory of Multiple Intelligences: 1) Individuation… As much as possible, we should teach individuals in ways that they can learn… 2) Pluralization – Ideas, concepts, theories, skills should be taught in several different

Throughout the last fifty years, educators have debated what methods of teaching are most effective. These methods include many extremes, from the more traditional method of teaching, in which teachers lecture, students listen, and are expected to learn, to experiential education, which usually requires students to take a hands on approach to every lesson. Both of these extreme methods have too specific of an approach. A combination of learning styles, or multiple intelligences, is required to teach successfully. The introduction of the multiple intelligence theory has positively benefitted teaching by encouraging educators to stimulate each student’s learning strength everyday; regardless of the traditional teaching methods more

Toni Noble’s 2004 study asks the implied question of: How can the Theory of Multiple Intelligences and Bloom’s Revised Taxonomy benefit children with academic weakness? The rationale for study was curriculum differentiation, for special education and gifted education within the regular classroom. The study was based on sixteen K-6 teachers in two single stream elementary schools. The two schools studied were similar in population but different in “ethnic, cultural, and socioeconomic status.” and were in the same school district. (Nobel 2004, pg. 195). First school encompassed 75% families with English as a Second Language; with 59% in trade or unskilled professions and 39% unemployed. The second school encompassed 46% families with English as a Second Language and parents were predominately employed in professional occupations. The relevance of the study was to determine if Multiple Intelligences (MI) improved student awareness of their own “spatial visual, musical, bodily kinesthetic, interpersonal, intrapersonal, and naturalist intelligence” (pg. 193-194). In conjunction with the revised Bloom’s Taxonomy (RBT) of educational objectives; from “simple remembering to higher order critical and creative thinking” (pg. 194). The revised levels from simple to complex thinking are Remember. Understand, Apply, Analyze, Evaluate, and Create” Anderson, Anderson & Krathwohl, (as cited in Nobel, 2004, pg. 194). In this study the tool teachers used was a “two-dimensional