Module 3 : Multiple Intelligences

Howard Gardner has came up with seven clear intelligences Visual-Spatial, Bodily-kinesthetic, Musical, Interpersonal, Intrapersonal, Linguistic, and Logical-Mathematical that outline individual's strengths and are designed based on different tasks, problem solving, and progress in various types of domains. According to Gardner's theory "we are all able to know the world through language, logical-mathematical analysis, spatial representation, musical thinking, the use of the body to solve problems or to make things, an understanding of other individuals, and an understanding of ourselves”(Lane , C. (n.d.). Multiple Intelligences). Visual-Spatial in Gardner's theory is when a person is taught how to remember things through drawings and verbal and physical imagery. Bodily-kinesthetic is used when a person uses communication through there body language, like role playing, hands on learning,

The Theories of Howard Gardner and Urie Bronfenbrenner are two theorists at the heart of my education philosophy. I firmly believe in Gardner’s Multiple Intelligences Theory and his perspective that everyone has their own individual learning style. This is important to know, especially when working with children. Understanding how each child learns best and the way they process information provides teachers with a unique viewpoint into each student and allows for opportunities to teach in a way that fosters many benefits for everyone. Using Gardner’s theory as a basis for my teaching, allows me to plan meaningful inclusive curriculum and create a classroom environment that encourages success for each child and their families.

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.

When a child is in its early years, it is considered an evil entity for humanity. Wherever they go, catastrophe is bound to happen, whether it would be throw food in the floor at lunch, or drawing all over the drywall in the basement, children are difficult to deal with. However, as they progress through their daily lives, they start becoming more behaved and start to conduct themselves properly. This process does not occur naturally though, kids must learn right from wrong not just in the classroom, but from their own personal experiences. The cycle of learning from peers and from oneself continues throughout one's entire lifetime, because as far as humanity is concerned, our brain has no limit to what we can learn. Teens and other readers

The main concern both during and after a crisis incident is the students’ physical safety and mental well-being (Kousky, 2016). Disasters can damage children’s physical and mental health (Kousky 2016). To help children cope after a crisis, I would use the person center model during individual therapy. For instance, during person center therapy, counselors are genuine, and authentic (Corey, 2017). They are sensitive and understands the clients’ experience and feelings (Corey, 2017). Person center therapy also has an application to crisis intervention that I could apply after a crisis. After a crisis, people want to be heard and understood (Corey, 2017). It is important for me to listen, hear, and understand what they are going through.

Events that lead to a crisis seem to happen all the time. This hold true no matter if you are an elderly woman a young boy, or anywhere in between. Individuals face crises just and families face crises; and when a member of a family unit faces a crisis many times it will be felt by the entire family. The need for proper crisis intervention is essential for the healthy functioning of the individual and the family unit (Kanel, 2014).

I grew up in East Cobb, a wealthy community littered with mansions and BMWs. My mom was home every day when I returned from school, ready to aid with homework and play games with me. Growing up, I believed that every child experienced similar circumstances; however, as I have gotten older, I have become exposed to information about the difficulties many children face with growing up in adversity. Real-life stories and television shows have opened my eyes to traumatic issues such as neglect, abuse, and abandonment that remain realities for hundreds of students. Many schools struggle to sufficiently ¬¬employ trauma sensitive classrooms. I would investigate how to best accommodate these students in order to allow for their economic success.

Students in today's world often encounter difficult issues and problematic situations. Too often young children experience stressors such as a death in the family, divorce, abuse and neglect, bullying, as well as numerous others which may affect their ability to be effective and efficient learners in school.  It is important to identify and work with these children early on in order to assist them in developing the foundation necessary for more advanced learning. In

When the term crisis is discussed in early child hood education facilities, many unfortunate events are visualized. For the most part, those events are related to major injuries or death of a child; however, crises within a child care facilities cover a wide range of events. For example, an angry parent approaches a student who has been bullying her child. The parent’s behavior disturbs some of the students. What should be done at this point? Do the director call the police? Do the facilities goes on an immediately lockdown? How can the director be sure that the staff know what to do? How can the staff protect the students from potential violence?

Human beings are prone to crisis in life,and they are characterized with hazards that are capable of jeopardizing someone’s activities or goals in life. Crisis come unexpectedly, and they are unpredictable. Mike and Sally who are working through a heart wrenching crisis , the lost of their 6 year old son due to cancer. Using various methods can be applied during crisis and emergencies to help Mike and Sally build a rapport with the crisis worker, identify the their problem , and find some coping skills using the ABC Model of Crisis Intervention and the five stages of death by Kubler-Ross. I will describe the methods and tools needed to assess and help Mike and Sally with their crisis.

Because different students learn in a variety of ways, Gardner’s theory of multiple intelligences was taken into consideration when planning this lesson. Verbal and linguistic learners are able to learn through verbal teaching, logical learners through the classifying activities, visual learners are accommodated through the use of pictures and slides, interpersonal learners can interact during peer sharing or group work and intrapersonal learners can also engage in individual activities (Winch-Dummet,

If a teacher is having difficulty reaching a student in the more traditional linguistic or logical ways of instruction, the theory of multiple intelligences suggests several other ways in which the material might be presented to facilitate effective learning.

This theory explains intelligence as the specific process of solving problems that individuals encounter. Piaget (1952), one of the eminent proponents of this kind of theories, has proposed intelligence as an adaptive process, which a child experiences at various stages of his/her life. Gardner (1983) has developed a theory of multiple intelligence on the basis of cultural significance and their correspondence to the human brain structure (Table 3). Besides the physical and musical varieties, he has identified six other types of intelligence: spatial (visual), interpersonal (the ability to understand others), intrapersonal (the ability to understand oneself), naturalist (the ability to recognize fine distinctions and

Howard Gardner recognizes that intelligence is more than the single logical-mathematical processing of stored facts that intelligence tests assess. He views intelligence as problem-solving, problem-creating, and problem-finding across a range of situations. There are a total of eight Multiple Intelligences: Logical-Mathematical, Linguistic, Musical, Spatial, Bodily-Kinesthetic, Interpersonal, Intrapersonal, and lastly, Naturalist Intelligence. These Intelligences allow educators to carefully integrate several content areas within a specific curricula.

The theory of multiple intelligences which has been a significant and remarkable contribution for many educators and researchers that were studying the reasons and element necessaries to the teaching of specific intelligences was elaborated by Howard Gardner a Harvard Psychologist using many science concepts to explain human intellect.