Howard Gardner's Theory Of Multiple Intelligences

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’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

curriculum. Additionally, this enables for a higher than usual level of explicit teaching in all subject areas. However, it does not make integrated curriculum delivery very viable. Fortunately, Mrs. Bea has an innovative teaching style and adjusts her teaching to cater to Gardner’s multiple intelligences (1983) and diverse learning styles.

Albert Einstein stated that “everyone is a genius, but if you judge a fish by its ability to climb a tree, it will live its whole life believing that it is stupid”. At Highland Middle School, we understand that each student contain personal strengths and weaknesses in aspects of education. For this reason, we place a high amount of focus on incorporating Howard Gardner’s multiple intelligences concept in our classrooms, lesson plans, assessments, and learning objectives. Essential elements that are conducive to implementing Gardner’s concept include allows students to have choices and let their curiosity direct their learning, incorporating technology that increases student learning outcomes, and incorporating hands-on learning opportunities throughout the school day.

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

A strategy to be implemented in the classroom will be by including multiple opportunities for students to take in the core information or concepts and utilising Gardner’s Multiple Intelligence Theory in learning centres. The students’ interest and developmental needs dictate their learning, as they are able to draw on prior experiences. To implement Gardner’s Theory in my classroom, seven learning centres will be organised, each dedicated to one of the seven intelligences. The students will spend time moving through the centres, dedicating fifteen to twenty

Goldman Sachs should have been punished for its behavior in the years leading up to the financial crisis. Goldman ended up settling with the federal government for $110 Billion, which I do not believe was sufficient based on the magnitude of problems created. This amount should have been much larger, and at minimum they should have forfeited the $14 Billion paid to them by AIG. (Inside Job, 2011) In addition, AIG should have had the right to sue Goldman Sachs for fraud. It was in the public’s best interest to keep Goldman up and running, however additional penalties could have been put on a repayment schedule to keep them solvent. Instead, you had Goldman giving out large bonuses.

Gardner’s eight multiple intelligences is helpful in understanding that people have different methods of intelligence and learning styles. By learning the different types of intelligences, also helps me understand what my strengths and weaknesses are so I could work on improving that particular intelligence or by just acknowledging

Psychologist Lawrence Kohlberg is widely known for his proposed stages of moral development; he argued that the development of moral reasoning “is a continual process that occurs throughout the lifespan.” (Cherry). Moreover, Kohlberg’s stages of moral development involve three levels, namely: the preconventional moral reasoning, conventional moral reasoning and postconventional moral reasoning. Each of these levels consists of two stages. Furthermore, we will examine Kohlberg’s stages of moral development by creating a character named Ciara. Ciara is a mischievous, temperamental and aggressive 11-year old who studies at a christian school. Throughout this essay we will see how Ciara’s moral reasoning will evolve.

“He performed interviews with and brain research on hundreds of people, including stroke victims, prodigies, autistic individuals, and so-called "idiot savants” (Multiple Intelligence (MI) – Howard Gardner).” The nine multiple intelligences are, visual/spatial, verbal/linguistic, mathematical/logical, bodily/kinesthetic, musical/rhythmic, intrapersonal, interpersonal, naturalist, and existentialist ("Multiple Intelligence (MI) – Howard Gardner"). Everyone obtains these intelligences and they can all be improved. Visual/spatial learners are good at visualizing and they learn by seeing what is being taught, for example the teacher drawing a graph on the board gives the student a visual. They enjoy making art work and visualizing ideas such as decorating. Verbal/linguistic are good at speaking, reading, taking notes, and listening. They enjoy public speaking and can easily explain ideas. “These students have always been successful in traditional classrooms because their intelligence lends itself to traditional teaching” ("Multiple Intelligence (MI) – Howard Gardner"). Mathematical/logical are good at following step by step directions such as math problems and are neat, they usually get frustrated when things are disorganized or things do not makes sense. “This is the other half of the children who typically do well in traditional classrooms where teaching is logically sequenced and students are asked to conform” ("Multiple

Thanks you for this opportunity to apply for Position at your school, I understand you have a student centred philosophy, so I’ve done some research on cognitive and moral development in primary age students.

The purpose of this case study is to investigate and provide an overview of the physical, cognitive, social, and moral stages of development. Special emphasis will be placed on the progressive changes that can occur as an organism develops throughout his/her life spam, where the development of a child participant between the ages of 6-12 will be observed. It will also be based upon the attitudes , feelings, thoughts, and behaviors of an individual and the ways in which they operate in society. This will also be shown by an interview with a specific child, in this case, Hector, where he will be asked different questions which will help explain a childs developing mind. This case study will focus on some of the outstanding theorists involved

Students are more positive about each other when they learn co-operatively than when they learn alone, competitively, or individualistically. Students are more effective interpersonally as a result of working together (Johnson and Johnson, 1984). My two lessons reflect good practice primarily because of the use of group work and the consideration of students’ differing learning styles. Good practice – Multiple Intelligences Howard Gardner is an American psychologist who came up with the theory of Multiple Intelligences. Multiple Intelligences are different ways to demonstrate intellectual ability. Gardner proposes seven different intelligences: linguistic, logic-mathematical, musical, spatial, bodily kinesthetic, interpersonal and intrapersonal (http://www.infed.org/thinkers/gardner.htm). Seven kinds of intelligence allow seven ways to teach, rather than one. Teachers, therefore, should to attend to all intelligences. Students should have opportunities to work on tasks where their style of intelligence can be utilised best.

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.