Strengths And Weaknesses

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.

Students have their own best way in effectively learning the lesson. With the diversity of students, the problem is each student has a preferred learning style. It becomes undeniably one of the reasons that make it difficult to achieve the best expected outcome out of teachers’ effort. However, teachers try to incorporate various teaching techniques to make every learning opportunity become productive, meaningful, and relevant for the learners.

Each theory of intelligence has not only a different method of testing intelligence, but also a different definition of intelligence, which each creator ascribes to. Stanford-Binet Intelligence Scales (Terman, 1916), or IQ tests as they are commonly referred to as, are currently one of the most widely used tools for intelligence measurement, however, research suggests they are a poor predictor of future academic success for particular cultural groups (Gardner, 1993). In one of the largest neurocognitive-based intelligence studies performed to date, it was revealed through the observation of neuroimaging data that IQ scores alone were not likely to indicate a fundamental intellectual ability because intelligence is composed of multiple anatomically distinct components (Hampshire, Highfield, Parkin, & Owen, 2012). Considering this development, it would appear that IQ tests are only measuring one subsection of intelligence, located in the frontoparietal cortex (Gray, Chabris, & Braver, 2003; Hampshire, Highfield, Parkin, & Owen, 2012). In order to provide analogous statistics to base research upon, it is vital to create multifaceted, culturally sensitive measurements because cultures differ greatly in the emphasis they place on certain aspects of intelligence (Sternberg, Grigorenko, & Kidd, 2005).

‘‘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

There is a relationship between intelligence and culture because intelligence is culturally shaped and defined and some cultures support and identify it as very vital in the context of social and ecological aspects. In the early years, there was a bias towards intelligence tests because they used English language and culture. The formation of Wesler Adult Intelligence Scale, Fourth Addition (WAIS,IV) in 2008 by David Wesler was meant to minimise the bias. According to Westen, Burton and Kowalski (2006), intelligence assists human beings to take control of their lives and it varies cross culturally because the power dynamics differ in each society and this leads to differences in behaviour and line of thinking. These authors describe intelligence as multifaceted, functional and can be defined by culture because it is universal and studying intelligence using different culture as a sample that can be used to question Western ideas about intelligence with some emphasis on the assessment of skills and abilities using culturally appropriate methods (Benson, 2003)

In the United States, citizens can openly express their freedoms from freedom of speech to freedom of religion. Through the eyes of the founders, all Americans citizens are equal, and so it seems that all Americans deserve the same rights and opportunities. Yet, the United States emphasizes individualism, a belief that one is independent and self-reliant. They are motivated to compete with others to achieve what is known as the “American Dream.” According to that belief, if someone works hard, he or she will be able to climb the ladder of the social and economic class system. Because of its inability to evaluate people other than these classes, this system ultimately creates a divide between an upper class and lower class. Therefore, what strengths Americans hold such as the American Dream is also their weakness in creating one of the most devastating economic class disparity in the United States. One particular value, individualism, is the main contributor of the exhibition of American greatness and its downfall.

Recently research in Africa, Asia and elsewhere have found that people in non-western cultures often have ideas about intelligence that differ fundamentally from those that have adapted Western intelligence tests. Research on those differences is already providing support for some of the most inclusive Western definitions of intelligence, such as those proposed by APA President Robert J. Sternberg, PhD of Yale University and Harvard Gardner PhD, of Harvard University’s. eventually. It may also help researchers design new intelligence tests that are sensitive to the values of the cultures in which they are used. Noteworthiness researchers of cultural differences in intelligence manifest a major challenge, however balancing the desire to compare people in the light of their own values and concepts.

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

In the 21th century the new controversial debate about IQ testing involves the many flaws and incorrect way to assess an individual. Today, many scientists have dismissed the myth of an IQ scale, which people used to fall under high or low intelligence. The question that both people and experts trying to answer “Kids who score higher on IQ tests will, on average, go on to do better in conventional measures of success in life?” (Balter, 2011, para. 1). The debate among researchers is what IQ test actually measure, and the differences in scores between ethnic groups reflect intelligence, economic, and social factors maybe even both. According to Richard Nisbett a psychologist at the University of Michigan, Ann Arbor in his book "Intelligence

The strengths and weaknesses of a committed actor can be paradoxical. For this area I chose to consult with an acting colleague of 17 years. I thought it was necessary to have an objective perspective to honestly describe what has been observed from someone that knows me, personally. The following paragraph from a close friend and veteran actor explains this quandary in her description of me.

The theory of multiple intelligences was developed by Dr. Howard Gardner in 1983. The Theory of Multiple Intelligences is a critique of the standard psychological view of intellect: there is a single intelligence, adequately measured by IQ or other short answer tests. Instead, on the basis of evidence from disparate sources, the theory claims that human beings have a number of relatively discrete intellectual capacities. IQ tests assess linguistic and logical-mathematical intelligence, and sometimes spatial intelligence; they are a reasonably good predictor of who will do well in school. This is because humans have several other significant intellectual capacities (Harvard University).

Most believe that all students think the same, and should be graded equally. The only views people have in regards to intelligence according to Gardner (2011) is a “single, general capacity every human being possesses a greater or lesser extent ; that it can be defined or measured by standardized verbal instruments” (pg. xxviii). These notions initiated to pose the question if everyone actually thinks alike? If one test could accurately give a measurement of someone’s intelligence and help them adapt to overall society? After many years of research and testing it is believed that the Multiple Intelligences (MI) theory is the most effective teaching and educational method in this modern day and age. Although there has been mass debate over

For this section, a video was to be provided to listen to the spoken errors. An attempt to access the video was futile and I made a request for the link to the video to be availed which I haven’t received. Please if the link could be availed I would really appreciate and finish the assignment as soon as possible. So far this is what I have managed to do for the order, part one and part three.

Leadership can be defined as leading a company, an organization, or a group of individuals. My definition of leadership is categorized in four different methods; identifying strengths and weakness of the team, having the right tools to succeed, having a common goal, and creating solutions to problems.

My second strength is creating an understanding of the task and reward relationship (Daft, 2014). The employees I supervise are federal work study students. Federal work study students are allotted a grant to work on campus while attending school. My job allows me to work with students in their first professional setting. I use the time they are with me to teach them how a conduct themselves in a structured office environment. I provide the students with rewards if they successfully complete their assigned tasks. A few examples of the rewards are: opportunities to complete homework at work, leaving early, and office banquets. My student workers often complete their tasks within the designated timeframe to take advantage of the rewards available to them.