Which Instructional Design Model That I Will Use Multiple Intelligences?

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 of multiple intelligences stating that each person possesses a blend of at least eight different kinds of intelligence: verbal/linguistic, logical/mathematical, visual/spatial, bodily/kinesthetic, musical, interpersonal, intrapersonal, and environmental/naturalistic (Bruno, 2009).

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.

The edTPA lesson segment, incorporated a variety of learning styles that have been established by Howard Gardner and his Multiple Intelligence Theory. My activities have been effective in helping students learn content specific material while also establishing 21st century skills.

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).

As per Gardner’s multiple intelligences, the naturalistic and intrapersonal aspects of intelligence were those that were addressed the least in the class I observed. The class is almost entirely indoors-only having outside time at the playground-so there no time to develop the ability to recognize patterns in nature. I think the teacher tries to compensate by covering activities that invoice nature themes, such as the lightning worksheet, but there is only so much of nature that can be studied in the air conditioning, under fluorescent lights. Also, there was very little development of intrapersonal intelligence. The teacher mostly relied on consequences as a means to control behavior rarely trying to develop the personal strengths and goals of the students. I also believed that the teacher could have used constructivism; to better enhance instruction and learning. Constructivism is “that learning is meaning, it is reflecting on experienced” (Educational Theories, November 2012). Mrs. Turner could have enhanced lesson to incorporate real life connections to the students to make it meaningful for them. Also, she could have had students predict what was going to happen next in the story. The teacher could have asked

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.

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

1). There are many benefits to applying the multiple intelligence framework to a classroom with a diverse array of multiple intelligence strengths. Applying the multiple intelligence structure to my classroom not only will ensure all students are given the chance to grasp their full capacity but will ensure that they are kept engaged throughout the

Implementing the multiple intelligences theory will support the children in the scenario by catering to the children’s interests and abilities at the time, consequently engaging the children and causing fewer distractions in the classroom (Whitebread & Coltman, 2008). The EYLF states that when educators are responsive to a child’s strength, ability, needs, and interests, they build on the child’s skills and knowledge (DEEWR, 2009). This forms an important basis for curriculum decision making and allows the use of spontaneous teaching moments to scaffold children’s learning (DEEWR, 2009). This interactive approach is effective because it allows for social, emotional and physical growth alongside intellectual development to occur (Scott,

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.

However, the use of modeling, multiple intelligences, scaffolding, and differentiated learning I feel greatly enhanced learning. As a matter of fact, according to Coffey (2013), research showed an effective strategy of instruction is modeling

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.

Following multiple intelligences, he believes encompass human capability” (Berns, pg. 254). Children are very different and adapt to different learning styles; one multiple intelligence that works for one student may not work for another student. This is why it is crucial for teachers to know the different learning styles of their students. 1. Logical-mathematical- skills related to solving logical problems and performing mathematical calculations. Some of the teaching styles I would use for this intelligence would be to do experiments that relate to science and math that requires math calculations and solving logical problems. I would also challenge them with their math/number skills by giving them math problems to solve for fun. I will incorporate math into other subjects to see that we use math every day. As a teacher, I would see that they like to categorize and classify thing, so I would make sure that I would do that since that is how they work best. 2. Linguistic- skills related to the meaning, sound, and rhythm of words as well as the use of language. Some teaching styles I would use for this intelligence would be at to let these students have a chance of retelling stories and using their imagination. I would also provide study guides in my classroom because these students tend to learn better when they can memorize names, places, dates, etc. Also, and do a memorization game over materials. These students are good at when they can see words written down, so as I

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.