Dr.
Howard Gardner, a Psychologist and professor of Neuroscience from Harvard University, developed the theory of Multiple
Intelligences (MI) in 1983. The theory challenged traditional beliefs in the fields
of education and cognitive science. MI reconsiders our educational practice of
the last century and demands the new technologies in Teaching – learning fields
for the maximum drawing of the best in child.
According to Howard Gardner, human beings have nine different kinds of intelligence that reflect different ways of interacting with the world. Each person has a unique combination or profile. Although we each have all nine intelligences, no two individuals have them in the same exact configuration, similar to our fingerprints. According to Gardner, intelligence is much more than IQ because a high IQ in the absence of productivity does not equate to intelligence. In his definition, "Intelligence is a biopsychological potential to process information that can be activated in a cultural setting to solve problems or create products that are of value in a culture." Consequently, instead of intelligence being a single entity described psychometrically with an IQ score, Gardner's definition, views it as many things. For Gardner, intelligence is:
According to Howard Gardner, human beings have nine different kinds of intelligence that reflect different ways of interacting with the world. Each person has a unique combination or profile. Although we each have all nine intelligences, no two individuals have them in the same exact configuration, similar to our fingerprints. According to Gardner, intelligence is much more than IQ because a high IQ in the absence of productivity does not equate to intelligence. In his definition, "Intelligence is a biopsychological potential to process information that can be activated in a cultural setting to solve problems or create products that are of value in a culture." Consequently, instead of intelligence being a single entity described psychometrically with an IQ score, Gardner's definition, views it as many things. For Gardner, intelligence is:
- the ability to
create an effective product or offer a service that is valued in a
culture;
- a set of skills that make it
possible for a person to solve problems in life;
- the potential for finding or
creating solutions for problems, which involves gathering new knowledge.
Dr. Gardner proposes nine different intelligences to account for a
broader range of human potential in children and adults. These intelligences
are:
- Linguistic
intelligence ("word smart")
- Logical-mathematical
intelligence ("number/reasoning
smart")
- Spatial
intelligence ("picture
smart")
- Bodily-Kinesthetic
intelligence ("body smart")
- Musical
intelligence ("music smart")
- Interpersonal
intelligence ("people
smart")
- Intrapersonal
intelligence ("self smart")
- Naturalist
intelligence ("nature smart")
- Existential Intelligence:
HOWARD GARDNER'S NINE MULTIPLE INTELLIGENCES:
1. Linguistic
Intelligence: It is the capacity to use language to express
what's on your mind and to understand other people. Any kind of writer, orator,
speaker, lawyer, or other person for whom language is an important stock in
trade has great linguistic intelligence.
2. Logical/Mathematical Intelligence: It is the capacity to understand the underlying principles of some kind of causal system, the way a scientist or a logician does; or to manipulate numbers, quantities, and operations, the way a mathematician does.
3. Musical Rhythmic Intelligence: It is the capacity to think in music; to be able to hear patterns, recognize them, and perhaps manipulate them. People who have strong musical intelligence don't just remember music easily, they can't get it out of their minds,it's so omnipresent.
4. Bodily/Kinesthetic Intelligence: It is the capacity to use the whole body or parts of your body to solve a problem, make something, or put on some kind of production. The most evident examples are people in athletics or the performing arts, particularly dancing or acting.
5. Spatial Intelligence: It is the ability to represent the spatial world internally in your mind -- the way a sailor or airplane pilot navigates the large spatial world, or the way a chess player or sculptor represents a more circumscribed spatial world. Spatial intelligence can be used in the arts or in the sciences.
6. Naturalist Intelligence: It is the ability to discriminate among living things (plants, animals) and sensitivity to other features of the natural world (clouds, rock configurations). This ability was clearly of value in our evolutionary past as hunters, gatherers, and farmers; it continues to be central in such roles as botanist or chef.
7. Intrapersonal Intelligence: This intelligence helps to understand himself; knowing who you are, what you can do, what you want to do, how you react to things, which things to avoid, and which things to gravitate toward. We are drawn to people who have a good understanding of themselves. They tend to know what they can and can't do, and to know where to go if they need help.
8. Interpersonal Intelligence: the ability to understand other people. It's an ability we all need, but is especially important for teachers, clinicians, salespersons, or politicians -- anybody who deals with other people.
9. Existential Intelligence: the ability and proclivity to pose (and ponder) questions about life, death, and ultimate realities.
2. Logical/Mathematical Intelligence: It is the capacity to understand the underlying principles of some kind of causal system, the way a scientist or a logician does; or to manipulate numbers, quantities, and operations, the way a mathematician does.
3. Musical Rhythmic Intelligence: It is the capacity to think in music; to be able to hear patterns, recognize them, and perhaps manipulate them. People who have strong musical intelligence don't just remember music easily, they can't get it out of their minds,it's so omnipresent.
4. Bodily/Kinesthetic Intelligence: It is the capacity to use the whole body or parts of your body to solve a problem, make something, or put on some kind of production. The most evident examples are people in athletics or the performing arts, particularly dancing or acting.
5. Spatial Intelligence: It is the ability to represent the spatial world internally in your mind -- the way a sailor or airplane pilot navigates the large spatial world, or the way a chess player or sculptor represents a more circumscribed spatial world. Spatial intelligence can be used in the arts or in the sciences.
6. Naturalist Intelligence: It is the ability to discriminate among living things (plants, animals) and sensitivity to other features of the natural world (clouds, rock configurations). This ability was clearly of value in our evolutionary past as hunters, gatherers, and farmers; it continues to be central in such roles as botanist or chef.
7. Intrapersonal Intelligence: This intelligence helps to understand himself; knowing who you are, what you can do, what you want to do, how you react to things, which things to avoid, and which things to gravitate toward. We are drawn to people who have a good understanding of themselves. They tend to know what they can and can't do, and to know where to go if they need help.
8. Interpersonal Intelligence: the ability to understand other people. It's an ability we all need, but is especially important for teachers, clinicians, salespersons, or politicians -- anybody who deals with other people.
9. Existential Intelligence: the ability and proclivity to pose (and ponder) questions about life, death, and ultimate realities.
The
key to implementing MI successfully is to design your classroom and the
particular lesson so that students are able to participate in learning and
understand the material in a variety of ways. Keep the following in mind:
APPLICATIONS OF MULTIPLE INTELLIGENCE IN
CLASSROOMS
1. Teaching with MI
often necessitates that students work together in groups or on projects that
employ many materials. For example, if the lesson plan asks students to work
with computers and you do not have enough in your classroom, try to schedule
time in the computer lab in advance. If the lesson plan involves drawing or
acting, be sure to arrange your classroom so that there is sufficient space and
materials.
2. Be prepared not only to encourage collaboration and "thinking outside the box," but also to maintain some control by setting specific boundaries for students. For example, if the assignment calls for the students to work together to develop a presentation, be sure to define exactly how they should work together (perhaps by encouraging them to assign different roles within the group) and what to do if they have trouble cooperating.
3. One "answer" or outcome is not the only acceptable measure of a child's understanding. For example, if your objective is for students to understand the literary elements of a story or novel (e.g., rising action, conflict, climax, etc.), different learners might grasp the concept in different ways. One student might illustrate them through drawing, another might be able to re-create the elements through acting, and yet another might better be able to summarize them in writing.
4. Students need to have a clear understanding of how their work will be evaluated. Be sure to lay out the exact objectives and expectations of your lesson before beginning. Because MI allows for many different means of learning and expression, children need to understand that there may be many different forms of evaluation and that one style of work is not necessarily more demanding or time consuming than another. For example, if a project gives participants a choice between writing and illustrating, the outcomes will obviously be very different, but they may be given the same grade for meeting the same objective.
2. Be prepared not only to encourage collaboration and "thinking outside the box," but also to maintain some control by setting specific boundaries for students. For example, if the assignment calls for the students to work together to develop a presentation, be sure to define exactly how they should work together (perhaps by encouraging them to assign different roles within the group) and what to do if they have trouble cooperating.
3. One "answer" or outcome is not the only acceptable measure of a child's understanding. For example, if your objective is for students to understand the literary elements of a story or novel (e.g., rising action, conflict, climax, etc.), different learners might grasp the concept in different ways. One student might illustrate them through drawing, another might be able to re-create the elements through acting, and yet another might better be able to summarize them in writing.
4. Students need to have a clear understanding of how their work will be evaluated. Be sure to lay out the exact objectives and expectations of your lesson before beginning. Because MI allows for many different means of learning and expression, children need to understand that there may be many different forms of evaluation and that one style of work is not necessarily more demanding or time consuming than another. For example, if a project gives participants a choice between writing and illustrating, the outcomes will obviously be very different, but they may be given the same grade for meeting the same objective.
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