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Multiple Intelligence Theory

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Multiple intelligence theory was introduced by Howard Gardner as an alternative to the standard, narrow definition of intelligence.

Theorists
Of the theorists who have been involved with multiple intelligence theory, none have contributed more to the movement than the theory's developer, [|Howard Gardner]. Born in Scranton, Pennsylvania in 1943, events in Gardner's childhood would prove to shape some of his ideas later in life. Having lost his older brother to a sleighing accident, Gardner was pushed more towards intellectual pursuits than physical activities. His interest in the study of human development and human thought took shape during his time at Harvard, where he was privileged enough to study under the direction of some of the brightest individuals in the field in the 1960s. After graduating from Harvard's undergraduate school, Gardner returned to Harvard to earn his PhD. While in the doctorate program, Howard began working with the Project Zero research team. It was here that his multiple intelligence theory began to take shape.

Through his work with Project Zero, Gardner released Frames of Mind in 1983, introducing the theory of multiple intelligences for the first time. In the work, Gardner listed the criteria that he considered necessary in order to consider something an intelligence and provided his list of seven intelligences: linguistic intelligence, logical-mathematical intelligence, musical intelligence, bodily-kinesthetic intelligence, spatial intelligence, interpersonal intelligence, and intra personal intelligence (An eighth form of intelligence, naturalist intelligence, has been added to this list). Gardner argued that, while the intelligences are different, people tend to use multiple of them at one time in order to solve problems or come to various understandings. While schools tend to focus a large deal of attention on linguistic and logical-mathematical intelligence, he asserts that they must not overlook the other types of intelligence that individuals possess. Instead, he notes, teachers and instructors need to adapt lessons to incorporate the different forms of intelligence, because, after all, different students may be more gifted in one form than another.

In this video provided by the Massachusetts School of Law, Howard Gardner discussed how he came to develop the theory of multiple intelligences:

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Main Characteristics
The first idea of Howard Gardner’s multiple intelligence theory is that there are many ways humans demonstrate and are gifted with intelligence(s). The second idea is that “intelligence,” as we conceptualize it, cannot be measure by one test or standard of measure. Rather, Gardner argued that “intelligence” is culturally contextual. This leads to the third idea, that in order for someone to be deemed “intelligence” in their culture, they must be able to solve real, everyday problems. Finally, Gardner argued that determining an individual’s intelligences was more of an art than a science (Gardner & Hatch, 1989).

Gardner formulated an initial list of seven intelligences, but suggested the list could be much larger. His early list was expanded to include natural intelligence and spiritual intelligence, but his initial list only included:

1. [|Linguistic intelligence]: A person with this intelligence is able to use spoken and written language easily, and has the ability to learn languages, and use them to solve problems. 2. [|Logical-mathematical intelligence]: A person with this intelligence has the ability to reason logically, and to analyze mathematical problems with ease. 3. [|Musical intelligence]: A person with this intelligence has the ability to compose, analyze, and perform musical compositions, and to communicate and solve problems through music. 4. [|Bodily-kinesthetic intelligence]: A person with this intelligence has the ability to use their body to solve problems, in a rather mechanical way. 5. [|Spatial intelligence]: A person with this intelligence has the ability to recognize and use spatial patterns to solve problems. 6. [|Interpersonal intelligence]: A person with this intelligence has the ability to understand the intentions, motivations and desires of other people, and to easily work with them to solve problems. 7. [|Intrapersonal intelligence]: People with this intelligence have the ability to understand themselves, and find it easy to work alone to solve problems.

[|Multiple Intelligence Quiz]

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Strengths
Although multiple intelligence theory has never been empirically tested, several anecdotal strengths have been credited to it: 1. Educators are encouraged, through the use of MI theory, to broaden their teaching style and reevaluate their plans. 2. Teachers are encouraged to look for areas of potential in their students instead of counting the ways they fail to succeed. 3. Lessons are made more interesting through the diverse use of teaching methods. 4. Multiple intelligence theory stresses focusing on student abilities so that students address problems from an area of strength. 5. Student confidence is increased.



Weaknesses
Many criticisms have been leveled at multiple intelligence theory, chief among them:

1. Multiple intelligence theory does not address every area of strength that a person could have; including common sense, originality, and metaphoric capacity. 2. No specific rules or tests exist to scientifically place someone in a particular area. According to Gardner, the theory requires "more of an artistic judgment than of a scientific assessment". 3. Gardner's original research has been accused of being biased and of a limited scope in order to achieve results favorable to his theory. 4. The theory has never been empirically tested or subjected to scientific assessment. 5. Harry Morgan argued that multiple intelligence theory measures [|cognitive styles] rather than actual intelligences.

Constructivism
Multiple intelligence theory and [|constructivism] practices go hand-in-glove in the classroom. When a teacher is not wed to direct instruction, but is open to the students constructing their own knowledge and solutions to problems, there is room for multiple intelligences to participate in the construction of knowledge. With differentiated lessons, where music, video, text, movement, and other types of tools and information are provided to students, they can access their own individual intelligence and participate in a type of jigsaw construction to generate the solution to a problem or assignment the teacher has presented. Each student is able to utilize their own way of understanding or knowing, and contribute to the whole. In the current educational climate where the demand for differentiated instruction is the norm, it would help teachers if they knew which studnets had which intelligences so they could plan lessons to match the particular intelligences of individual groups of students; mathmatical, musical, visual, etc. In this way, multiple intelligence theory and constructivism can easily be integrated into the classroom.

Integration
Technology has opened doors for education and further helped the idea of multiple intelligences. Using different media platforms in the classroom has become second nature for many educators and will increase as the availability and uses of technology increases. A teacher can easily click on a YouTube video and show it to a class, integrate Power Point slides to place their words on the board, use software like Inspiration to have students create their own visuals.

Any class could integrate multiple intelligence theory and technology into regular education, our example is of an average middle-school class. The teacher would use the above methods to appeal to visual or kinesthetic learners, students could apply their spacial/visual abilities in creating wikis, inspiration maps, and videos. Musically-talented students could use software like Audacity or Movie Maker to create or arrange music. With technology, the range of activities is at least as broad as the ability range of the students and teacher.

Using both technology and multiple intelligence theory, educators give the control of the learning to the students and allow them to take it an a direction that works with their strengths and interests. Technology will help push students farther by offering activities they may have never done before, like making and editing movies or composing songs. This keeps the learning interesting while giving them valuable, usable skills that prepare them for jobs after they graduate.

Gardner's theory of multiple intelligences runs in the same direction as the integration of technology into instruction. With computers and the internet, the tool for education are nearly limitless; and growing every day. Each of these tools could give them the opportunity to use their gifts in ways they might never have expected to use in a school setting.

The following video presents the initial introduction of multiple intelligence theory to students. While it does not integrate technology, many of the examples listed above could take the place of the traditional forms seen in this video:

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