EDCI 6255 Multiple Intelligences


WELCOME

Welcome to "Multiple Intelligences". This theory presents a definition of intelligence that challenges some of the assumptions of those whose work is based on other definitions. This course will improve your understanding of the theory, and how the theory can be used as a basis for teaching and learning.

This course is divided into four modules:

  • Module 1: Intelligence and multiple intelligences
  • Module 2: Exploring multiple intelligences
  • Module 3: Multiple intelligences and learning styles
  • Module 4: Multiple intelligences and the classroom


As you work through the course you will:

  • consider and reconsider your own definition of intelligence
  • explore the theory of multiple intelligences
  • consider the implications for classroom practice of multiple intelligences
  • begin to develop plans for applying the theory in your lesson

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PREPARATION

There's no preparation work required to complete this course.


COURSE STRUCTURE

This is an independent study program which means your individual starting date and due date are based on your date of registration. Your instructor will advise you of this due date.

This is an interactive on-line course. Although you will be able to complete some of it just by sitting in front of your screen working through the on-line material, we will regularly ask you to reflect on what you have learned, and put ideas into practice.

  • Activities - exercises or reflections for you to carry out in front of your computer screen. Unlike a Task, there is no specific end product, and you'll always be able to complete them on your own.
  • Tasks - similar to Activities, but requiring you to put your learning into practice in a specific situation in school.
  • Forms - use to collect the information learned.
  • Resources -

    a) RESOURCE FORMS: Has PDF forms to help you answer questions in the Student Books

    b) RESOURCE FURTHER READING: Includes clarifications about the module.

    c) REFERENCE LINKS: Has links to websites referred to in the module.

    d) DEFINITIONS: Has definitions of terms used in the module.

    e) BIBLIOGRAPHY: The bibliography is located at the bottom of this page that includes books you may check out at your local library.

  • Student Book- for you to record your reflections and send to your instructor.

At any time you may email your instructor with questions or problems you may be having with the material or the web site.

How do I get the Student Book to my instructor?

You will need to email it to your instructor. Download and save the document as described below and then you can enter your own text into the Student Book word document. Your instructor will expect a version of your Student Book as you complete each module. These can be saved by you in your files as well as being sent to your course instructor via email as an email attachment.

How do I save and name the Student Book?

You cannot type your answers on this web site. You must download your Student Book template which is a word document, by clicking on the download link below.

For your Student Book, please use a text document or a Microsoft Word document and type your text there. Title the document like this:

  • NAME OF CLASS
  • NAME OF TEACHER
  • YOUR NAME
  • DATE
  • MODULE1

[NAMEOFCLASS_TEACHERSNAME_YOURNAME_MODULENUMBER.doc ]

like this

6208_DRCLARK_JOHNDOE_MODULE1.doc

Save the Student Book on your computer and complete the assignments on the document and then email it to your teacher.

STUDENTBOOKS

Click here to download all student books

RESOURCES

BIBLIOGRAPHY

REFERENCE LINKS

Module 1: Intelligence and multiple intelligences

MODULE 1A Intended learning outcomes for MODULE 1

MODULE 1B Activity 1: Your own view of intelligence

MODULE 1C Activity 2: Looking at different definitions of intelligence

MODULE 1D Activity 3: Intelligence as fixed

MODULE 1E Activity 4: Howard Gardner’s multiple intelligences (1)

MODULE 1F Activity 4: Howard Gardner’s multiple intelligences (2)

MODULE 1G Activity 5: The eight intelligences

MODULE 1H Activity 6: Optional further reading

MODULE 1I What have you learned? Evaluation of your learning from

MODULE 1J Congratulations

MODULE 2: Focusing on policies in your school

MODULE 2A Intended learning outcomes for MODULE 2

MODULE 2B Task 1: Assessing your own multiple intelligences

MODULE 2C Activity 8: Reflection on your multiple intelligences

MODULE 2D Task 2: Assessing students' MIs

MODULE 2E Activity 9: Analysis of your students' MIs

MODULE 2F Task 2 extension (optional): A colleague's analysis of your students' MIs

MODULE 2G Activity 10: Reflection on the key points

MODULE 2H What have you learned? Evaluation of your learning from Module 2

MODULE 2I Congratulations

MODULE 3: Multiple intelligences and learning styles

MODULE 3A Intended learning outcomes for Module 3

MODULE 3B Activity 11: Howard Gardner’s views

MODULE 3CActivity 12: Considering your class

MODULE 3D Activity 13: Further reading

MODULE 3E Activity 14: The difference between multiple intelligences and learning styles

MODULE 3F Activity 15: Learning styles and your teaching

MODULE 3G Activity 16: Students’ learning styles

MODULE 3H Activity 17: The difference between learning styles and MIs

MODULE 3I What have you learned? Evaluation of your learning from MODULE 3

MODULE 3J Congratulations

MODULE 4: Multiple intelligences and the classroom

MODULE 4A Intended learning outcomes for MODULE 4

MODULE 4B A quick recap

MODULE Task 3: Planning a lesson using multiple intelligences

MODULE4D Task 4: Delivering the lesson

MODULE 4E Task 5: Preparing and delivering future lessons

MODULE4F What have you learned? Evaluation of your learning from Module 4

MODULE4G Congratulations

Module 1: Intelligence and multiple intelligences

Module 1A Intended learning outcomes for Module 1

By the end of this module you should:

  • know that some views of intelligence are founded on the idea of it being fixed
  • understand how the theory of multiple intelligences challenges
  • these views by being based on the notion that intelligence is fluid

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Module 1b-Activity 1: Your own view of intelligence

Think through what you understand by the word "intelligence".
In your Student book (1), type the names of three people from any era who you would describe as intelligent. Next to each name, write three or four reasons why you consider that person intelligent.

Reflect on the reasons you have listed, and then enter your own definition of intelligence.

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Module 1c-Activity 2: Looking at different definitions of intelligence

Click on Resource 1: Definitions of intelligence and read the different views there. You may find it easier to print it out first.
This Resource isn't meant to be definitive – it merely highlights that there have always been different views about what intelligence is.

When you've read it, go to your Student book (2) and reflect on how similar the view of intelligence you wrote yourself is to the definitions in the Resource.

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Module 1d-Activity 3: Intelligence as fixed

So as you can see, there are many different views of intelligence and there probably always will be.
However, what these views essentially have in common is that the basis of intelligence is seen as relatively fixed and unchangeable. This view of intelligence, as a relatively permanent characteristic, has had an important impact on education.

Now read two views of Intelligence Quotient outlined in Resource 2: Intelligence Quotient (1) and Resource 3: Intelligence Quotient (2).

Reflect on your own attitudes to teaching and learning. How much can you see the influence of what you've just read in your own experience?

Note your thoughts in your Student book (3).

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Module 1e-Activity 4: Howard Gardner’s multiple intelligences (1)

Howard Gardner put forward yet another definition of intelligence. In 1983, Gardner defined intelligence as:
"...the ability to solve problems or to create products that are valued within one or more cultural settings". (Gardner, 1983)

The implication of this statement is that it's possible to be intelligent in one setting, but not in another.

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Module 1f- Activity 4: Howard Gardner’s multiple intelligences (2)

By 1999, Gardner had further refined this definition. He described intelligence as:
"... a bio-psychological potential to process information that can be activated in a cultural setting to solve problems or to create products that are of value in a culture. This modest change in wording is important because it suggests that intelligences are not things that can be seen or counted. Instead, they are potentials – presumably neural ones – that will or will not be activated depending upon the values of a particular culture, the opportunities available in that culture, and the personal decisions made by individuals and/or their families, schoolteachers and others." (Gardner, 1999)

So, underpinning Gardner's definitions is a view of intelligence that is not fixed, but dependent on a particular "product" required, the value a culture gives to that product and the opportunities for neural activity to be switched on and off. Intelligence is fluid or flexible.

Reflect on your original definition of intelligence you provided in your Student book (1), and the three people you chose to exemplify it. Gardner suggests that people producing very different "products" can be equally intelligent. How similar are your chosen people's products to each other? In other words, do they do similar things or work in similar fields?

Note your thoughts in your Student book (4).

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Module 1g-Activity 5: The eight intelligences

Over 30 years of research has led Gardner to define eight different kinds of intelligence.
Click on Resource 4: Gardner's eight intelligences to see them listed.

Then read Resource 5: Gardner's eight intelligences - in his own words. Remember, you can print it off, rather than read it on screen if you prefer.

Then, in your Student book (5), give one or two examples of people who in your opinion exemplify each of the eight intelligences. These could either be people you know personally or public figure.

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Module 1h- Activity 6: Optional further reading

You will get a clearer idea of the views, attitude and background of Howard Gardner by doing the following additional reading.

Click here to visit the Howard Gardner website.
Reflect on your views of the nature of intelligence and than go to Student Book) (6)to record your thoughts.

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Module 1i-What have you learned? Evaluation of your learning from Module 1

When you have worked through the Activities in this module, please look again at the intended learning outcomes for Module 1.

By the end of this module you should:

  • know that some views of intelligence are founded on the idea of it being fixed
  • understand how the theory of multiple intelligences challenges these views by being based on the notion that intelligence is fluid

How much has this module helped you to achieve these outcomes? Make your comments in your Student book (7) and e-mail your comments to your instructor.

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Module 1j-Congratulations

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Module 2: Exploring multiple intelligences

Module 2a - Intended learning outcomes for Module 2

By the end of this module you should:

  • begin to understand the theory of multiple intelligences
  • be able to think about a group of students in terms of multiple intelligences

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Module 2b-Task 1: Assessing your own multiple intelligences

Print out and read the summary of the eight intelligences in Resource 6: Summary of the eight multiple intelligences. Then in your Student book (8), give yourself a score for each intelligence on a scale of one to five (where a score of five means that the description applies to you a great deal, and one means it hardly applies to you at all).

Now ask a friend or colleague to read the list of intelligences in Resource 6, and then give their view on your intelligences, using Resource 7: Assessment sheet for multiple intelligences.

Reflect on and discuss the similarities and differences between the two sets of scores. Make a final decision on the scores, and record it in your Student book (8), along with any notes or thoughts.

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Module 2c- Activity 8: Reflections on your own Multiple Intelligence

Reflect on the responses you and your colleague have made in the earlier activities in this module. Do you feel that in your own education, more emphasis was placed on some intelligences than others? Which were these? Which intelligences, if any, were neglected? What effect do you think this emphasis had on your own educational process?

Note your reflections in Student book (9).

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Module 2d- Task 2: Assessing students' MIs

Choose a class or group of children that you know well. Ideally, this should be a class you teach and will continue to teach for some time. For practical reasons this might not be possible – but make sure you choose a group of at least 15 students that you have taught and have had to assess.

Now print off and read the checklist of the intelligences in Resource 8: Student checklist.

Analyze the strengths in the different intelligences of the members of your class.

List the students in the group in the relevant boxes in your Student book (10) . (Note: refer to your school's data protection policy. You might have to use coded names for the students.) Consider each child against the whole checklist. Using the code listed, indicate in your Student book (10) firstly the most obvious intelligence exhibited by the student, then the second most obvious, and so on until you feel you have made as full an analysis as you can. (Use your own code if you prefer.)

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Module 2e- Activity 9: Analysis of your students' MIs

Reflect on your observations from Task 2. What do they say to you about the spread of intelligences in your class or group? Do they provide you with a different insight into any of your students from the one you have held until now?
Do they make you think about the way you have usually approached your teaching?

Briefly record your reflections in your Student book (11).

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Module 2f-Task 2 extension (optional): A colleague's analysis of your students' MIs

Ask a colleague to complete Task 2 and Activity 9 for the same class. Print off Resource 8: Student checklist and Resource 9: Your students' strengths (a colleague's view) for them to use.
What are the similarities and differences in your conclusions? How do you explain these? Briefly record your reflections in your Student book (12).

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Module 2g- Activity 10: Reflection on the key points

Read Resource 10: Key points in the theory of multiple intelligences. Reflect on these key points. Considering how you felt about your own intelligences and those of your students, to what extent do you agree or disagree with the key points? Note your views in your Student book (13)

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Module 2h-What have you learned? Evaluation of your learning from Module 2

When you have worked through the Activities and Tasks in this module, please look again at the intended learning outcomes for Module 2.
By the end of this module you should:

  • begin to understand the theory of multiple intelligences
  • be able to think about a group of students in terms of multiple intelligences

How much has this module helped you to achieve these outcomes? Make a note in your Student book (14) and e-mail your comments to your instructor.

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Module 2i-Congratulations

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Module 3: Multiple intelligences and learning styles

Module 3a- Intended learning outcomes for Module 3

By the end of this module you should:

  • know some of the implications for teaching and learning of multiple intelligences compared with more traditional views of
  • intelligence
  • know what is meant by "learning styles", and how they differ from multiple intelligences

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Module 3b- Activity 11: Howard Gardner’s views

Read Resource 11: Extract from Intelligence Reframed (1999) by Howard Gardner.
Reflect on the points Gardner makes. Is the way you encourage learning in your class more uniform or less so?

Make notes on your reflections in your Student book (15).

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Module 3c- Activity 12: Considering your class

Think of a class you have taught quite recently (in the last week or so). In the first section of your Student book (16), note down the learning outcomes of the lesson.
Think about the extent to which the activities used helped those students who do not have a "language-logic" mind attain those outcomes. Note your conclusions in the second section of your Student book (16).

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Module 3d -Activity 13: Further reading

Print off and read Resource 12: Gardner on breadth of intelligence.

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Module 3e - Activity 14: The difference between multiple intelligences and learning style

You have now thought about how an understanding of the theory of multiple intelligences can help teaching and learning. The second part of this module helps you distinguish between two often confused terms – multiple intelligences and learning styles.
You can find out in more detail about learning styles in our course, Learning styles. For the purpose of this course, we just need to overcome the confusion that can often exist between the two terms.

Read Resource 13: Learning styles. Reflect on the reading. What is your own preferred learning style?

Note your conclusions in your Student book (17).

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Module 3f - Activity 15: Learning styles and your teaching

As a person involved in educating students, you probably naturally reflect your own preferred learning style in the way you interact with them.
So when working with students are you "auditory" – doing a lot of talking and having lots of discussion? Or "visual" – writing on the whiteboard, expecting students to write a lot, making visual aids? Or are you kinesthetic – moving about a lot, getting students to come to the front, doing group activities, putting on demonstrations? Perhaps you use a different style for different subjects.

Think about your own approach. Does it predominantly reflect your own preferred learning style?

Make notes in your Student book (18).

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Module 3g - Activity 16: Students’ learning styles

Look again at the student list you made in your Student book (10). In your Student book (19) think about how each of these students prefers to access information. Note whether each is predominantly visual, auditory or kinesthetic.

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Module 3h - Activity 17: The difference between learning styles and MIs

An understanding of learning styles is clearly useful in improving teaching and learning. But it's important to understand that learning styles are totally separate from the theory of multiple intelligences.
In essence, a "learning style" refers to the particular way in which we take in knowledge.

"Intelligence" (according to Gardner) is the capacity to use that knowledge to "solve problems or to create products that are valued within one or more cultural settings". It's the way we process the knowledge we have collected.

Read Resource 14: Gardner on multiple intelligences myths, and then Resource 15: An analogy. Then summarize the distinctions between learning styles and multiple intelligences in your Student book (20).

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Module 3i - What have you learned? Evaluation of your learning from Module 3

When you have worked through the Activities and Tasks in this module, please look again at the intended learning outcomes for Module 3.

By the end of this module you should:

  • know some of the implications for teaching and learning of multiple intelligences compared with more traditional views of intelligence
  • know what is meant by "learning styles", and how they differ from multiple intelligences

How much has this module helped you to achieve these outcomes? Make a note in your Student book (21) and e-mail your comments to your instructor.

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Module 3J - Congratulations

Module 4: Multiple intelligences and the classroom

MODULE 4A. Intended learning outcomes for Module 4

By the end of this module you should:

  • be able to apply the theory of multiple intelligences to planning your classroom work

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MODULE 4 B. A quick recap

So far in the course, we have:

  • looked at different definitions of intelligence
  • seen how some of those definitions are more fixed than others
  • looked at Gardner's own definition of intelligence
  • explored his theory of multiple intelligences
  • seen the difference between learning styles and multiple
  • intelligences


This module introduces you to the application of multiple intelligences in your classroom.

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MODULE 4C. Task 3: Planning a lesson using multiple intelligences

First, print out and read Resource 16: Gardner on implementing multiple intelligences. You now have to think about how to implement Gardner's ideas in the day-to-day classroom situation.
Then print out and read Resource17: Examples of multiple intelligences in the classroom. This shows just a few examples of activities using multiple intelligences.

Now, choose a lesson that you are going to teach in the next couple of weeks. Identify what it is you want your students to learn from that lesson. Try to plan a number of different activities which respond to the range of intelligences of the pupils in your class.

For more ideas, refer to Resource 18: Strategies for multiple intelligences learning, which might help you think of different activities for each of the different multiple intelligences. Remember, the suggestions here are to do with how a student might process the information they've received, not how they collect that information.

You might also decide to discuss your lesson plans with a colleague who teaches the same group. Adjust your plans in the light of this conversation.

Remember, this is a first attempt – so don't worry if it's not perfect!

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MODULE 4D. Task 4: Delivering the lesson

When you feel you're ready, deliver the lesson you planned in the previous Task. Then return to this stage of the course.
Reflect on how the lesson went.

Do you have any evidence that the range of activities used helped some of your students learn more effectively than they might have done previously?

Make notes in your Student book (22).

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MODULE 4E. Task 5: Preparing and delivering future lessons

Having reflected on your first attempt, it's important that you take any opportunities to prepare and deliver more lessons in the near future using your knowledge of multiple intelligences.
After each lesson, evaluate its success.

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MODULE 4F. What have you learned? Evaluation of your learning from Module 4

When you have worked through the Activities and Tasks in this module, please look again at the intended learning outcome for Module 4.
By the end of this module you should:

  • have applied the theory of multiple intelligences to planning your classroom work


How much has this module helped you to achieve this outcome? Make a note in your Student book (23) and e-mail your comments to your instructor.

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MODULE 4G. Congratulations

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RESOURCES

Resource 1: Definitions of intelligence 

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Resource 2: Intelligence Quotient (1)
(The extract below is taken from EdWeb: Exploring Technology and School Reform, by Andy Carvin.)
"Because the traditional understanding of intelligence assumes that our ability to learn and do things comes out of a uniform cognitive capacity, some researchers began to experiment with the possibility that such an intelligence would be fairly easy to measure – and thus be very useful in assessing students in order to place them at an appropriate academic level. At the turn of the century, the educators of Paris asked psychologist Alfred Binet to formulate a test that could be used to analyse a child's intelligence in order to separate the educationally 'normal' from the 'sub-normal' in the city's schools. The Intelligence Quotient, or IQ test, was thus born.

Though Binet's IQ test (now known as the Stanford-Binet Test) was originally used to discover a student's intellectual shortcomings (and thus used as a guide to tutor them appropriately), it quickly caught on in the US as a way to rank students as more or less capable in school. With an average score of 100, a student who scored a 131, for example could be placed in a gifted program, while another who scored 81 could be placed in special education. Though there was some reservation about coding students by a test-determined score (why, for instance, was a 131 acceptable for a gifted program, while a 127 was not?), the IQ test went on to become a near-national standard.

The measuring of raw intelligence with tests continued in all areas of education. One of the most famous examples is the Scholastic Aptitude Test, or SAT. The SAT, which analyses a student's mathematic and grammatical abilities as well as reading comprehension and vocabulary, is used by nearly every college in America to help determine whether a student is qualified to enter that institution. Because it is assumed that the SAT can predict future achievement, certain scores could automatically dictate whether a student was in or out of a prospective program."

(Click here to read the article in full.)

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Resource 3: Resource 3: Intelligence Quotient (2)
Linda S Gottfredson (Professor of Educational Studies at the University of Delaware) wrote a strongly argued paper in the Scientific American (The general intelligence factor, Scientific American, November 1998). She argued that:
"Despite some popular assertions, a single factor for intelligence, called g, can be measured with IQ tests and does predict success in life."

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Resource 4: Gardner's eight intelligences
1. Linguistic intelligence: the ability to read, write and communicate with words.
2. Mathematical-logical intelligence: the ability to reason and calculate, to think things through in a logical, calculated manner.

3. Visual-spatial intelligence: the ability to think in pictures, visualize a result. To imagine things in your mind's eye.

4. Kinesthetic intelligence: the ability to use the body to solve problems, create products, and present ideas or emotions.

5. Musical intelligence: the ability to make or compose music, to sing well, to keep rhythm. The ability to understand and appreciate music.

6. Interpersonal intelligence: the ability to work effectively with others, to relate to other people and display empathy and understanding, to notice and appreciate their motivation and goals.

7. Intrapersonal intelligence: the capacity for self-analysis and reflection, to know oneself. The ability to review one's behavior and innermost feelings, to make plans.

8. Naturalist intelligence: the ability to recognize flora and fauna, to make other distinctions in the natural world, and to use this ability productively.

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Resource 5: CLICK HERE TO DOWNLOAD

Resource 6: CLICK HERE TO DOWNLOAD

Resource 7: CLICK HERE TO DOWNLOAD

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Resource 8: CLICK HERE TO DOWNLOAD

Resource 9: CLICK HERE TO DOWNLOAD

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Resource 10: Key points in the theory of multiple intelligences
(Adapted from the website of the Statewide Parent Advocacy Network)
Each person possesses all intelligences – MI theory is not a "type theory" for determining the one intelligence that fits. It's a theory of cognitive functioning, and it proposes that each person has capacities in all intelligences.

Most people can develop each intelligence to an adequate level of competency – although an individual may bemoan their deficiencies in a given area and consider their problems innate and intractable, Gardner suggests that virtually everyone has the capacity to develop all intelligences to a reasonably high level of performance if given the appropriate encouragement, enrichment, and instruction.

Intelligences usually work together in complex ways – Gardner points out that each intelligence is actually a "fiction"; i.e., no intelligence exists by itself in life (except perhaps in very rare instances in savants and brain-injured individuals). Intelligences are always interacting with each other.

There are many ways to be intelligent within each category – there is no standard set of attributes that one must have to be considered intelligent in a specific area. Consequently, a person may not be able to read, yet be highly linguistic because they can tell a terrific story or have a large, oral vocabulary. Similarly, a person may be quite awkward on the playing field, yet possess superior bodily-kinesthetic intelligence when they weave a carpet or create an inlaid chess table. MI theory emphasizes the rich diversity of ways in which people show their gifts within intelligences as well as between intelligences.

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Resource 11: CLICK HERE TO DOWNLOAD

Resource 12: CLICK HERE TO DOWNLOAD

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Resource 13: Learning styles
Learning styles are the individualized ways in which a students takes in information. Your preferred learning style is the natural channel you use to learn most quickly, easily and effectively. We have seen in earlier modules that there are a number of different definitions of intelligence. In just the same way, an internet search engine would lead you to many different definitions of learning styles. In this module, we will look briefly at just one set of those definitions - visual, auditory and kinesthetic learning styles.

Visual learners
Visual learners learn through seeing. They use pictures and diagrams. They like demonstrations or watching videos.

They might say: "I see what you mean" or "Let me see that".

Auditory learners
Auditory learners learn through hearing. They like using audiotapes, discussions, and verbal instructions.

They might say: "I hear what you say" or "Shush! I'm listening".

Kinesthetic learners
Kinesthetic learners learn through physical activities and direct involvement. They like moving, touching, and experiencing.

They might say: "Let me explore that" or "I'll just go for a walk and think about it"

There are many ways to be intelligent within each category – there is no standard set of attributes that one must have to be considered intelligent in a specific area. Consequently, a person may not be able to read, yet be highly linguistic because they can tell a terrific story or have a large, oral vocabulary. Similarly, a person may be quite awkward on the playing field, yet possess superior bodily-kinesthetic intelligence when they weave a carpet or create an inlaid chess table. MI theory emphasizes the rich diversity of ways in which people show their gifts within intelligences as well as between intelligences.

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Resource 14: Gardner on multiple intelligences myths
(From Educational Leadership, Vol. 55, No1, Sept 1997 - Teaching for multiple intelligences - A conversation with Howard Gardner)
Kathy Checkley: You have identified several myths about the theory of multiple intelligences. Can you describe some of those myths?

Howard Gardner: One myth that I personally find irritating is that an intelligence is the same as a learning style. Learning styles are claims about ways in which individuals purportedly approach everything they do. If you are planful, you are supposed to be planful about everything. If you are logical-sequential, you are supposed to be logical-sequential about everything.

My own research and observations suggest that that's a dubious assumption. But whether or not that's true, learning styles are very different from multiple intelligences. Multiple intelligences claims that we respond, individually, in different ways to different kinds of content, such as language or music or other people. This is very different from the notion of learning style.

You can say that a child is a visual learner, but that's not a multiple intelligences way of talking about things. What I would say is, "Here is a child who very easily represents things spatially, and we can draw upon that strength if need be when we want to teach the child something new."

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Resource 15: An analogy
There's a distinction between intelligence and learning style.
"Learning style" refers to the particular way in which we take in knowledge.

"Intelligence" is the capacity to use that knowledge to "solve problems or to create products that are valued within one or more cultural settings". It's the way we process the knowledge we have collected.

An analogy is a school hall with three entrances. The three entrances come in from different directions and they could well be different – a path, a ramp and some steps. But they are all used by whoever enters the hall.

Once in the hall, a variety (say eight) of very different events occur – school assembly, concerts, disco, wedding reception, examinations, election meeting, school dinners, speech day.

You need to go through one of the entrances to reach the event (your learning style). But how you use the resources in the hall depends on what you want to produce and your ability to do so (your intelligence).

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Resource 16 CLICK HERE TO DOWNLOAD PDF

Resource 17 CLICK HERE TO DOWNLOAD PDF

Resource 18 CLICK HERE TO DOWNLOAD PDF

BIBLIOGRAPHY

Author: Thomas Armstrong
Title: Multiple Intelligences in the Classroom 4th Edition (2017)
Publisher: ASCD
ISBN: 1416625097

Author: Debra Ren-Etta
Title: Cultivating the Genius of Black Children: Strategies to Close the Achievement Gap in the Early Years (2016)
Publisher: Readleaf Press
ISBN: 1605544051

Author: Dearey, I
Title: Intelligence: A Very Short Introduction (2001)
Publisher: Oxford Paperbacks
ISBN: 0192893211

Author: Gardner, H
Title: Frames of Mind: The Theory of Multiple Intelligences (1983)
Publisher: Basic Books
ISBN: 0465025102

Author: Gardner, H
Title: Intelligence Reframed (1999)
Publisher: Basic Books
ISBN: 0465026109

Author: Gardner, H
Title: Multiple Intelligences: The Theory in Practice (1993)
Publisher: Basic Books
ISBN: 0456018212

Author: Gardner, H
Title: The Unschooled Mind: How Children Think and How Schools Should Teach (1991)
Publisher: Basic Books
ISBN: 0465088961

Author: Lazear, D
Title: Eight Ways of Teaching: The Artistry of Teaching with Multiple Intelligences (1999)
Publisher: IRI Skylight
ISBN: 1575171198

Author: Piaget, J
Title: The Origin of Intelligence in Children (1992)
Publisher: International Universities Press
ISBN: 0823682072

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REFERENCES

Name: Howard Gardner
Description: This is a site dedicated to the research and work of Gardner
URL: https://howardgardner.com

Name: EdWeb
Description:Exploring Technology and School Reform. This American site by Andy Carvin includes a discussion of intelligence in education.
URL: http://edwebproject.org/edref.mi.histschl.html

Name: Edutopia: Multiple Intelligences: What Does the Research Say?
Description: This article discusses Howard Gardner's Eight Intelligences and how these insights can be applied in a learning environment.  
URL: https://www.edutopia.org/multiple-intelligences-research

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