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Multiple Intelligences (Gardener) Alicia Thomas Rikki Waterman Jessica LiVolsi Nisha Keambiroiro • Introduce and describe the theorists' contributions to the theory • Describe at least 3 main characteristics of the theory
 * ONE** Alicia Thomas

The theory of multiple intelligences was developed by Dr. Howard Gardner, a professor of education at Harvard University. Gardner proposed his theory of multiple intelligences in his 1983 book, Frames of Mind. It suggests that the traditional notion of intelligence, based on I.Q. testing, is far too limited. Instead, Dr. Gardner proposes eight different intelligences to account for a broader range of human potential in children and adults. These intelligences are: Dr. Gardner says that our schools and culture focus most of their attention on linguistic and logical-mathematical intelligence. We esteem the highly articulate or logical people of our culture. However, Dr. Gardner says that we should also place equal attention on individuals who show gifts in the other intelligences: the artists, architects, musicians, naturalists, designers, dancers, therapists, entrepreneurs, and others who enrich the world in which we live. Unfortunately, many children who have these gifts don’t receive much reinforcement for them in school. Many of these kids, in fact, end up being labeled "learning disabled," "ADD (attention deficit disorder," or simply underachievers, when their unique ways of thinking and learning aren’t addressed by a heavily linguistic or logical-mathematical classroom. The theory of multiple intelligences proposes a major transformation in the way our schools are run. It suggests that teachers be trained to present their lessons in a wide variety of ways using music, cooperative learning, art activities, role play, multimedia, field trips, inner reflection, and much more.
 * **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")

One of the most remarkable features of the theory of multiple intelligences is how it provides __//eight different potential pathways//__ to learning. 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. There are several multiple intelligences tests available for people to take to discover the intelligences they most strongly possess as well as the intelligences they need more work in. The availability of these tests allows these people to be aware of their strong points in learning and begin to focus on them so they receive the best possible learning experience. The multiple intelligence test is also a great tool for teachers to test their students with to see what types of learners he/she has in their classroom so he/she can better suit their students' learning needs.

There are several websites to help teachers gear their lessons towards each intelligence. The site below provides several ideas/activities for teachers to do for every intelligence, within every subject: http://www.lth3.k12.il.us/rhampton/mi/LessonPlanIdeas.htm

• Explain the strengths and weaknesses of the theory
 * TWO** Nisha Keambiroiro

Strengths of the theory: By understanding the different ways that students think and learn, teachers are able to find activities and projects geared towards the students individual strengths. This would create more interest in the classroom and motivate students to want to learn and participate. Students are diverse learners and the classroom should be created to express the diversity of the student. By placing students in one box it limits who is learning and getting satisfaction out of the classroom experience.

Weaknesses of the theory: Why is there only eight intelligences and why not more? For example if there is a musical intelligence then why not a chess intelligence? People wonder if the eight intelligences will increase with the ever changing society we live in. It is difficult to test or compare student’s abilities and skills. Teachers dealing with overcrowded classrooms feel that it would not work and would create another hassle. The overall weakness is how can teachers measure the amount of each intelligence the student is comprised of if all students contain a part of each intelligence.

• Explain how the theory is associated with either direct instruction or constructivism
 * THREE** Rikki Waterman

Students who are auditory/linguistic learners benefit the most from direct teaching or "lecturing". They can also benefit from classroom discussion which is associated with a constructivist-based classroom. Spatial or visual learners benefit from written instruction, bright colors, and the use of manipulatives. These strategies can be used with direct instruction and constructivism. Interpersonal learners benefit from group activities. Having group activities is often used more in a constructivist classroom. Intrapersonal learners benefit from self-paced activities and activities that can be related to one's self. A self-paced activity is associated with a constructivist classroom but direct instruction could incorporate self-reflective activities as well. Bodily/kinesthetic learners benefit form hands-on activities. Hands on activities can be used in both approaches to teaching but is more often used in a constructivist classroom. Musical learners benefit from hearing pitch, rhythm, and tone in the classroom. Using songs in the classroom can be used in both the constructivist an direct instruction classroom. Logical/Mathematical leaners think in numbers and benefit from using numbers in all subjects. Using numbers can be used in both approaches to teaching as well.

In conclusion, the constructivist approach to teaching makes a classroom where ideally, all types of learners can benefit. Students should be grouped not homogeneously but heterogeneously so that different types of learners can contribute their point of view to the group. There are multiple approaches used in teaching like hands on activities and group-work so that all learners can be reached. In a constructivist classroom, students are given the opportunity to learn for themselves through whatever means necessary. In a direct instruction classroom, it is more difficult to reach all learners. Some learners can be met with the effort of the teacher, but for the most part, the auditory and visual learners will benefit the most form this approach.

Having computers in the classroom is one way to integrate technology into the classroom and could meet the needs of the different learning styles. There are different programs that can be used for each learning style. Linguistic learners can benefit from word processors with voice annotations, desktop publishing programs, and programs that allow students to create stories, poems, or essays. Applications that could help mathematical and logical thinkers include problem solving software, computer aided design programs, strategy game software, and spreadsheet programs. Visual/spatial learners may learn from draw programs, paint programs (photoshop or micorsoft paint), reading programs with visual clues, software games, or 3D software. Musical learners would benefit from programs that help them write or play music such as a videodisc player, music composing software, reading programs which relate letter/sound with music, and programs integrating stories with songs and instruments. Bodily/kinesthetic learners would learn best from software that allow contact with the keyboard, mouse, or joystick, programs that allow students to move objects around the screen, or animation programs. Working in groups of two to four on the computer would help interpersonal learners. Applications could include computer games that require more than one person, programs that allow to create group presentations, help others with programs, and distance education. On the other hand, intrapersonal learners would benefit from programs that allow them to work independently, brainstorming software, word processors for journaling and recording feelings, and instructional games.
 * FOUR** Jessica LiVolsi

There wouldn't need to be a lot of computers in the classroom, they could be used during a time for stations or free time. Many of the programs can be used to teach the same lesson or concept and the option should be given to the students about how they want to learn or practice what they have learned. The computer integration could be used at any age and some of the programs or software could be introduced as young as kiindergarten. The goals for using computers and different software and programs is for the students to learn as much as possible with using the method they learn best. Eight Multiple Intelligences....



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__**References**__ http://www.thomasarmstrong.com/multiple_intelligences.php http://www.pbs.org/wnet/gperf/education/ed_mi_overview.html http://serendip.brynmawr.edu/biology/b103/f01/web2/wise.html


 * __Links__**
 * __[|Howard Gardner Video]__**