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Multiple Intelligences in today’s classroom,
Is it?
Abstract
For this paper I reviewed several journals
examining the multiple intelligences and their affects on today’s
classrooms. Multiple Intelligence (MI theory) was created by Howard
Garnder and will be explained in more detail later. Cuban (2004) asks, “Why
has the influence of MI been highest on educator’s beliefs and language and
least on classroom practices”(141)? There is a discrepancy with multiple
intelligences today. Eisner (2004) asks this question, “Can it survive in
most schools when we are so preoccupied with the escalation of test scores
on so narrow a band of attainment targets” (31)? It is true, today there
are so many expectations of teachers it is difficult for them to utilize the
MI theory. According to Shearer (2004) “to create and maintain an
MI-inspired school requires ongoing and meaningful professional development
of the faculty” (12). With so much focus on No Child Left Behind, and
standardized testing, schools have little time and funds left for the
implementation of other theories. The MI theory should not be overlooked,
because it could make assessment even easier for teachers.
There are those who believe the MI theory is
worth implementing in the classroom. Several teachers in classrooms have
used Multiple Intelligence. Jie-Qi Chen (2004) states, “The MI theory has
contributed to changing our perception and understanding of human
intelligences” (21). He also states “MI has stimulated countless new ideas
and practices in the field of education” (21). It is clear that the MI
theory is successful when in use. How can this theory catch on to improve
education for all of our students? Project Zero is one group who has been
dedicated to researching the multiple intelligences and their uses in
today’s classrooms. They want to advocate for the MI theory. If teachers
and administrators learn the practice and see the positive effects of it’s
implementation, then hopefully one day all students will be able to benefit
from this practice. Shearer (2004) quotes “The adoption of a MI perspective
can have a profound effect on teaching, curriculum design, and school
organization” (11).
Multiple Intelligence in Today’s classroom,
Is It?
According to Gardner (1993) in his book
Multiple Intelligences, Theory’s of Practice “in 1979 he was primarily
trained in developmental psychology, and began an assignment at the Harvard
Graduate School of Education” (xi). This assignment was by the Bernard Van
Leer Foundation and was about discovering human potential (Gardner, 1993,
xi). Through this assignment Gardner made the discovery of multiple
intelligences. He writes about the experience in his book Frames of Mind.
Gardner’s (1993) goal was to “come up with a view of human thought that was
broader and more comprehensive than that which was then accepted in
cognitive studies” (xi). Gardner (1993) wrote that during research at
Harvard, he discovered the seven intelligences (8). According to Stanford
(2003) and Shearer (2004) there are now eight intelligences.
Berk (2005) notes:
The theory of multiple intelligences defines
intelligence in terms of distinct sets of processing operations that permit
individuals to engage in a wide range of culturally valued activities.
Dismissing the idea of general intelligence, Gardner proposes at least eight
independent intelligences (444).
The current intelligences are linguistic,
logical-mathematical, visual-spatial, kinesthetic, musical, naturalist,
interpersonal, and intrapersonal (Stanford/Shearer). Shearer (2004) reports
each intelligence includes specific characteristics to correspond with them
(4-7). Linguistic is having the ability to use words effectively for
reading, writing, and speaking. Logical-Mathematical is having skills in
calculations as well as reasoning and problem solving. Musical is being
sensitive to pitch, rhythm, and timbre. This includes the emotional aspect
of sound and a deep appreciation for music. Kinesthetic is the ability to
use the body in different expressive, and goal directed activities. Spatial
is having the skill of mental imagery, and being able to perceive the visual
world accurately. A Naturalist is empathetic, understanding, and has a
recognition of all living and natural things. Interpersonal is the ability
to make distinctions between individuals, and the ability to recognize
emotions and moods of others. Intrapersonal is having accurate
self-appraisal, goal setting, and emotional self-management (Shearer, 2004,
6,7).
These intelligences have been localized to
certain parts of the cerebral systems. Shearer (2004) states that the
thinking for each intelligence takes place in a different place of the
cerebral system (8).
Gardner truly believes in his work. He had
a passion for discovering the truth behind intelligence. Gardner (1993)
says, “It is of the utmost importance that we recognize and nurture all of
the varied human intelligences, and all of the combinations of
intelligences. If we recognize this, I think we will have at least a better
chance of dealing appropriately with the many problems which we face in the
world.” Since 1993, Gardner has done much research, written several books,
and spoke all over the world about the theory of multiple intelligences
(Shearer). According to Shearer (2004) “his theory has become a
full-fledged member of society growing into the 21’st century” (2).
Gardner’s work has many supporters. It has been a goal for them to see
Gardner’s theory being implemented in our schools. There are several
schools which use this practice, and Cuban (2004) says “many educators,
policy makers, and informed parents can now say, without hesitation, and
with much confidence that people differ in their abilities to solve problems
and make contributions to society in diverse ways” (140). Learning the
theory is one stretch, but people also need to feel comfortable with it, and
implement it into their classrooms. (Hooper, Hurry, 2000, 8)
What does the implementation of the multiple
intelligence theory do for educators and students in the classroom?
Stanford (2003) states “MI provides a way to reach beyond the text to
provide varied opportunities for students to learn and show evidence of
learning” (82). If teachers are aware of students having more than one
intelligence, than they can customize their teaching styles to fit the needs
of each individual child. In the words of Eisner ( 2004) “There is something
socially right about the idea that children and adolescents should be given
an opportunity to shine in classrooms in which their particular strengths
can be nurtured and made public”(33). Eisner also states “Each child should
receive the chance to be the best at something.” “No longer would a one
size fits all curriculum be regarded as an option” (32). Our educators can
now find a way to reach the students on a comfortable level. Campbell
(1996) tells us “linguistic and logical intelligences are predominantly used
in U.S. classrooms” (14-19). Stanford (2003) says “we’re at a time when
national curriculum standards and mandated testing define the educational
norm,” (78). Cuban (2004) tells us “Some say that MI is merely one case
among many that have tried to alter substantially what has occurred in the
nation’s classrooms” (146). He also tells us “it is not only current
education policy that complicates the use of the concept of multiple
intelligences in schools and classrooms; it is our embedded assumptions
about how schools should operate” (34). Yes it’s true, education seems to
be so focused on the outcomes of the school. (Project Zero) However some
research projects are trying to prove the benefits of MI, and they hope it
will be enough to prove MI’s effectiveness for the students, educators, and
the school as a whole (Current Directions section).
Project Zero: Research Group
History and Findings
Project Zero is an educational research
group at the Graduate School of Education at Harvard University. Project
Zero's mission is to understand and enhance learning, thinking, and
creativity in the arts, as well as humanistic and scientific disciplines, at
the individual and institutional levels (Project Zero Section).
According to the history section of the Project Zero website in 1967
Nelson Goodman, a philosopher at Harvard, began Project Zero. He began this
project with the passion of art. He believed zero stood for the importance
of art in education. After Goodman retired in 1971, he handed the project
over to Howard Gardner, and David Perkins. Though the project had a great
focus on the arts, it did venture out to tackle other issues such as
critical thinking, brain organization, and problem solving. By 1983 much of
the staff at project zero was from the education field and the group had a
new focus. This focus was directed toward multiple intelligence-based
schools. Project Zero has always been funded privately and they are known
nationally and internationally for their research (Project Zero History n.d.).
According to the Research Projects page on the Project Zero site
some of their current research includes their Evidence Project. This
project focuses on small groups of teachers within a school. This group has
frequent meetings to discuss instruction, and strategies. They often bring
students work along with them to gain ideas. The Learning in After School
Programs Project focused on quality after school programs and their positive
side effects. These programs foster learning opportunities rather than just
recreation. There are several other research projects ranging from arts to
science, and adult learning to group learning (Research Projects section).
Emphasized in the Multiple Intelligence Schools page on the Project Zero
site one of their research projects called ‘Multiple Intelligence
Schools focused on eleven schools which used the multiple intelligence
theory. Their findings from these schools reflect schools with high support
for art programs, increased attendance, and improved opportunities for
children with special needs. In these schools, teachers could find out the
strengths of themselves and their students. This made for schools with a
strong diversity in education (MI schools section). After reviewing all of
Project Zero’s research, I found myself drawn to one of their larger
projects called Making Learning Visible.
Making Learning Visible:
The Making Learning Visible project uses
“methods of assessment that evaluate different forms of learner thinking,
not just linguistic and mathematical skills.” (PZ, research projects
website) According to the Making Learning Visible project website MLV,
began in 1997. It has completed two of its phases, and is currently working
on the last phase. Their focus is group learning in K through 8 schools.
This is a different type of learning that allows for new experiences and new
ways of assessment (History section). The third and final phase consists of
three components. They are The MLV seminar, the MLV institutes, and
Partnership in teacher education (Project History, Phase III).
Based on the MLV website
so far the MLV seminar consists of 26 educators. These educators meet on a
monthly basis with researchers to discuss the use of group learning in their
classrooms. They emphasize the individual learner within the group. During
these seminars, questions are asked regarding individual and group
learning. They want to know how the groups function, how to best document
the experiences, and if this type of learning helps teachers to better
understand the diversity in their classroom. The institutes will be a place
for educators to come and learn about MLV, and how to apply it in the
classroom. The partnership consists of pre-teachers (college students) who
would be grouped together with teachers in the field using MLV. The
teachers who are using MLV are encouraged to write case studies about
students and share them with pre-teachers in hopes that they would implement
the MLV practice into their own future curriculum (Project History, Phase
III).
I would like to highlight some of the
findings from this research that were reported at the latest seminar.
On the seminar findings page of the MLV website, teachers spoke of their
strategies for placing children into their groups. The factors, which
affected the teachers grouping decisions, were the children’s interests, and
the amount of time the children spend together. The teachers also discussed
the types of tasks that succeeded in a small group setting and the types of
tasks, which failed. They found that group learning would be reached more
when children are given a task they can all be involved in, with no right
answer. In an interview with a students who was involved with the MLV
project the student said, “It wasn’t until I hit 8’th grade people started
caring about how I learned” (Fall 04 seminar findings, Equating Learning and
Work). This student may have felt this way, because his teacher was a good
listener. The teachers in the seminar also spoke of the importance of
listening. According to the Critical Role of Listening section on the
MLV website, one teacher who was involved in the MLV project spoke of a
student who came up to her at the end of the year and said “You’re the only
teacher I’ve ever had that listens to us when we have suggestions for the
class” (Listening). Statements like this give The Making Learning Visible
group insight to what they can actually do with this practice. “The
classroom supports deep thinking and the practice of democracy”
(Listening). This is a setting in which children know their strengths, and
are valued for them. Shearer (2004) stated an Elementary teacher of another
MI research project said ‘I want to give them other ideas and options for
studying-especially in the areas of their strengths (157).
Results
Jie-Qi Chen (2004) tells us “the value of MI
theory has been clearly established by its many successful applications in
the field” (22). Through project Zero and the successfulness of Making
Learning Visible, we can see the benefits of the multiple intelligence
theory being used in classrooms today. Hurry and Hooper (2000) said that
some teachers commented, ‘the pupils saw a different side of me’ ‘It brought
down the barriers in our relationship with the pupils’ (30). How can a
theory in intelligences bring students and teachers closer together? Hurry,
and Hooper (2000) also tell us “for many teachers, enhancing children’s self
concepts through MI played a significant part in the overall success of the
project for them” (29). When children have a way to show their strengths
and get their voices heard, they start to value not only themselves but
others as well. Imagine a classroom where children are respected for their
strengths. Imagine a classroom where the teacher is supportive of those
strengths and uses them to truly discover what the students know about a
subject. If we have the ability to use this theory in practice, we should
do it. Through the research done on the Multiple Intelligence theory, I can
see the advantages of such a practice. Shearer (2004) states “MI ideas can
have important benefits for students, including increased student motivation
and academic engagement (1).
Children who are exemplified for their
strengths have a growing self-concept. Children with a strong self-concept
will be more successful at tasks, because they are more willing to take
risks. This is a win-win situation. It is a cycle, which produces success
after success. Knowing each child may perceive the world in different ways
helps us as educators to personalize instruction and curriculum (Shearer,
2004,147). I feel children will better enjoy school as a whole if they feel
better about themselves and they understand the whole purpose for school is
to help them succeed not fail. Teachers and schools may feel threatened by
a change in practice, Carson (1997) has this to say “Few, if any of us, even
those who took education classes, received training in assessing
motivational and learning characteristics and ways to use such information
to facilitate productive learning, to define and achieve the results we
want. But if we intend to bring about change, we must be willing to change
ourselves” (110). We can only wait and see what the future holds for us in
education. Will the MI practices continue to spread into our schools and
classrooms creating a wide range of learning opportunities to fit our
children’s intelligences? The MI theory is more than a trend, it has been
around for twenty years, and it is becoming better known with every year
that passes. My research showed me that the Multiple Intelligence does
indeed provide a successful learning experience for students as well as
their educators.
References
Campbell, L., &
Campbell, B. (1999). Multiple Intelligences and student
achievement: Success stories from six
schools. Alexandria, VA
Association for Supervision and Curriculum Development.
Cuban, Larry. (2004)
Assessing the 20-Year Impact of Multiple Intelligences on
Schooling: Teachers College Report,
106, 140-146. Retrieve from Academic Search Elite.
Eisner, Elliot W. (2004) Multiple
Intelligences: Its Tensions and Possibilities:
Teachers College Report,
106, 31-39. Retrieve from Academic Search
Elite.
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