Kim Januzzi

Multiple Intelligences: A Theory for Everyone by Anne Guignon. Education World, 2010.

http://www.educationworld.com/a_curr/curr054.shtml

This article describes how Howard Gardner's multiple intelligences has helped educators see that students don't all display their talents or intelligences in only one way. That they have many types of intelligences that help them learn in a variety of ways.  It describes the original seven which are linguistic, logical-mathemathical, musical, spatial, bodily-kinesthetic, interpersonal, intrapersonal and the most recent eighth being the naturalist.  It briefly describes some areas on how to implement these MI theories in the classroom challenging educators to really get to know their students' strengths in order to develop lesson plans, activities and assessments that meet their unique styles and interests.  The most interesting and exciting one was the "apprenticeship"  which allows and encourages students to master skills/content gradually with effort and discipline over time.  Gardner feels that this type of learning should take up one third of a child's schooling experience. It concludes by saying that MI theory should assist educators and parents in allowing students to learn in a variety of ways and foster self-efficacy that will stimulate greater learning.

Kim Januzzi

What's the big attraction? Why teachers are drawn to using Multiple Intelligences Theory in their classrooms. by Leslie O. Wilson

http://www.newhorizons.org/strategies/mi/front_mi.htm

*you will need to page down until you see the title and then click to pull up the correct article

This article explains some of the reasons why Gardner's theory of multiple intelligences has become so popular and why educators and parents agree with his belief that all children possess some type(s) of special talent(s) or gift(s).  Much of the growth of MI practice in classrooms has come from colleagues sharing their successes, magazine articles and variety of books on the subject. It covers the overall theory but also details reasons such as assisting with diversifying and revising instruction/lessons to meet individualized needs, intrinsically motivating learners, promoting self-esteem and self-efficacy, and encouraging acceptance of others differences and backgrounds. The article shares an example of how MI theory and practice can increase the understanding and acceptance of each others differences. It concludes that MI practices have become popular because it helps educators meet the needs of their students and fosters positive personal relationships that will be beneficial to them throughout their lives.

Brittany Wiersma

Using Multiple Intelligence Theory to Transform a First Grade Health Curriculum

http://journals.ohiolink.edu/ejc/pdf.cgi/Liess_Enid.pdf?issn=10823301&issue=v23i0002&article=71_umitttafhc

It is always a challenging task for classroom educators with connecting theory and practice.  This article explains how first grade teachers conducted a study which incorporated Howard Gardner’s Multiple Intelligence Theory during a health unit.  According to Bredekamp & Rosegrant not only does a curriculum change the learner but the learner also affects and changes the curriculum.  The first grade teachers selected three health concepts to incorporate with Gardner’s Multiple Intelligence Theory.  These concepts were, physical affection can be an expression of friendship, of celebration or of a loving family; there is a difference between stressful and relaxing situations; and individuals and the community need to be sensitive to persons with disabling conditions.  Most activities were designed to be self-selected at centers developed around and utilizing a specific intelligence.  For example, the Albert Einstein (logical/mathematical) center encouraged the measurement of areas of the school for wheelchair use.  To assess the students the teachers used observation, anecdotal records, work samples, student interviews, and journals.  The Multiple Intelligence Theory can be used to enhance the instruction on any topic or with any age group.  According to Lazear, offering children a chance to construct their own understandings by awakening and amplifying their intelligences resulted in a higher level of engagement, stronger personal connections, and deeper understandi

Brittany Wiersma

Multiple Intelligences and the Structure of Thinking

http://journals.ohiolink.edu/ejc/pdf.cgi/Chongde_Lin.pdf?issn=09593543&issue=v13i0006&article=829_miatsot

The article explains that there are similarities between Howard Gardner’s Multiple Intelligence Theory and the theory of intelligence implied in the ancient Chinese educational program of the Six Arts.  According to Gardner, there is not a single unified intelligence but rather a set of relatively distinct, independent and modular multiple intelligences.  His theory consisted of eight multiple intelligences which are interpersonal, intrapersonal, musical, bodily kinesthetic, spatial, linguistic, logical/mathematical and naturalist.  The Six Arts education’s theory of intelligences includes ritual, musical, shooting, driving, writing and numerical.  For example, the logical mathematical intelligence of Gardner’s Theory corresponds to the number intelligence of Six Arts education.  Both Gardner’s theory and Six Arts theory on intelligences emphasizes that the assessment process is no longer separated from the classroom and examination time is no longer separated from learning time.  According to Confucius, loving learning is approximately tantamount to intelligence and the proposition that learning without thinking results in confusion, while thinking without learning results in jeopardy.

Brittany Wiersma

Intelligence Assessment:  Gardner Multiple Intelligence Theory as an Alternative

http://journals.ohiolink.edu/ejc/pdf.cgi/Almeida_L.S.pdf?issn=10416080&issue=v20i0003&article=225_iagmitaaa

According to Rindermann, intelligence may be understood as a complex aptitude that involves important aspects of problem solving, as well as the ability to infer relationships and to think in an abstract manner.  According to White, intelligence action has to do with flexible adaptation of means in pursuit of one’s goals, meaning that there are as many types of human intelligence as there are types of human goals. The article explains how Howard Gardner Multiple Intelligence Theory can be used as an alternative assessment for students. In multiple intelligence framework, newer and more contextualized cognitive tasks are suggested as alternative to more traditional types of assessments.  According to Gardner, the assessment of intellectual capabilities is done in a classroom context through practice activities, with attractive material, without time constraints and giving children freedom to manipulate this material.  Gardner considers the assessment of intelligence as a procedure which should be understood as part of the teaching and learning process.