Other... Multiple Intelligence Theory

All the discussion this week about incorporating the arts into education has me interested in actually applying this concept. So I have been reading about Howard Gardner’s theory of Multiple Intelligences. This theory encourages us to reach more students and teach in a more comprehensive way by including various forms of student engagement. Gardner felt the definition of intelligence and the means of measuring it (IQ tests) were inadequate. His focus was on how people can apply their knowledge. His definition of intelligence is the “ability to solve problems or to fashion a product that is valued in at least one culture” (Simmons, 19). Gardner believes that there are eight areas of intelligence, that all work together, and some people may have emphasis in specific areas. He says people have unique combinations of intelligence. A super quick summary of the eight intelligences:

Linguistic- Focuses on spoken and written language abilities.
Logical-mathematical- Focuses on ability to analyze, investigate and solve problems.
Musical- Skill in musical performance, composition and appreciation.
Bodily-kinesthetic- Ability to use the mind and body in order to solve problems.
Spatial- Ability to recognize and use patterns.
Interpersonal- Ability to understand, the intentions, motivations and desires of other people.
Intrapersonal- Ability to thoroughly understand oneself.
Natural- Ability to recognize, categorize and draw upon certain features of the environment.

The Multiple Intelligence theory has been popular with educators because it reinforces the belief that all students think and learn differently. It has encouraged educators to reflect more on their practice and consider ways to reach out to the different intelligences in their lessons. He believes that there should be different ways to learn information, and different ways of assessing. Researchers have raised issues with Gardner’s MI theory, but it has proven to be helpful when it comes to educators reaching their students. There are schools that have initiated MI curriculums, for example SUMIT (schools using multiple intelligences theory). These schools claim increased parental involvement, better student behavior and heightened SAT scores. These SUMIT schools have several criteria they adhere to:

Culture: Maintaining the importance of diversity and the opportunities for all students to succeed.
Readiness: Teaching staff about MI and the different ways that students can learn.
Tool: MI is a tool to foster high quality student work.
Collaboration: Staff must constantly share ideas and experiences.
Choice: Curriculum and assessment activities must be meaningful (valued by students).
Arts: The use of the arts to develop skills and understanding in all subjects.

I think it will be so important for us to constantly be reflecting and evaluating our teaching practices, and I find theories and studies such as this one very crucial to our understanding of how we can become more effective teachers. I found this quote in regards to Multiple Intelligence based curriculums: “MI based, arts infused curricula can help foster academic skills for students whose intelligence lies outside traditional parameters, while providing all students with a more comprehensive and well rounded intellectual preparation” (20)

Smith, Mark K. “Howard Gardner, Multiple Intelligences and Education”. The encyclopedia of informal education, http://www.infed.org/thinkers/gardner.htm.

Simmons, Seymour III. “Multiple Intelligences at the Middle Level: Models for learning in Art and across the Disciplines”. Art Education May 2001: 18-23.