Running head: HOWARD GARDNERS MULTIPLE INTELLIGENCES IN THE CLASSROOM

Howard Gardners Multiple Intelligences in the Classroom Angela Hutchinson EDUC 121 Child and Adolescent Development

Dr. Karla Henderson

November 21, 2013

HOWARD GARDNERS MULTIPLE INTELLIGENCES IN THE CLASSROOM

Howard Gardners Multiple Intelligences in the Classroom Howard Gardner is a psychologist and a professor of neuroscience at Harvard University who also designed the nine theories of Multiple Intelligence (MI). In 1983, he introduced the first seven theories of multiple intelligences in his book Frames of Mind: The Theory of Multiple Intelligences; then, he introduced his last two theories in his 1999 publication of Intelligence Reframed. According to Parkay & Stanford, Howard Gardner believes that human beings possess at least eight separate forms of intelligence (2003, p.300-301). Thus, Gardners theories began to question the conventional beliefs about how students are educated in the classroom. This paper will examine the teachers role in incorporating these theories into the classroom, the definitions of MI including classroom activities, and benefits of using this theory. Gardners theory of Multiple Intelligence includes the following intelligences: linguistic, logical-mathematical, spatial, musical, bodily-kinesthetic, interpersonal, intrapersonal, naturalists, and existentialist. Only two of the intelligences are commonly recognized in most classrooms: linguistic and logical-mathematical and five intelligences that are frequently overlooked by educators: spatial, musical, bodily-kinesthetic, interpersonal, and intrapersonal. The last two are generally not considered in the classroom: naturalists and existentialist, but naturalist can be applied with the use of science context. According to King, the theory of MI has motivated educators to develop programs that instruct students in multiple domains (2010, p. 250). A teachers role in incorporating Gardners theories of MI in to the classroom is to capitalize on the strongest intelligences of individual children (Kail, 2012, p. 250). First and foremost, the teacher needs to be an adequate role model for all of his/her students. Teachers

HOWARD GARDNERS MULTIPLE INTELLIGENCES IN THE CLASSROOM should provide the appropriate course and lecture material by using a variety of formats. Students should be provided with a rubric when they are required to create projects. Teachers should allow their students to incorporate their own interests into the course by using current events or written essays. Students should be provided with an opportunity to work on projects and/or presentations in a collaborative and independent setting. Finally, teachers should allow students the chance to physically interact with course content and materials such as incorporating map quests, hands-on labs, and virtual field trips into course lectures. Verbal-Linguistic intelligence is the ability to use language effectively (Ormrod, 2012, p. 161). Students that favor this intelligence enjoy reading, written projects, participating in debates and drama classes that require strong grammar skills. Learning centers should include activities such as: crossword puzzles with vocabulary words, games like Scrabble or Boggle, or a writing center. Individuals with this intelligence are likely to become authors, speakers, and journalists. Mathematical-Logical intelligence is the ability to reason logically in mathematics and science (Ormrod, 2012, p. 161). Students enjoy playing math games like dominoes, chess, checkers, and Monopoly. They enjoy conducting experiments that demonstrate science concepts, and designing alphabetic and numeric codes. Learning centers for this intelligence should include problem solving and deductive reasoning activities, science experiments, and manipulatives. Occupations for this intelligence include accountants, engineers, and scientists. Visual-Spatial intelligence is the ability to pay attention to details of what is seen and to manipulate visual objects in ones mind (Ormrod, 2012, p. 161). Students with this intelligence benefit from pictorial models such as flow charts, visual maps, Venn diagrams, and timelines to connect new material to known information. When taking notes, they can use concept mapping, mind mapping, and clustering. Learning centers might include activities like creating a class

HOWARD GARDNERS MULTIPLE INTELLIGENCES IN THE CLASSROOM scrapbook, working puzzles, creating a collage or maps, taking pictures for an assignment, and using clay to represent concepts from content area lessons. These individuals may be interested in the following occupations: artists or architects. Musical intelligence is the ability to create, comprehend, and appreciate music (Ormrod, 2012, p. 161). Students with this intelligence may enjoy writing their own songs and music about content-area topics, listening to music from different historical periods, and using rhythm and clapping to memorize math facts and other content area information. Activities that teachers can provide may consist of listening to music, reading rhyming books, playing visual pattern games, and making musical instruments. Occupations chosen by these individuals may include composers or musicians. Bodily-Kinesthetic intelligence is the ability to control one's body skillfully (Ormrod, 2012, p. 161). These students enjoy participating in drama and outdoor activities. Adequate learning activities for these students could be made up of building objects using blocks, scavenger hunts, and playing charades to act out characters in a book, vocabulary words, animals, or other content area topics. Individuals that favor this style of intelligence are likely to be interested in becoming surgeons, athletes, or performers. Interpersonal intelligence is the ability to notice indirect characteristics of other peoples behaviors (Ormrod, 2012, p. 161). Students that facilitate this intelligence benefit from working in cooperative groups. They enjoy being around people and show empathy toward others. Activities for these students should include projects where they can help others, participate in group projects, and interview people with knowledge about content area topics. Some occupations that this intelligence stimulates are teachers, social workers, politicians, or mental health professionals.

HOWARD GARDNERS MULTIPLE INTELLIGENCES IN THE CLASSROOM Intrapersonal intelligence is the awareness of ones own feelings, motives, and desires (Ormrod, 2012, p. 161). The strengths of this intelligence include students being able to recognize their own strengths and weaknesses. They like to work independently, are good goal setters, and good at reflecting and analyzing. Appropriate activities for these students may contain writing reflective papers on content area topics, keeping journals or logs throughout the year, and making a scrapbook for their poems, papers, and reflections. Occupations for this intelligence include psychologists, therapists, theologians, or entrepreneurs. Naturalist intelligence is the ability to recognize patterns and differences among plants, animals and other objects in nature (Ormrod, 2012, p. 161). Students that are drawn to this intelligence are those that can identify with nature, enjoy collecting and organizing items, and have a clear eye for detail. Activities for this intelligence may include caring for classroom plants and/or pets, sorting and classifying natural objects, such as leaves and rocks, and researching nature elements. These individuals may approve of the following occupations: landscaper, veterinarian, botanist, or a farmer. Existential intelligence is the sensitivity and capacity to tackle deep questions about human existence, such as the meaning of life, why do we die, and how did we get here (King, 2010, p. 250). Individuals with this intelligence tend to ask questions like the following: Why am I here? Are there really ghosts? Where do we go when we die? Is there life on other planets? Since these questions cannot be adequately taught in the classroom, many educators do not integrate them into learning activities. Occupations that may interest an individual with this MI are scientists, philosophers, and theologians. Gardner stated that if ones goal is understanding of key concepts, then there is only a single way to gauge success: students must be given many opportunities to perform their understanding

HOWARD GARDNERS MULTIPLE INTELLIGENCES IN THE CLASSROOM under varying conditions, and to receive regular, useful feedback, as well (1999, p. 210). During the 1989/1990 school year, Bruce Campbell, a third grade teacher from Marysville, Washington, carried out a research project that integrated seven of Gardners theories of intelligence into his classroom. He kept daily journals of progress, evaluated the students and transition times, and noted any discipline problems. At the end of his research, he concluded that by using Gardeners theory of MI in the classroom students can develop an increase in responsibility, self-direction, and independence while developing and applying new skills. Furthermore, discipline problems were reduced, and cooperative learning skills and overall academic achievement improved (Campbell, 1996). Using learning centers based on the different intelligences provides a variety of learning opportunities for students. It encourages students to develop skills by working with others or independently and to manage their own learning. Students will learn to value their individual strengths and talents. Finally, Gardners theory expands the horizon of available teaching and learning tools beyond the conventional linguistic and logical-mathematic methods used in most teaching environments (University of Florida, 2013). The purpose of Gardners theory of Multiple Intelligence is not merely build on ones strengths, but to identify ones strengths and use these strengths to help support ones weaknesses. According to Campbell, there are two reasons for academic success in complying with Gardners theory of MI. First, all students have a chance to excel in at least one area of intelligence. Secondly, all students learn the subject matter in many differnet ways, thus, multiplying their chance at success and understanding (1996). By making known the teachers role, the definitions and activities, and the benefits of MI, teachers can help their students learn by using their strengths to assist their weaknesses. Bruce Campbell said it best, I explore what they explore, discover what they discover, and often learn what they learn (1996).

HOWARD GARDNERS MULTIPLE INTELLIGENCES IN THE CLASSROOM References Campbell, B. (1996). Multiple Intelligences In The Classroom. Retrieved November 17, 2013, from http://www.context.org/iclib/ic27/campbell/ Educational Broadcasting Corporation (2004). Concept to Classroom: Tapping into multiple intelligences - Explanation. Retrieved November 16, 2013, from http://www.thirteen.org/edonline/concept2class/mi/index.html Gardner, H. (1999). The disciplined mind: What students should understand. New York: Simon & Schuster. Kail, R. V. (2012). Children and their development (6th ed.). Upper Saddle River, N.J: Pearson Education. King, L. A. (2010). Experience psychology. New York, NY: McGraw-Hill. Ormrod, J. E. (2012). Essentials of educational psychology: Big ideas to guide effective teaching (3rd ed.). Boston: Pearson. Parkay, F. W., & Stanford, B. H. (2010). Becoming a teacher (8th ed.). Upper Saddle River, N.J: Pearson/Merrill. University of Florida (2013, August 14). Howard Gardners Theory of Multiple Intelligences Center for Instructional Technology & Training University of Florida. Retrieved November 10, 2013, from http://citt.ufl.edu/tools/howard-gardners-theory-ofmultiple-intelligences/