HOWARD GARDNERS THEORY OF MULTIPLE INTELLIGENCESBrown. Escolano. Lawenko. Matias. EDFD 201

INTELLIGENCEFor the better part of the twentieth century, scholars, policymakers, and laypeople have debated the definition and nature of intelligence.Many psychologists believe that intelligence is best defined by measuring cognitive abilities, which is what most intelligence tests measure.

INTELLIGENCEWhile other psychologists argue that a definition of intelligence based entirely on cognitive abilities is much too narrow. Instead, they believe that there are many kinds of intelligence.

POPULAR THEORIES OF INTELLIGENCE

Spearmans Two-Factor Theoryg factor the ability to reason and solve problems, or general intelligence.s factor the ability to excel in certain areas, or specific intelligence.Today, many psychologists believe that g, as represented by IQ scores, is a good measure of a persons general intelligence.

Spearmans Two-Factor TheoryMental tests may be designed to measure different aspects of cognition. Specific domains assessed by tests include mathematical skill, verbal fluency, spatial visualization, and memory, among others.

Spearmans Two-Factor TheoryUsing factor analysis, a single common factor that can be regarded as a summary variable characterizing the correlations between all the different tests in a test battery, can be computed. Spearman referred to this common factor as the general factor, or simply g.

Intelligence Quotient (IQ)An intelligence quotient, or IQ, is a score derived from one of several standardized tests designed to assess intelligence.

Normal DistributionDeviation IQ scores - a type of intelligence measure that assumes that IQ is normally distributed around a mean of 100 with a standard deviation of about 15.NormsLO 8.9 How intelligence tests are constructedMenu

Intelligence Quotient (IQ)This type of intelligence measure is best illustrated in a bell-curve, whereby approximately 95% of the population scores within two SDs of the mean, 1-2% on the extreme left are labeled as mentally retarded, and the other 1-2% on the extreme right of the curve are labeled as gifted.

Mental RetardationDevelopmentally delayed - condition in which a persons behavioral and cognitive skills exist at an earlier developmental stage than the skills of others who are the same chronological age. A more acceptable term for mental retardation.Borderline; Mildly/ Moderately; and Severely/ Profoundly Mentally Retarded.LO 8.10 Mental retardation and what causes itMenu

GiftednessGifted - the 2 percent of the population falling on the upper end of the normal curve and typically possessing an IQ of 130 or above.LO 8.11 GiftednessMenu

Sternbergs Triarchic Theory of IntelligenceProvides for a more comprehensive description of intellectual competence than traditional differential or cognitive theories of human ability. intelligence is defined in terms of the ability to achieve success in life based on one's personal standards - and within one's sociocultural context.

Sternbergs Triarchic Theory of IntelligenceThe ability to achieve success depends on the ability to capitalize on one's strengths and to correct or compensate for one's weaknesses. Success is attained through a balance of analytical, creative, and practical abilities - a balance that is achieved in order to adapt to, shape, and select environments.

Sternbergs Triarchic Theory of IntelligenceSternbergs theory that there are three kinds of reasoning processes:Analytical/Logical- the ability to break problems down into component parts, or analysis, for problem solving.Problem-solving requires creative thinking and the ability to learn from experience.Practical thinking the ability to use information to get along in life and become successful.

Gardners Multiple-Intelligence TheoryHoward Gardner has questioned the idea that intelligence is a single entity, that it results from a single factor, and that it can be measured simply via IQ tests.The ideas of independent domains (components or modules) of cognitive ability, are referred to as frames of mind. These are separate areas of ability in the sense that a person can do well in one area but not in another.

Gardners Multiple-Intelligence TheoryThe most compelling evidence supporting the existence of independent intelligence comes from cases of people with special talents (e.g. musical prodigies who are otherwise average) or with a circumscribed loss or limitations of abilities (e.g. savants, mentally retarded, pervasively disabled).

Frames of MindTRADITIONALLinguisticSpatialLogical-mathematical

Forms of intelligences that are most directly assessed by IQ testsNON-TRADITIONALBodily-kinestheticMusicalInterpersonalIntrapersonal Naturalist Existentialist

Forms of intelligences unlikely to be measured in a meaningful way by current IQ tests

According to Gardner, what kind of intelligence is being shown here?Movement

According to Gardner, what kind of intelligence is being shown here?Logical-MathematicalAlbert Einstein

According to Gardner, what kind of intelligence is being shown here?Visual-spatial

According to Gardner, what kind of intelligence is being shown here?Musical

Traditional Intelligences

Type of IntelligenceDescriptionSample OccupationVerbal/linguisticAbility to use languageWriters, SpeakersLogical-mathematicalAbility to think logically and solve mathematical problemsScientists, EngineersVisual-spatialAbility to understand how objects are oriented in spacePilots, astronauts, artists, navigators

Non-traditional Intelligences

Type of IntelligenceDescriptionSample OccupationMusicalAbility to compose and/or perform musicMusicians, SingersMovementAbility to control ones body motionsDancers, AthletesInterpersonalSensitivity to others, Understanding motivation of othersPsychologists, Managers

Non-traditional Intelligences

Type of IntelligenceDescriptionSample OccupationIntrapersonalUnderstanding of ones emotions and how they guide actionsVarious people-oriented careersNaturalistAbility to recognize the patterns found in natureFarmers, landscapers, biologists, botanists*ExistentialistAbility to see the big picture of the human world, asking questions about life, death, realityPhilosophers

MULTIPLE INTELLIGENCES AND EDUCATIONAL PRACTICE

Positive ReceptionMI has met with a strongly positive response from many educators, and has inspired calls for dramatic changes in education, to wit:The scope of education should be expanded to value and nurture the development of the other intelligences, beyond linguistic and logical-mathematic intelligences;

Inspired Calls for Changes in EducationNon-marginalization of children whose talents fall within the non-traditional intelligences;Traditional psychometric methods of assessment should be replaced by more product-oriented methods, i.e., student portfolios;

Inspired Calls for Changes in EducationEducation must extend beyond the classroom and include non-traditional experiences;Education should be structured to allow students to make discoveries on their own and to construct their own knowledge. To be student-centered, and less teacher-centered;

Inspired Calls for Changes in EducationStudents may differ in how they approach the same academic content. Those differences should be honored and even encouraged.

Critical ReceptionAlthough the response from educators have been largely positive, some have been critical of Gardners claims and have wondered whether or not the theory really has any significant implications for educational practice.

ISSUECan Howard Gardners Theory of Multiple Intelligences Transform Educational Practice?

YESOrchestrating Multiple IntelligencesSeana Moran, Mindy Kornhaber, and Howard Gardner

NOMultiplying the Problems of Intelligences by EightPerry D. Klein

Concept of Intelligence

YESNOThere are no smart or dumb peopleThere are independent domains of cognitive abilityMI correlates to IQ and therefore are specific factors of general intelligenceMI may be interpreted as simply cognitive stylesModules are not really independent from one another

Assessment of intelligence/s

YESNOProfile students, dont score themProject Spectrum: an interactive assessment process for preschool children which evaluates each intelligence directly, rather than funneling the information through linguistic paper-and-pencil testMI Researchers have not yet developed reliable methods for assessing intelligencesOne ability or disability may not always be mapped to one specific intelligence

Guideline/s for teaching

YESNOIdentify specific strengths and weaknesses of the studentsProvide rich experiences to studentsPromote collaborationTransfer of learning across domains is problematicSome practices based on the theory are misinterpretations

Practicality

YESNODoes not require the teacher to design a lesson in all areasBalanced programming is not practicalSchool need not be the institution responsible for developing all intelligences equally

Goals

YESNOHelp individuals perceive themselves as potentially smartThe idea of knowing your own area of strength may backfireMI is intended as theory to explain the human mind, not a pedagogy

GROUPS RESOLUTIONNOT YETCan Howard Gardners Theory of Multiple Intelligences Transform Educational Practice?

ResolutionMI theory was designed as a theory of learning rather than a theory of pedagogyMI theory is misinterpreted as learning styles( Dunn, Denig and Lovelace 2001) Multiple intelligences and learning styles are two distinct but not competing concepts that contribute to learning. The similarities between the two concepts often generate confusion and misinterpretation.

ResolutionMI theory is a relatively new learning theory that is still evolving. From seven intelligences , two more domains were added by Gardner.

ResolutionThere is a lack of sufficient theoretical and empirical proof to back up the MI theory . Lynn Waterhouse in her article in 2006 stated that there the MI theory concepts of learning is not consistent with cognitive neuroscience findings. ( Inadequate Evidence for Multiple Intelligences, Mozart Effect and Emotional Intelligences Theory)

ResolutionFor MI to transform the educational practice, it would take a lot of changes in the philosophy of teacher education and curriculum development.