MULTIPLE INTELLIGENCES IN THE

CLASSROOM

Denver Jewish Day SchoolBringing Differentiated Instruction to Life

Daniel Hettleman, Ph.D., P.C.October 31, 2012

A BRIEF HISTORY OF INTELLIGENCE TESTING

Alfred Binet (1904), France: very verbally oriented

Charles Spearman and “g”Raymond Cattell: fluid and

crystallizedDavid Wechsler, 1955◦WISC (4 editions), WPPSI (4 editions),

WAIS (5 editions)◦Verbal, Performance (Perceptual),

Working Memory, Processing SpeedHoward Gardner (1980s)

DEFINING INTELLIGENCE

“Mainstream Science on Intelligence" (1994), an editorial statement by fifty-two researchers:

A very general mental capability that, among other things, involves the ability to reason, plan, solve problems, think abstractly, comprehend complex ideas, learn quickly and learn from experience. It is not merely book learning, a narrow academic skill, or test-taking smarts. Rather, it reflects a broader and deeper capability for comprehending our surroundings—"catching on," "making sense" of things, or "figuring out" what to do.

A QUICK GUIDE TO HOWARD GARDNER

Anti- “g”-factor Anti- office-based IQ tests

Intelligence =abilities for “problem-solving” and “fashioning products in a context rich and naturalistic setting”

**EARLY CAVEAT: these 8 intelligences are strengths and weaknesses, not all-

or-nothing

EIGHT INTELLIGENCES Linguistic

Logical-mathematical Spatial

Bodily-Kinesthetic---------------- Musical

Interpersonal Intrapersonal

Naturalist

THEORETICAL BASISCan the skill be isolated in brain damage

studies?Do savants/prodigies exist with that particular

form of intelligence?**Does it have a distinctive developmental

history and a definable set of performances?Evolutionary plausibilitySupport from psychometric findings**Support from experimental psychological tasksAn identifiable core operation or set of

operationsSusceptibility to encoding in a symbol system

LINGUISTIC: Martin Luther King

“Comprehending our surroundings” through language Talks a lot (verbal output) Makes sense of information verbally (even if the child

does not talk a lot)◦ Takes in verbal instructions readily (auditory memory)◦ Organizes information through verbal means (talks self

through problems, e.g. sub-vocalizing)◦ Explains processes verbally

Syntax, semantics, pragmatics: catching on to the meaning

Expressive Language measured by WISC/WPPSI Verbal Comprehension subtests, CELF, Picture Vocabulary tests

Receptive Language measured by WISC/WPPSI Working Memory subtests, sentence and narrative memory tests, DAS Verbal Comprehension subtest (following verbal instructions)

LINGUISTIC, part 2Gardner also includes

phonological processing, phonemic awareness here◦But we know now this is a fairly

different process (with some overlap, some correlation)

◦Measured by Word Attack tests, Nonsense Word reading, DIBELS, CTOPP, WIAT Early Reading skills

◦Wordplay, rhyming◦People good with foreign languages,

mimics (comedians – Robin Williams), rappers

Utilizing linguistic intelligence in the classroom

INPUT: storytelling, lectures, Socratic dialogue◦Stories about any subject matter◦ Poems, rhymes◦Verbal repetition◦Others???

OUTPUT: ◦ Tape recorders◦Have them explain processes◦Have them teach others◦Homework assignments to describe what they’ve

learned to their parents, siblings or friends◦ Letter writing, publishing◦Others???

LOGICAL-MATHEMATICAL: Rain Man

“Comprehending our surroundings” through logic, sequences, patterns, categories

Capacity to use numbers effectively If-then, cause-effect Piaget: categorization, classification, abstraction, inference Drawn to numbers, counting, quantifying, comparing,

categorizing Measured by WISC/WPPSI Perceptual Reasoning, math

comprehension tests, SAT Analogies, GRE Analytic, LSAT HOWEVER (BUYER BEWARE!): ◦ rote math facts actually related just as much to

phonological processing skills, rote memory◦ And logic is obviously just as much verbal as it is

mathematical◦ And math skills are just as much language-related as

spatial

Utilizing logical-mathematical intelligence in the classroom

INPUT: ◦Outlines, sequences, Venn diagrams◦Lists (“High Fidelity”), time lines◦Analogies◦Legal analysis: historical precedent, current

circumstances, hypotheticals (if-then, if-then)◦Scientific: establishing hypotheses, isolating

variables, predictions, measurements◦Teach computer language!!!◦Others???

OUTPUT:◦Same as above: outlines, lists, timelines, etc.◦Others???

SPATIAL: Leonardo Da Vinci

“Comprehending our surroundings” through visual-spatial means

Strong crossover with Logical-Mathematical; more distinct from verbal than L-M

Strong crossover with Bodily-Kinesthetic (Larry Bird) Considerable crossover with musical and interpersonal Perceiving spatial relationships Artistic, engineering, architecture: loves to draw,

arrange, and build Good at graphs, maps, diagrams Knows where everything is in the classroom Has good ideas for setting up space for activities Measured by WISC Perceptual Reasoning, DAS

Spatial, Beery VMI

Utilizing Spatial Intelligence in the Classroom

INPUT: movies, diagrams, visualizations◦Putting information they have to memorize into a

memorable visual space◦Method of loci (Moonwalking with Einstein by

Joshua Foer)◦Color cues◦Paintings, sculptures, etc.◦Graphic symbols◦Role-plays, hikes, walk throughs◦Others???

OUTPUT: role plays, diagrams, art work, maps, graphs◦Others???

INTERPERSONAL: Oprah Winfrey“Comprehending our surroundings” through

interpersonal interactionsHighly social, perceptive of others’ emotionsEmpathic, attuned, sensitiveGood at imitating othersHeightens/enhances learningResponds differently to different teachers’

personalitiesMeasured by WISC “Comprehension” subtest,

WISC Picture Arrangement, “projective tests” (e.g. Rorschach), questionnaires, interviews

Highly related to spatial intelligence

Utilizing Interpersonal Intelligence in the Classroom

INPUTS:◦ Cooperative group learning (accountability)◦ 1:1 time◦ Group projects◦ Chevruta learning◦ Learning about others’ lives, others’ parents’

lives/professions◦ Reading biographies◦ Social-emotional learning, character education◦ Others??

OUTPUTS:◦ Same as above: ◦ Peer counseling, honor councils◦ Others??

RESEARCH SUPPORTING COOPERATIVE GROUP LEARNING

◦Seattle Social Development Project http:www.ssdp-tip.org/ssdp/findings.html

◦Child Development Project http:wch.uhs.wisc.edu/13-Eval/Tools/

Resources/Model%20Programs/C%20DP.pdf

◦Robert Slavin; David and Roger Johnson http://www.co-operation.org/?page_id=65 Slavin, R (1994). Cooperative Learning: Theory,

Research, and Practice, 2nd Ed. (published by Pearson)

BODILY-KINESTHETIC: Michael Jordan

“Comprehending our surroundings” through physical, motoric channels

Heavy crossover with spatial, but this adds the motor-component.

You can have strong spatial reasoning, with weak motor skill, but it’s rare to have strong motor skill with weak spatial reasoning

Agility (Cirque-du-Soleil, dancers, athletes) Hand-eye coordination (surgeons, mechanics) In-class: athletic, play with tools, operate

physically on the environment in order to understand it, touch everything (these kids might get on your nerves)

Measured by (not much in the psychology literature, because not typically valued): Beery VMI, Fingertapping, Occupational Therapists

Utilizing Bodily-Kinesthetic Intelligence in the Classroom

INPUT (think Montessori classroom)◦Activity centers◦Manipulatives, “hands-on,”◦Body maps: mapping concepts on to

parts of the body ◦Others???

OUTPUT:◦Charades, role-plays, theater,

constructions◦Athletics◦Others???

MUSICAL: Mozart, Beethoven

“Comprehending our surroundings” through music: now Gardner gets flimsier.

VERY rare in isolation of the others.◦Prodigies are rare◦Among the rest of us, there is high crossover

with logical-mathematical, spatial, bodily-kinesthetic – and even verbal.

◦Really good musicians usually have high gWe know what this looks like: hums, sings,

tapsThe field of psychology does not measure

this. “Name that Tune?”

Utilizing Musical Intelligence in the Classroom

INPUTS: songs, poems, rhythms, ◦ Schoolhouse rock◦ Multiplication table songs◦ Old folk songs: John Brown, Bob Dylan, lots of

history in them◦ Teaching to the rhythm of classical music in 4/4

time e.g. Pachelbel’s Canon◦ Background music◦ Others??

OUTPUT: songs, poems◦ Beethoven’s wig (Richard Perlmutter); putting

answers to classical music◦ Others??

INTRAPERSONAL INTELLIGENCE: Sigmund Freud“Comprehending our surroundings

through understanding ourselves” – the definition of navel gazing?

Self-awarenessNames emotions, reflects on own

behaviorCapacity for self-disciplineTolerance of weaknessHighly related to verbal intelligence,

intrapersonal intelligence

Utilizing Intrapersonal Intelligence in the Classroom

INPUT: ◦Meditation, self-reflection times, silence◦Self-assessments◦Healthy approach to strengths and weaknesses◦Goal-setting (“yellow-brick road”)◦Personal reflections, associations, “connections”◦Social-emotional learning, character education◦Others??

OUTPUT: ◦Autobiographies, personal reflections/essays◦Self-assessments◦Others??

NATURALIST: John Muir“Comprehending our

surroundings” through exploration of the natural world

Outdoors-y, sensitivity for naturePassion for natureAppreciation for biological

sciences

Utilizing Naturalist Intelligence in the Classroom

INPUT◦Nature walks: learning science, math,

history◦Plants◦Animals/pets◦Others??

OUTPUTS◦Daydreamers – ask for their observations

while looking out the window; have them track changes in light, shading, weather

◦Others??

COMPENSATION FOR WEAKNESSES

How can you learn math or geometry while taking a walk?

How can you discuss a book by asking a child to reflect on him/herself?

How can you teach multiplication tables through music?

How can you teach phonemic awareness through body or mouth movements?

How can you teach geography through poetry?How can you teach history through a group

competition?How can you teach social skills with lists?

CAVEATSThese are preferences, not absolutes.Just because a child comprehends

his/her surroundings best using language does not mean an inability to do so through spatial or mathematical or musical means.

Just because a child has a score that is average, or even below average on an IQ test does not mean he/she is UNABLE to learn through that means, it just means it’s not as readily available or accessible.

WHAT TO DO?In 2012, you’re probably already providing

all or most of these opportunities for inputs and outputs.

Maybe this is a good reminder to yourself to notice the cognitive strengths in each child, and try to reach them through their strengths.

Don’t underestimate the student’s weak sides; they can be developed – even if not to the same extent as their greatest strengths.

Try a Howard Gardner matrix for each kid.

RESOURCES

Armstrong, Thomas (2009). Multiple Intelligences in the Classroom (3rd edition). Alexandria, Virginia: ACSD.

Gardner, Howard (1993) Multiple Intelligences: The theory in practice. New York: Basic Books.

CONTACT INFORMATION

Daniel Hettleman, Ph.D., P.C.1115 Grant St. #204

Denver, CO 80220(303) 912-6632

dhettleman@comcast.nethttp://danielhettleman.com/