Elizabeth Ferguson s4492512 Approaches to Teaching and Learning Learning Theory Essay

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Individual Investigation of a Learning Theory
GARDNERS MULTIPLE INTELLIGENCES (MI) THEORY
The theory of Multiple Intelligences (MI) is just one of the many different types of learning theories
that can be employed within educational institutions. This essay will explore the elements of MI theory and
discuss its applications within educational settings.
The theory of MI was developed by Howard Gardner, a Professor of Education at Harvard, to address
the need of educating the whole child (Fogarty & Ballanca, 1995, 1; Sternberg & Williams, 1998, 23).
Traditional theories of intelligence state that there is a single general or g factor of intelligence, but MI
theorises that individuals possess a multitude of intelligences that work together in complex ways (Armstrong,
2000, 8; Sternberg & Williams, 1998, 22). These intelligences and their distinct developmental paths have been
supported by evidence such as the isolation of specific brain faculties, viewing individuals personal histories
and using objective psychometric findings (Armstrong, 2000, 3). Each of the intelligences is said to access
forms of thought that are appropriate for specific content. Gardner does not believe that any single
intelligence is intrinsically more important than others, as excellence relies on regular, high-level performances
in culturally specific areas using each of the intelligence domains (Fogarty & Bellanca, 1995, 93, 103). MI
theory suggests that peoples intelligences develop across the life-span in response to biological factors,
personal experiences, culture and access to resources among other factors (Sternberg & Williams, 1998, 17;
Armstrong, 2000, 17).
Gardner originally proposed seven kinds of intelligences; linguistic, logical-mathematical, visual-
spatial, bodily-kinesthetic, musical, interpersonal and intrapersonal (Fogarty & Bellanca, 1995, 152). Since MIs
creation, other intelligences have been proposed such as naturalistic and existential intelligence. Linguistic
intelligence refers to a sensitivity to the different functions of language including sounds, rhythms and
meanings of words (Fogarty & Bellanca, 1995, 152). People high in linguistic intelligence may be drawn to
careers involving reading and writing, such as journalism or publishing (Fogarty & Bellanca, 1995, 152). Logical-
mathematical intelligence involves the capacity to use numbers effectively and reason well, through a
preference for logical patterns, abstractions, categorization, and hypothesis testing, which is beneficial for
fields such as science and mathematics (Armstrong, 2009, 6). The ability to appreciate musical expressiveness
using elements of rhythm, pitch, and timbre, falls under the domain of musical intelligence (Castejon, Perez &
Gilar, 2010, 484).
Gardner defines visual-spatial intelligence as possessing the ability to perceive the world accurately
(Gardner, 2011, 203). This ability is important for areas such as navigation, art, and even simply playing board
games (Gardner, 2011, 206). The bodily-kinesthetic domain of intelligence is necessary for athletes and
dancers, as well as craftspeople who work with their hands, because their careers rely on the ability to control
the bodys movements and fine motor skills (Gardner, 2006, 12). Interpersonal intelligence is necessary for
being able to interact with and respond to others (Fogarty & Bellanca, 1995, 152). Individuals who are skilled in
Elizabeth Ferguson s4492512 Approaches to Teaching and Learning Learning Theory Essay
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interpersonal intelligence know how to respond appropriately to others moods, desires, motivations and
speech, and thus generally succeed as therapists and salespeople (Gardner, 2011, 293). In contrast,
intrapersonal intelligence refers to the capability to understand yourself (Gardner, 2006, 23). This self-
knowledge should be able to accurately detail and discriminate on ones own emotions, behaviour, desires and
intelligences, including ones strengths and weaknesses (Gardner, 2006, 23).
Along with Gardners original seven intelligences, others have been proposed over the years; with two
being more accepted than others. The eighth proposed intelligence of MI theory is naturalistic intelligence.
This was added to encompass the skill of being able to distinguish, classify and use features of the
environment (Sternberg & Williams, 1998, 21). Without this domain we would not have essential professions
such as farming and gardening (Sternberg & Williams, 1998, 21). A controversial, recent ninth intelligence has
been hotly debated by MI theorists - the existentialist multiple intelligence - which refers to the abilities for
reflective thought and philosophising which are integral for priests and philosophers (McInerney & McInerney,
2010, 70).
Gardners multiple Intelligences learning theory can be applied in the classroom to develop learning
activities, teaching strategies, and different assessment approaches to individualise learning and thus educate
the whole child (Sternberg & Williams, 1998, 24). Currently, most lessons and assessments administered to
students focus on linguistic and logical-mathematical intelligences (Koetzsch, 1998, 8). The use of multiple
intelligences in the classroom ensures that students are engaged by a variety of activities, given the
opportunity to perfect their limited intelligences, and assessed in a number of domains (Fogarty & Bellanca,
1995, 129, 133). Students are also taught to appreciate the presence of different and complementary domains
of intelligences, especially within collaborative situations (Campbell, Campbell & Dickinson, 2004, 125). Under
MI theory, curriculum, collaboration and assessment complement each other by placing emphasis on
performance abilities rather than scores (Stefanakis, 2011, v).
MI theory requires teachers to become familiar with students interests, strengths and weaknesses in
order to adjust their instructional practices to teach the curriculum in different ways that cater to the range of
student needs (Sternberg & Williams, 1998, 24; Fogarty & Bellanca, 1995, 186). Research called Project
Spectrum has provided a number of teacher, curriculum and assessment tools that can identify and supply
evidence for students strengths in specific areas of intelligence (Castejon, Perez & Gilar, 2010, 482). The Ideal
MI School seeks to encourage the unique blend of intelligences in every single one of its students, assessing
their development regularly in intelligence-fair ways (Campbell, Campbell & Dickinson, 2004, 172). The Milton
L. Fuller School in Massachusetts, USA, employs an MI program in which its students undertake studies in
areas such as art, music and physical education, but these domains of intelligence are also integrated into their
regular studies of English and mathematics, and vice versa (Gardner, 2006, 80).
In a classroom that employs the theory of multiple intelligences, the content is taught in a number of
ways to suit individual students preferences for learning (Hoerr, Boggerman, Wallach & The New City School,
2010, 5). For example, in a learning about space, students may read about comets (linguistic intelligence),
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draw the planets to different scales (logical-mathematical), and create their own poster or dioramas of the
solar system (which would satisfy both the bodily-kinesthetic and visual-spatial intelligences) (Hoerr,
Boggerman, Wallach & The New City School, 2010, 258). To address Gardners other intelligences, students
could create a song about asteroids (musical), design a board game in a group (interpersonal), write an
imaginary story about their experiences as an astronaut (intrapersonal), and use telescopes to examine the sky
(naturalist intelligence) (Hoerr, Boggerman, Wallach & The New City School, 2010, 259).
Assessment under MI theory is multi-faceted. Students create portfolios consisting of writing,
artwork, visual and audio recordings, and other products that can document progress (Koetzsch, 1998, 80).
These portfolios are beneficial as assessments because they allow for the demonstration of understanding in
multiple ways, help track growth over time, and allow self-assessment of strengths and weaknesses by
students (Sternberg & Williams, 1998, 30). This style of assessment can help to identify deficiencies in
intelligence domains, predict future difficulties students may experience, and thus be used to suggest
alternative routes to educational goals (Fogarty & Bellanca, 1995, 72).
In conclusion, Gardners theory of multiple intelligences pluralises the traditional single view of
intelligence into seven domains; linguistic, logical-mathematical, musical, visual-spatial, bodily-kinesthethic,
interpersonal and intrapersonal. More recently, the domains of naturalist and existentialist intelligences have
also been proposed. This theory can be applied within educational institutions to alter teaching styles, the
curriculum and assessments used to promote the education of the whole child.












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References
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