Multiple Intelligences Theory vs Direct Instruction

Multi Intelligences vs Direct Instruction

Introduction
What are intelligences? Word intelligence comes from the Latin verb, intellegere which means to understand. Intelligence is a term that is difficult to define, and it can mean many different things to different people. For years, there are many controversies over its exact meaning and form of measurement. Most popular definition of intelligence is mental ability to learn and apply knowledge as well as the ability to reason and have abstract thought (Gardner, 1991). Other definitions of intelligence include adaptability to a new environment or to changes in the current environment, the ability to evaluate and judge, the ability to comprehend complex ideas, the capacity for original and productive thought, the ability to learn quickly and learn from experience and even the ability to comprehend relationships (Plucker, 2003 & Armstrong, 1999). After years of research about the aspects of intelligence it is felt that factors like problem-solving ability, mental speed, general knowledge, creativity, abstract thinking and memory all played important roles in the measure and standard of intelligence. Most agree that intelligence is an umbrella term which covers a variety of related mental abilities (Rowlinson, 2000). In 1904, a French psychologist Alfred Binet created first intelligence test which comprised a variety of tasks that represents typical children's abilities at various ages (Plucker, 2003). By the 1920's and 1930's, intelligence tests had become popular not only in America but also in many other parts of the world (Gardner, 1991). In recent years, researches of developmental psychology, and neurology, a number of investigators have put forth the view that the mind consists of several independent modules or "intelligences" (Gardner, 1991). Howard Gardners "theory of multiple intelligences," argues that human beings have evolved to be able to carry out at least eight separate forms of analysis:

1 Written by; Diana Priya Ganapathy l G0920042

Multiple Intelligences Theory vs Direct Instruction

1. 2. 3. 4. words (linguistic intelligence) numbers or logic (logical-mathematical intelligence) pictures (spatial intelligence) music (musical intelligence) 5. 6. 7. self-reflection (intrapersonal intelligence) a physical experience (bodily-kinesthetic intelligence) a social experience (interpersonal intelligence), and/or intelligence)

8. an experience in the natural world. (naturalist

This theory have attracted some attention on the part of educators seeking a more complete and individualized educational system (Gardner, 1991 & Armstrong, 1999). Researches on understanding intelligence have been advancing, yet we know very little about how to nurture intelligence. Yet surely these efforts can be demonstrated that intelligence can be nurtured in particular educational settings, using strategic pedagogical.

Traditional Dilemma in Malaysian Education System

In our traditional education system, we only focus on two intelligences; linguistic and logical mathematical plus our standardized testing with teaching supports the linguistic and logical mathematical intelligences. This traditional teaching method is also known as Direct Instruction teaching method by Siegfried Engelmann. By using this traditional teaching method educator community misses the abilities of students who are robust in the other intelligences. At the end, this scenario leads to frustration in students schooling experience. Therefore our education system should provide opportunity for all students. The issues of teaching methods in Malaysian schools have emphasized an approach that involves considerable learn by rote and strict orthodoxy to the expectations of teachers. This is because of the influence of traditional teaching culture chalk and talk. Lectures are the main teaching method used in most classrooms. Teachers are looked upon as symbols of authority, learning takes place in passive manner and personal interaction with students is rare. Malaysian students are dependent on their teachers and textbook rather than displaying the independent and critical thinking. 2 Written by; Diana Priya Ganapathy l G0920042

Multiple Intelligences Theory vs Direct Instruction On 19th October 2010, The Sun newspaper reported that the Deputy Prime Minister and Education Minister Tan Sri Muhyiddin Yassin has made a call to restructure the Malaysian education system which is too examination-oriented and fails to provide a holistic education. The journal Holistic Education Review, defines holistic education as an educational philosophy by which the learner finds identity, meaning, and purpose in life through connecting with his environment. Prime Minister spoke on the need to "implement holistic measures to strengthen Malaysia's education and training systems from early childhood to tertiary education" in his speech in Dewan Rakyat in June 2010 (BusinessTimes, 2010).We need to move away from an instructive mode to a self-access mode in schools. Our students are too dependent upon teachers. Probably, we need a better and more innovative curriculum to replace the existing one. By teaching students how to succeed on standardized tests and not much more, many argue that the traditional system is counter-productive to real learning. It doesnt promote active learning and hinders the students critical and creative thinking skills. To get straight As, students are taught how to religiously memorize chunks of information from the textbooks to be regurgitated in the exam hall. In fact, most children would study only for examinations, and then conveniently forget what theyve studied soon after. Consequently, many of our Malaysian children could not cope with the demands of quality tertiary education which requires independent working. To make matters worse, they may be able to call themselves graduates, but certificates alone wont guarantee getting an interview, let alone jobs!(The Sun, 2010). Examination is just a small part in the education system. One of the flaws of our system is making education too exam-oriented. And rote-learning and memorization has become ingrained in the minds of our students. Memorization is awful because it does not encourage thinking that is needed in understanding and applications. It only retains short-term knowledge. Learning is a process of discovering and understanding a subject matter taught. This is best done when students have passion for the subject. The learning process

3 Written by; Diana Priya Ganapathy l G0920042

Multiple Intelligences Theory vs Direct Instruction is so unique that students can approach it in many ways. There is no single method of teaching or learning that could be applied to all students in any classroom set-up. The article on TheStar Online dated 30th July 2010 by Dr. M A Nair said that A good teacher should be judicious enough to understand the various ways students learn and should accept these variations among learners. Teachers should not penalise students just because they approach learning in different ways or insist that students must follow the type of learning the teacher is familiar with. This means that each child will have his/her own unique set of intellectual strengths and weaknesses. Teachers must seek to assess their students' learning in ways which will give an accurate overview of their strengths and weaknesses.

4 Written by; Diana Priya Ganapathy l G0920042

Multiple Intelligences Theory vs Direct Instruction

Theory of multiple intelligences

Gardner's Theory of Multiple Intelligences provides a theoretical foundation for recognizing the different abilities and talents of students. Approaching and assessing learning in this manner allows a wider range of students to successfully participate in classroom learning. This is an overview of the theory of multiple intelligences:

Linguistic intelligence Has highly developed auditory skills Likes to read Processes information through listening Spins tales and tells jokes or stories Has a good memory for names, places, dates or trivia Enjoys writing Uses word processor often Enjoys speaking to groups Spells words accurately and easily Has a well-developed vocabulary

Thinks in images and pictures Likes to draw, paint, sculpt and participate in art activities Reports clear visual images when thinking about something Easily reads maps, charts and diagrams Draw accurate representations of people or things Likes to see movies, slides or photographs Can do jigsaw puzzles or mazes Daydreams

Musical intelligence Is sensitive to a variety of sounds in the environment Plays a musical instrument or enjoys music Remembers melodies of songs Can tell when a musical note is off key Can relax with music on when studying or working Collects records, tapes or CDs Sing songs Keeps time rhythmically to music Hums or whistles tunes to self

Logical-mathematical intelligence Explores patterns, categories and relationship Computes arithmetic problems quickly Enjoys solving mathematical equations Enjoys using computers, particularly database, spreadsheet and problem solving programs Is able to group and order data and then analyze, interpret and make predictions Reasons things out logically to solve problems Plays checkers or strategy games and likes to win Devises experiments to test out things that are not easily understood

Bodily-kinesthetic intelligence Learns best by moving around, touching or acting things out Moves, twitches, taps or fidgets while sitting Participates in physical activities or sports and likes sports Likes to touch people when talking to them

Spatial intelligence

5 Written by; Diana Priya Ganapathy l G0920042

Multiple Intelligences Theory vs Direct Instruction

Works well doing skills that use the hands, such as woodworking, sewing, carving and sculpting Enjoys hands-on, active learning experiences where something is made Likes physical exercise, games, competitive sports and action packed stories

6 Written by; Diana Priya Ganapathy l G0920042

Multiple Intelligences Theory vs Direct Instruction

Intrapersonal intelligence Has a deep awareness of inner feelings, strengths and weaknesses Displays a sense of independence or a strong will and is self directed Reacts with strong opinions when controversial topics are being discussed Prefers own private, inner world Likes to be alone to pursue some personal interest, hobby or project Has a deep sense of self confidence Marches to the beat of a different drummer in style of dress, behavior or general attitude Self motivated and does well on independent study projects Has intuitive ability Enjoys participating in many group activities Serves as the family mediator when dispute arise Has a lot of empathy for the feelings of others Responds to the moods and temperaments of other individuals

Naturalist intelligence Sense patterns in and making connections to elements in nature Interested in other species, or in the environment and the earth Have a strong affinity to the outside world or to animals Enjoy subjects, shows and stories that deal with animals or natural phenomena Has interest in subjects like biology, zoology, botany, geology, meteorology, paleontology, or astronomy Keenly aware of their surroundings and changes in their environment Able to categorize or catalogue things easily Enjoys to collect, classify, or read about things from nature -- rocks, fossils, butterflies, feathers, shells, and the like.

Interpersonal intelligence Enjoys interacting with people Has many friends Socializes at school, work or home Organizes, communicates and sometimes manipulates Learns best by relating and cooperating

The overview of the theory of multiple intelligences is wrapped up from Teele, 2004 p.14.

7 Written by; Diana Priya Ganapathy l G0920042

Multiple Intelligences Theory vs Direct Instruction

Direct Instruction
Siegfried Engelmann with his philosophy background has developed direct instruction teaching method in scripted model. In this teaching method the educator must teach the basic academic skills to children from a logical analysis of concepts and operations followed by testing of teaching materials and procedures (Bereiter & Engelmann, 1966). In 1977, Gagne conceptualized the basic non scripted model and made it a part of the educational psychology literature. Then in 19776 Hunter develop seven steps instructional model and followed by that Rosenshine, 1983 has modified the technique into six steps instructional model. In the studies of Rosenshine it has reported that when teachers use direct instruction method it can enhance student achievement but not all studies (Lasley et al., 2002).

Flowchart 1 shows Teaching Functions in Instructional Programs by Rosenshine, 1983. Direct instruction is very much like teacher centered where teacher has control over the classroom / lesson. In direct instruction method teacher normally spend more time in lecturing, gives notes, guide students from simple to complex problem, teachers produce step by step information and finally students are given many questions or problems to solve (Binder & Watkins, 1990). Even though direct instruction method is merely delivering factual information. There are variations in delivering for example; teacher might present video clips, power point presentation, shows the poster, reading the information and the students are to listen and watch. And teacher produce simple to complex problem to interpret their presentation. In laboratory the teacher might assign the students a cook-book type of experiment to carry out. In each case, the timing of the lesson and the knowledge the student will construct are very much under the teacher's control (Binder & Watkins, 1990). According to Burden and Byrd 2010, direct instruction has four key components: 1) Clear determination and articulation 2) Teacher-directed instruction 8 Written by; Diana Priya Ganapathy l G0920042

Multiple Intelligences Theory vs Direct Instruction 3) Careful monitoring of students outcomes 4) Consistent use of effective classroom organization and management methods In Bligh, 2000 said that many teachers have misused direct instruction as lecture. Direct instruction and lecture may have same structural format but they are different. Direct instruction is skill focused, where the goal of the teacher is to teach specific skill or fact in sequence manner. Where else, in lectures teachers transmit lots of information. In direct instruction students are required to participate actively through guided and independent practice unlike lecture is very passive learning.

9 Written by; Diana Priya Ganapathy l G0920042

Multiple Intelligences Theory vs Direct Instruction

Advantages & Disadvantages

Direct instruction is very teacher structured lessons in a straightforward, sequential manner. Teacher is in control of the classroom in terms of lessons, skills to be learned and the pace and the rhythm of the lesson (Burden & Byrd, 2010). In multiple intelligences, it provides opportunity for wider range of learners. It may not be straightforward or academically focused but it stress separate human capacities. In this teaching method teachers have to prepare lessons in many different approaches to accommodate all range of students capacity or in other word intelligence. Yes, multiple intelligences theory is a very unique and desirable tool to reach all different student intelligences. To use multiple intelligences in the classroom it will be enjoyable for students because the teacher plans and conducts different types of lessons which actively engage the all range of students. But to use this tool the teachers has to be self-motivated and has to put lot of efforts to make classroom activities lively. Teacher has to come up with variety of activity where at the end of the lesson it has to meet the objective of the lesson. There is high change where the activities can be diverted if the teachers are not careful. The classroom management is an important key to make this tool successful. At the same time, students have to be assessed in variety of manner. Where the students achievement may not be consistent because different student has different intelligence therefore some students may do well in the outdoor activity and some may do well in musical activity. In direct instruction students are taught very academic focus. Students are taught using many techniques like recitations, practice and drill, reviews, guided practice and homework. All these techniques prepare students for examination or it is known as an exam oriented method. The inconvenience in direct instruction is that students have limits in learning; students cannot connect the lesson to the real world with what they perceive they need to know to be successful. In multiple intelligences it allows each student to draw from his or her own strengths to approach learning. There are schools in America modeled after multiple intelligences theory for example the New City School in St. Louis. After the completion of multiple intelligences pilot programs the school produced talented 10 Written by; Diana Priya Ganapathy l G0920042

Multiple Intelligences Theory vs Direct Instruction students. The school strives to provide each child with joyful learning experiences leading to their personal success (Hoerr, 2002). Direct instruction requires that teachers proceed in a way that limits information flow but enhances information transfer. To explain this statement from Lasley et al., 2002, teachers mustnt always deliver information but they should cluster and connect the facts, information and ideas so that students can effectively process them. Flowchart 1 shows the step-by-step process of direct instruction. From the flowchart 1, the model suggests that direct instruction is a powerful tool in any academic discipline because it enhances student academic achievement. The step by step nature of the direct instruction model makes it one of the easier models to use. Because the information presented is sequenced in such a linear, defined way, observers of direct instruction lesson can typically see the lesson more clearly unfold (Lasley et al., 2002). Even though it is one of the easier model to use but there is limitation too. Firstly the teacher has to make decision when and how to use this instructional model and also must be able to follow the steps. Secondly, teacher must be able to demonstrate excitement in students and show enthusiastic in lesson. When the teacher is not careful in employing direct instruction it can be misused and misunderstood especially when they apply drill and practice. Drill and practice is to teach specific skill by providing students with the opportunity to practice the targeted skill working on sample problems. This can be enhanced by feedback and correctives. Drill and practice have three important benefits: I. Immediate feedback

II. Additional motivation for practicing their skills

III. Independent practice

As mentioned above this method can be misused where drill and practice becomes drill and kill. Especially for exam year students, teachers will provide them with plenty of past year questions and make the students to practice. The thrust of this argument is that students are taught isolated skills, absent the opportunity to apply them in their own problems. These students only study for examinations, and then conveniently forget what theyve studied soon after. The 11 Written by; Diana Priya Ganapathy l G0920042

Multiple Intelligences Theory vs Direct Instruction other issue is when they go to tertiary education they fail to do their work independently. To make matters worse, they may be able to call themselves graduates, but could not demonstrate any skills in real world (Laslet et al., 2002). In multiple intelligences theory the educators can create student profile by using Multiple Intelligences tests a set of questions regarding personal preferences, habits and behavior of the respondent. This is to determine what are the strong intelligences of a particular person and what are his/her weaknesses from the point of view of MI theory. Gardner himself says, inMI myths mentioned before, defining this MI profile is a laborious process, which requires a lot of time, observations and non-trivial examination of each respondent. Thus the term Multiple Intelligences profile exists but differs in the ways and tools used to define it (Gardner et al., 1996). One more thing in using MI theory in education is that Gardner in his books gives examples on little children; he even suggests that it is possible to develop lowly developed intelligences. Though the applications of the theory imperceptibly moved to adults too, we cant be sure that it works the same way for teenage students and adults (Gardner et al., 1996). Of course, these are just some ideas. They are not easy to apply in practice. But it can become a starting point for a research, leading to improvement of education courses and their effectiveness.

12 Written by; Diana Priya Ganapathy l G0920042

Multiple Intelligences Theory vs Direct Instruction

Conclusion
Multiple Intelligences theory presented by Howard Gardner had been developed as a psychological theory considering the nature of a human mind and intelligence. The author did not initially mean it to become an educational theory. But educators did prove that this theory is sufficient to use for educational purposes. Multiple Intelligences theory is still comparatively young theory and it is sometimes not treated seriously. However practice demonstrates that it is worth using in education and can be developed into a strong educational approach, but having a basis of psychology, pedagogic and cognition, using the prior knowledge and experience of education. Direct instruction, scripted and nonscripted is neither simple nor an easy model to implement, it is demanding one largely because it requires teachers to clearly think through how to teach an idea, skill, or fact and then to assess thoughtfully whether students learned what was just taught. Multiple intelligences and direct instruction both are extremely powerful instructional models provided the teachers are aware of these methods and use them effectively. At the present time, in Malaysia direct instruction is widely used but as mentioned earlier it is misused. Multiple intelligences theory is a perfectly acceptable addition to the school curriculum and an invaluable tool for educational transformation. The question is whether teachers are ready to accept and face the challenge. And some of them may resist adoption for philosophical or political reasons. The ultimate goal of school curriculum is not just producing academically successful students but also should encourage students to develop self-esteem, creativity, critical thinking and independence, preparing them to succeed in a changing society.

13 Written by; Diana Priya Ganapathy l G0920042

Multiple Intelligences Theory vs Direct Instruction

References
Armstrong, T, 1999, Multiple Intelligences, retrieved 16th September 2010, from <http://www. thomasarmstrong.com/multiple_intelligences.php> Bereiter, C & Engelmann, S, 1966, Teaching disadvantaged children in the preschool. ,p. 312, Prentice Hall, USA. Binder, C, & Watkins, CL, 1990, Precision Teaching and Direct Instruction: Measurably superior instructional technology in schools, Performance Improvement Quarterly, vol 3(4), pg 74-96. Bligh, DA, 2000, Whats the Use of the Lecture?, Jossey-Bass, San Francisco. Burden, PR & Byrd, DM, 2010, Methods for Effective Teaching, p116-137, Pearson, USA. Gardner, H, 1991, Intelligence in seven steps, New Horizons, retrieved 16th September 2010, from<http://www.newhorizons.org/future/Creating_the_Future/crfut_gardner.html>. Gardner, H, Kornhaber, ML & Wake, WK, 1996, Intelligence Multiple Perspectives, p. 161-261,Harcourt Brace, USA. Hoerr, T.,2002, Applying MI in schools., Retrieved 20th September, 2010, from, http://www. newhorizons.org/strategies/mi/hoerr2.htm Lasley, TJ, Matczynski, TJ and Rowley, JB, 2002, Instructional Models, Strategies for Teaching in a Diverse Society, second edition, p. 266-299,Thomas Learning, USA,.

14 Written by; Diana Priya Ganapathy l G0920042

Multiple Intelligences Theory vs Direct Instruction Nair MA, July 2010, The Star Online, Students learn in varied ways, retrieved on 21 September 2010, <http://thestar.com.my/news/story.asp? file=/2010/7/30/focus/6759193&sec=focus>. Nathesan, S, August 2010, TheStarOnline, Do we have the right teachers as educators?, retrieved on 21 September 2010, http://thestar.com.my/news/story.asp? file=/2010/8/9/focus/6821584&sec=focus Plucker, JA, 2003, Human intelligence: Historical influences, current controversies, teaching resources., retrieved 16th September 2010, from <http://www.indiana.edu/~intell>. Rowlinson,J, 2000, What is intelligence?, AboutIntelligence, retrieved 16th September 2010, from <http://www.aboutintelligence.co.uk/whatintelligence.html>. Tan Cheng Ling, Business Times, 01 Sept 2010, Need to reform education policies., viewed on 19 Oct 2010, < http://www.btimes.com.my/Current_News/BTIMES/articles/usm31/Article/#ixzz139 nDs2qT>. Teele, S, 2004, Overcoming barricades to reading: a multiple intelligences approach, p14, Corwin Press, USA. The Sun Daily, 10 Oct 2010, Holistic learning, viewed on 19 Oct 2010, <http://www.thesundaily.com/article.cfm?id=53070>.

15 Written by; Diana Priya Ganapathy l G0920042