Howard Gardner's
Multiple Intelligences
(Multiple Intelligences. Ostwald-Kowald, 2015)
What is multiple intelligence
In classrooms we have children who we view as talented for
being able to play an instrument, creative for their ability to draw, smart for
being able to solve a mathematical problem, and even disruptive for being
social (Rossbach, 2002). However, what we don’t often see is that these
abilities are actually intelligences.
The impact of intelligence on student achievement has been explored since the 1980’s. Old conventions assumed that intelligence involved one single element of general mental ability. However, Howard Gardner in 1983 constructed a theory that documented the intellectual strengths we as human being have (edutopia, 1997). He illustrated that our narrow view of intelligence, consisting of linguistic and mathematical abilities, was in fact flawed and neglects to celebrate the talents of our students. If we all had the same mind, or the same intelligence, then we as educators could teach everybody the same thing, the same way and assess students using the same tools (edutopia, 1997). This would be considered fair. However, as we know, children do not learn the same, and intelligence is a broad term. An education system that teaches all students the same, is really the most unfair education one can provide (edutopia, 1997).
Gardner believed that there were eight intelligences and that an individual could attain more than one. These were and still are logical-mathematical, linguistic, visual-spatial, naturalistic, interpersonal, intrapersonal, musical and finally, bodily-kinaesthetic. However, Gardner argues these should never be used to prematurely label children (Rossbach, 2002). Each intelligence is made up with, what was referred to as sub intelligences (Rossbach, 2002). For example, someone who is linguistically intelligent, may be good at writing, but perhaps finds it difficult to debate, or to speak publicly. This idea of intelligences within intelligence should open up the conversation for children’s learning, and how we can connect to all students within the classroom (Rossbach, 2002). It is argued that when an educator offers experiences that take into account multiple intelligences, they provide multiple entry points to the learning (Rossbach, 2002). Not all activities will suit a child, but providing a range of learning opportunities will help the learner to make meaning. Gardner himself in ‘In Learning Classroom’ (Rossbach, 2002) outlined that a child should not be penalised for learning a particular way, but presented with many opportunities to understand and to show their understanding. These opportunities will help the students to build bridges from their strengths towards new learning because their intelligence helps to transfer skills in order to improve other areas of learning (Rossbach, 2002). Work becomes easier because knowledge is accessed through experiences that favour their intelligence. Therefore the child’s learning is greatly benefited.
The impact of intelligence on student achievement has been explored since the 1980’s. Old conventions assumed that intelligence involved one single element of general mental ability. However, Howard Gardner in 1983 constructed a theory that documented the intellectual strengths we as human being have (edutopia, 1997). He illustrated that our narrow view of intelligence, consisting of linguistic and mathematical abilities, was in fact flawed and neglects to celebrate the talents of our students. If we all had the same mind, or the same intelligence, then we as educators could teach everybody the same thing, the same way and assess students using the same tools (edutopia, 1997). This would be considered fair. However, as we know, children do not learn the same, and intelligence is a broad term. An education system that teaches all students the same, is really the most unfair education one can provide (edutopia, 1997).
Gardner believed that there were eight intelligences and that an individual could attain more than one. These were and still are logical-mathematical, linguistic, visual-spatial, naturalistic, interpersonal, intrapersonal, musical and finally, bodily-kinaesthetic. However, Gardner argues these should never be used to prematurely label children (Rossbach, 2002). Each intelligence is made up with, what was referred to as sub intelligences (Rossbach, 2002). For example, someone who is linguistically intelligent, may be good at writing, but perhaps finds it difficult to debate, or to speak publicly. This idea of intelligences within intelligence should open up the conversation for children’s learning, and how we can connect to all students within the classroom (Rossbach, 2002). It is argued that when an educator offers experiences that take into account multiple intelligences, they provide multiple entry points to the learning (Rossbach, 2002). Not all activities will suit a child, but providing a range of learning opportunities will help the learner to make meaning. Gardner himself in ‘In Learning Classroom’ (Rossbach, 2002) outlined that a child should not be penalised for learning a particular way, but presented with many opportunities to understand and to show their understanding. These opportunities will help the students to build bridges from their strengths towards new learning because their intelligence helps to transfer skills in order to improve other areas of learning (Rossbach, 2002). Work becomes easier because knowledge is accessed through experiences that favour their intelligence. Therefore the child’s learning is greatly benefited.