Multiple Intelligences and Diverse Learning Styles - Essay Example

? Personal Philosophy of Education Krystal Yedinak & number: Introduction “All who have meditated on the art of governing mankind have been convinced that the fate of empires depends on the education of youth” (Aristotle). It is with the use of the brain that both cognitive development and cognitive reflection create contexts and analysis in which teaching and learning are captured and cultivated. Learners construct self-awareness and social awareness with the use of their brain. It is a tool of artistic behaviorism like no other. It is what makes learners different and it is what enables them to interpret things differently within their learning environments. Likewise, a student’s capacity to learn and a teacher’s capacity to teach or instruct is directly interrelated with theories of (1) multiple intelligences and diverse learning styles; (2) aspects of motivation and learning; and (3) experiential learning or learning from experiences within the student’s ‘real-world’ or ethos. All of these are affected by the cognitive and emotional state of learners. Hence, the brain functions as a proactive tool in which both teacher and student interact in effective teaching and learning processes…creating new ideas and strategic methods resulting in effective, enriching outcomes of constructivism. The Concept of Multiple Intelligences and Diverse Learning Styles The effective teacher recognizes and acknowledges that learners learn differently, with different modalities and styles perceiving and capturing information and stimuli from the world around them. The diversity in learning is often in the form of visual, auditory, and kinesthetic learning. Each modality assists in the pedagogical nature and instructional style of the teacher and the thematic, discovery learning styles of the student. Collaborative interactions between teachers and learners often results in various diverse definitions of learning styles. When analyzing the descriptive definitions of the concept ‘multiple intelligences’ one elementary school student describes it as, “…self smart, music smart, people smart, math smart, nature smart, art smart, body smart, and word smart” (student of Salem Public Schools, 2013, p. 6). As well interpreted by the student, the theory of the ‘Nine Multiple Intelligences’ has been well documented as the ‘Theory of Multiple Intelligences (1983), by Howard Gardner, psychologist and professor of neuroscience from Harvard University. According to Gardner (1983), “…human beings have nine different kinds of intelligences that reflect different ways of interacting with the world. Each person has a unique combination or profile. Although we each have all nine intelligences, no two individuals have them in the same exact configuration (e.g. fingerprints)” (Gardner, 1983; Educational Resources, 2013, p. 1). Learning styles of teaches and learners can be found within the theory of the ‘Nine Multiple Intelligences’ – visual, auditory, and kinesthetic learning. These are the modalities and stimuli by which the motivations for teaching and learning occur. The Nine Multiple Intelligences are described as: “1. Linguistic Intelligence: the capacity to use language to express what is on your mind and to understand other people (Gardner, 1983); 2. Logical/Mathematical Intelligence: the capacity to understand the underlying principles of some kind of causal system, the way a scientist or logician does (Gardner, 1983); 3. Musical Rhythmic Intelligence: (Auditory Learning Style), the capacity to think in music; to be able to hear patterns, recognize them and manipulate them (Gardner, 1983); 4. Bodily/Kinesthetic Intelligence: (Kinesthetic Learning Style), the capacity to use your whole body (hands, fingers, arms) to solve a problem, make something, or put on a production (Gardner, 1983); It is the kinesthetic intelligence or learning style that is most utilized when the concept of theatrical performance, dance, and synergies of orchestra/symphony performance are composed. The arts of musical and theatrical plays come to life in ways that can capture, spellbound, and captivate an audience. It is for the audience that writers find the motivation to write, actors find the motivation to learn a script, lawyers defend or prosecute an individual, or musicians and composers are motivated to compose music. The audience often poses as a catalyst or stimuli that create a ‘readiness to teach and learn’. 5. Spacial Intelligence: the ability to represent the special world internally in your mind. Spacial intelligence is used in the arts and sciences” (Gardner, 1983) and often plays an important role in visualization of “The Big Picture”. 6. Naturalist Intelligence: the ability to distinguish or differentiate among living things (plants, animals) and sensitivity to other features of the natural world (clouds, rocks). There is value in the central roles of an evolutionary past – hunters, gathers, farmers, botanists, chefs (Gardner, 1983). 7. Intrapersonal Intelligence: having an understanding of yourself, knowing who you are, what you can do, what you want to do, and how you react to things (Gardner, 1983). 8. Interpersonal Intelligence: the ability to understand other people. This ability is very important to those who deal with other people – teachers, clinicians, salespersons, politicians (Gardner, 1983). 9. Existential Intelligence: the ability to pose and ponder questions about life, death, and realities (Gardner, 1983; Educational Resources, 2013, p. 1). Experiential Learning: Cognitive and Behavioral Learning The idea that “it is the environment” that creates/constructs diversity in both teaching and learning has long been an ideology of dialectic debate. A teacher’s pedagogical method or style, a student’s capacity and motivation to learn is often ignited or quenched by stimuli within his/her environment. It is the action of being immersed with the environment that results in diverse outcomes (causes and affects) of learning. Experiences of play, work, and best practices --ethical practices -- of well-being. Belief systems often play a major role in how a teacher teaches and a student learns. Diversity in learning may motivate a teacher to practice the various modalities of learning – visual, auditory, kinesthetic. The multiple intelligences and diverse learning styles play a critical role in prior learning or “pre-existing” learning – also known as scaffolding learning. Iterative practices of learning skills and behaviorisms quite often can become methods of effective strategic pedagogy and classroom/context learning. Repetition and scaffolding in learning practices and styles can help in the comprehension and understanding of new and prior knowledge. Theories of behaviorism and cognitive learning are referenced during the acquisition of new and prior knowledge of pedagogy. Often teaching and research are dialectic disciplines. However, these are important issues when dealing with the environments and learning contexts of student diversity – “different cultures, educational backgrounds, learning styles, and family lives of students” (Yedinak journals, 2013, p. 3). Differentiated teaching and learning should be a considerable part of the effective teacher’s lesson planning, feedback activities and methods, sequencing and practice (rehearsal) of performance. Again, the theories of ‘multiple intelligences’ plays a vital role in teaching and learning. “In such a collaborative environment, a teacher shares with students his/her expectations and his/her impressions (and freedoms of expressions)…remaining open to the students’ suggestions” (Yedinak journals, 2013, p. 3). It is the freedoms experienced as a result of the processes of teaching that motivate. Issues of Assessment “I am always doing that which I can not do in order that I may learn how to do it” (Pablo Picasso, 1881-1973). As stated in the Yedinak journal entries “…pay attention to the immediate reaction of the students, assessing the progress of students and the atmosphere (learning environment) in the classroom with maximal frequency” (p. 3). Monitoring, supervision, tests, exams are methods of synthesizing a feedback and results/outcome process or system. Assessment planning and implementation provides important data concerning the student’s engagement in learning and the teacher’s outreach effectiveness in the pedagogical and learning processes. Data-based research and analysis is a necessary component of the summative and benchmark assessment processes. The results form assessment and feedback are what improve the outcome (and outlook) of teaching and learning. Conclusion As an educator, the belief that education is a life-long goal is a foundational and collaborative reality. Motivation and learning, the stimulus of the multiple intelligences and diverse learning styles, and the feedback and appreciation of the intended audience is a meaningful purpose of the educational systems today. The freedoms of meaningful expression and the privileges and opportunities of life-long learning are the methods by which, not only teachers and students express their multiple intelligences and freedoms of style, pedagogical and learning styles are also methods of expression and assessment of the community of knowledge. References Educational Resources (2013). Howard Gardner’s Multiple Intelligences Theory. Retrieved from http://www.pbs.org/wnet/gperf/education/ed_mi_overview.html Gardner, H. (2013, 1983). Multiple Intelligences – PBS. Retrieved from www.pbs.org/ wnet/gperf/education/ed_mi_overview.html. Google.com (2013). The Multiple Intelligences: Images. Retrieved from https://www.google. com/search?q=The+Multiple+Intelligences&hl Haselhurst, G. (2012). Philosophy of Education: Educational Philosophy/Teaching Philosophy. Retrieved from http://www.spaceandmotion.com/Philosophy-Education.htm. Read More