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Introducing students to the theory of multiple intelligences - Research Paper Example

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Multiple Intelligences Multiple Intelligences Multiple Intelligences. Gardner classified multiple intelligences into eight. Individuals have these intelligences in different proportions (2006). These basic entities enable the students to perform the daily functions and solve problems…
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Introducing students to the theory of multiple intelligences
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Download file to see previous pages This test just touched upon the verbal, logical-mathematical and spatial intelligence. Gardner believes that the capacities are woven into the brain and neuronal network (2006). He feels that there is depth to intelligence and plenty of observation is necessary to gauge the intelligence levels. The intelligences are classified as linguistic, logical-mathematical, spatial, bodily kinesthetic, musical, interpersonal, intrapersonal and naturalistic (Gardner, 2006). These intelligences have to be elicited by the teacher and parents. The capacities are flexible and can change through various enriching experiences. Education works upon these flexibilities. The genius however is decided by the genetic constitution just as the person of low intelligence. The spatial and musical intelligences are rather vague in nature and it is not definite whether these are genetic in constitution. Gardner’s experiences as a psychologist, who has examined patients recovering from traumatic brain injury, have brought forward the Theory of Multiple Intelligences (1983). MI helps schoolchildren in many ways. Teachers get an idea of the children’s strengths and can develop a curriculum which suits their capacities. Teamwork among the teachers is encouraged by the technique. Education is promoted as art forms and games which the children identify with. Schools plan various educational experiences for children from different backgrounds. Observation of the child in class and how he misbehaves is the first method of assessing intelligence and which of them is more developed in the child (Armstrong, 2009). The linguistically inclined child will be talking frequently. The spatial child will be a daydreamer. The child with more of the interpersonal intelligence tends to socialize and has more friends. The bodily kinesthetic child is always fidgeting. The naturalistic child may bring a pet to class without necessarily taking permission (Armstrong, 2009). The next observation should be when it is leisure time. The linguistic child will read books while the spatial child will be drawing (Armstrong, 2009). The socializer will be playing impromptu games with a group of friends. The bodily kinesthetic child will be involved in building activities. The naturalistic child may be looking at the fish in the aquarium or standing in front of an animal cage. The musical child may be singing. A checklist for multiple intelligences for schoolchildren may be completed for each child by the teacher. This contains easy-to-note behaviors for each pattern of intelligence Records are kept of behavior in class and in the playfield. School records of performances in class are also maintained (Armstrong, 2009). The theory of multiple intelligences is first explained to the children. A sample question would be “How many of you are intelligent, raise your hands” (Armstrong, 2009). The younger children would raise more hands as they are innocent and believe in their intelligence. The teacher calling them word smart or logic smart or music smart or picture smart, each child can feel he is smart. This encourages the children to cooperate and participate in the assessment of their own intelligence. Various activities may be planned for holding the interest of the children and developing their intelligences: “career day, field trips, biographies, lesson plans, experiential activities, wall displays, readings, board games, stories and ...Download file to see next pagesRead More
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