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ng and considering all of these kinds of multiple intelligences and how teachers can deal with different kinds of intelligences in the classroom using a variety of teaching strategies. In this book, the reader can find the relationship between MI theory and special education, and MI theory and cognitive skills as well. It also discusses the relationship between MI theory and classroom environment. Critics’ opinion on this theory is also a part of the book.
In one of its appendixes, related MI resources are given. Related books on MI teaching are also a part of the appendixes of this book. One of the appendixes presents examples of MI lessons and programs. In this way, this book presents a thorough study on MI theory, and its education related issues.
The intent of the writer, Thomas Armstrong, of writing this book, is to emphasize on different kinds of intelligences, which different human beings are gifted with, especially the students; and to tell the ways to deal with people with a variety of intelligences to optimize the ratio of success in people and to minimize failures, because of their unrecognized potentials. Armstrong emphasizes that Gardener (1983) has rightly pointed out that Western cultures value linguistic intelligence and logical or mathematical intelligence only, and Armstrong says that Gardener has pointed out that other cultures value other types of intelligence as well. Thomas Armstrong has provided his readers with he idea that a variety of teaching strategies should be used in the classroom to help different kinds of intelligences grow and to assess them finally.
Adapted from a checklist that is adapted itself from Armstrong, these are the habits and characteristics, that indicate some one with a particular intelligence - some one with linguistic intelligence would enjoy writing, speaking, communicating and reading. Some one with logical and mathematical intelligence would be interested in working of things; would enjoy puzzles,
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(“Multiple Intelligence in the Classroom Research Paper”, n.d.)
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(Multiple Intelligence in the Classroom Research Paper)
“Multiple Intelligence in the Classroom Research Paper”, n.d. https://studentshare.org/miscellaneous/1565386-multiple-intelligence-in-the-classroom.
A teacher is most probably using those in his/her own teaching. However, students are benefiting most in the classroom where a teacher is employing tasks and assignments to develop different intelligences. Importance of multiple intelligences can be better described with the help of Howard Gardner statement: It is of the utmost importance that we recognize and nurture all of the varied human intelligences, and all of the combinations of intelligences.
According to Lazear (2003), the theory has the capability of improving theoretical knowledge, cultivating constructive attitudes toward learning and instruction, boost involvement or participation and satisfaction in classrooms, and build more reliable learning experiences.
Also, the convenience of learning anywhere anytime or ubiquitous learning is driving mobile learning. However, user preferences need highly customized content to be delivered along with the unique format for mobile viewing, and this requires use of multiple intelligences that aid in adapting the learning environment according to the user learning styles or preferences (Spaniol, et al., 2009; Bull and McCormick, 2011; Hwang and Tsai, 2011).
The theory holds that the tradition understanding of intelligence which is based on I.Q. testing is limited in describing the intelligence of individuals. According to Gardner (2006) the multiple intelligence theory is a diversion form tradition I.Q. view of intelligence which is psychometric and defines intelligence as a person’s ability to provide accurate answers to intelligence tests.
In contrast, he gave the idea, there are many types of intelligence that people can have (Gardner, 1983). According to Gardner, there are typically eight variant types of intelligence. These include one who is great with words called Linguistic; one who is good with math and numbers is called logical; one who is good at movement, sports, and action is called bodily; one who is good with rhythm, music, and tome is called Musical; one who is good at conversing with others is called Interpersonal; one who is good with design and art is known as Visual; one who is good at understanding both nature and world is known as Naturalistic ( Cherry, 2013) This theory has seen much criticism over time fr
Charles Spearman (1904) defined and developed a unilinear testing approach to general intelligence (G), which is based on a positive correlation among varying subjects like math, earth sciences and vocabulary.
Gardner (1983) proposed multiple intelligences (MI), or seven areas of intelligence, linguistic, musical, logical-mathematical, spatial, bodily-kinesthetic, intrapersonal, and interpersonal, (Gardner, H,1983) and that each person has more than one of these skills.
In his paper entitled 'Multiple Intelligence'; the author Thomas Titus discusses Howard Gardner's theory of Multiple Intelligence and its positive impact on the teaching process. Enumerating the eight different types of intelligence, namely, linguistic, logical-mathematical, visual-spatial, kinesthetic, musical, naturalist, interpersonal and intrapersonal, the author then goes on to discuss each type of intelligence separately, dwelling upon the special skills and abilities each type of intelligence generates.
Gardner established his theory after vigilant analysis in numerous fields that study the standards and the latent of manhood. Gardner’s original theory of multiple intelligences consists of three components, seven “intelligences,” and
Upon understanding the basic concept of the theory in detail, the sociologists, educationists, and psychologists of that time found it to be very useful in learning and teaching the core aspects of human behavior, personality development, and human intelligence.