Multiple Intelligences in the Classroom - Research Paper Example

Izzat Waseem Mary English Language Teaching 19 April A Critique on Multiple Intelligences in the room by Thomas Armstrong “Multiple Intelligences in the Classroom” by Thomas Armstrong (1994) is based on the theory of multiple intelligences, which was presented by Dr. Howard Gardener, professor of education at Harvard University. Summarily, this book provides the readers with the foundation of the theory of Multiple Intelligences at the first place. It also describes how students possess different kinds of intelligences and how these intelligences can be recognized as a part of the student’s personality. This book also describes how curriculum could be developed catering 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. Different intelligences, which Gardener has presented, and which Armstrong has talked about in this book, are as follows: Linguistic intelligence (“word smart”) Logical-mathematical intelligence (“number/reasoning smart”) Spatial intelligence (“picture smart”) Bodily-Kinesthetic intelligence (“body smart”) Musical intelligence (“music smart”) Interpersonal intelligence (“people smart”) Intrapersonal intelligence (“self smart”) Naturalist intelligence (“nature smart”) (Gardener, Howard, 1983) 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, mathematics, computer and logical games; would like to put things in categories and hierarchies; would be able to see cause and effect relationship; and would be good at thinking at abstract level. Some one with spatial intelligence would like drawings; can visualize things clearly, would like to watch movies and pictures; would be able to read maps, charts and diagrams; would enjoy artistic activities; and would enjoy creating designs. People with bodily-kinesthetic intelligence would be good at sports, running, jumping, moving, wrestling, and mimicking. They would like working with hands, as sewing, repairing and making things. They use many gestures while expressing themselves and enjoy expressing through movements. People with musical intelligences can distinguish among different sounds or tones; can play musical instruments and can sing well, following a tune; they hum or sing to themselves often; and can read through and enjoy the rhythms and music. They keep time for a variety of music and they are sensitive to noises like rain and traffic. People with interpersonal intelligence enjoy socializing; enjoy clubs, committees and organizations; and make friends easily. They listen to their friends patiently when they have a problem; are good at seeing other person’s point of view; and enjoy exchanging ideas in groups. They are the natural leaders. People with intrapersonal intelligence can set and achieve goals; clearly know their strengths and weaknesses; enjoy their own company; stand up for what they believe, regardless of what others think; and are always honest and up front about how they are feeling. They are never very conscious about fashion and what is “in”. (Cal Crow) After the use of term “Celebration of Learning” by Armstrong, many teachers thought of asking their students the question, what they have learned and how can they prove it. In response to the above question, the students shoed many things as learning of a new poem, reading a new book, writing a new story, preparing a model, singing a song, making a new tune, playing an instrument, achieving an award in sports, making some new friends, joining an organization, or drawing a picture. That is how, their achievement was measured, and they were considered to be successful, not the failure. In this way, this book increases the ration of success and leaves behind the regret and non-satisfaction of failure in general. This book helps, practically, the adults also. There are many adults who find themselves in a situation where they do not feel satisfied with their lives or with the work, they do. The theory of multiple intelligences helps them recognize their attitudes, moods and habits and so helps them to improve their lives adopting appropriate, positive attitudes; or re-setting their goals for life. In the context of education, in particular, the curriculum designers can make a good use of this book. They can design such a curriculum, which includes topics and activities that consider the students with different kinds of intelligences, and which accommodates all the students, not those who are good at language of logic only. Drawing; creative writing; song writing; music; sports; social events; speeches and debates; dramas; project and model preparation; imaginative, logical an mathematical activities; and singing and dance competitions, all, could be made a part of the curriculum to help students with different intelligences improve and become achievers. Teachers can also make a good use of this book. They, themselves, can recognize students with different intelligences, and can let the students know about their own intelligences as well. A teacher can add different activities to the lesson plan to help the students with different intelligences to have interest in the lesson and improve their achievements this way. Teachers can arrange different competitions as creative writing competition, drawing competition, model-preparation competition, singing or dancing competition, presentations, puzzle solving competitions, finding mathematical solutions to the given problems, expression of ideas and goals, and collection of material on a certain topic. For this purpose, a teacher can add to the lesson plan, individual, pair, group, or class activities that suits a particular kind of topic. It is not essential that activities, catering all kinds of intelligences must be included in each and every lesson but it is the teacher’s sole discretion what to include in a lesson plan and what not, according to the topic to be taught, available resources, available time, and the situation at the time of presentation of the lesson. For instance, teaching ‘Noun’, a teacher may include some of the new lexical items to teach to the students, a brainstorming activity, a ‘noun web’ to complete, and some examples from the real life, as from the classroom, school or home. In the same way, teaching ‘Verb’ to the students, a teacher, along with the writing task, can add a role-play activity, in which students would play roles of a smiling boy, a running boy, a writing girl, or a teaching girl. Moreover, teaching reading, a teacher can add jigsaw-reading activity, or Think-Pair-Share (TPS) activity to attract and involve students with different kinds of intelligences. A teacher can bring puzzles to the class for the students to solve individually or in pairs or groups. Assessment could also be of the kind that keeps in consideration, students with all kinds of intelligences. For example, the assessment task may include, a writing task, a presentation, a model preparation, a drawing or a performance of a particular kind. Along with the above, this book argues that it is not essential that every one must have all kinds of intelligences, and it also emphasizes that any one, with a consistent effort, can develop a particular intelligence. The teachers can help their students to improve on different kinds of intelligences through providing them with a variety of activities, and guiding them for this purpose. Summarily, considering the above, “Multiple Intelligences in the Classroom” by Thomas Armstrong proves to be a very useful book, which, if utilized appropriately and effectively, can bring about many positive changes into not only the lives of numerous people but also in the teaching-learning process. Work Cited Armstrong, Thomas. Multiple Intelligences in the classroom. Alexandria, VA: The Association of Supervision and Curriculum Development, 1994. Print. Gardner, Howard. Frames of Mind. New York: Basic Books, 1983. Print. Crow, Cal. “Multiple Intelligences Checklist.” 17 Nov. 1997. Web. 19 April 2010. Read More