Retention was high on a classroom year-end test of all areas studied during the year. Methods for recalling information were predominantly musical, visual and kinesthetic, indicating the influence of working through the different intelligences. Students who had previously been unsuccessful in school became high achievers in new areas. Many students said they enjoyed school for the first time. And as the school year progressed, new skills emerged: some students discovered musical, artistic, literary, mathematical and other new-found capacities and abilities.
Others became skilled leaders. In addition, self-confidence and motivation increased significantly. Finally, students developed responsibility, self-reliance and independence as they took an active role in shaping their own learning experiences.
I developed skills different from those I would develop by standing in front of a class lecturing each day. I need to observe my students from seven new perspectives. In planning the centers, I find I am pushing my students from behind rather than pulling them from in front. Also I am working with them, rather than for them.
I explore what they explore, discover what they discover, and often learn what they learn. I find my satisfaction in their enthusiasm for learning and independence, rather than in their test scores and ability to sit quietly. And most importantly, because I am planning for such a diversity of activities, I have become more creative and multimodal in my own thinking and my own learning. I can now comfortably write and sing songs. I am learning to draw and paint.
I see growth and development within myself. I sometimes wonder who is changing the most, my students or myself. The reasons for the academic and behavioral success of the program appear to be twofold.
First, every student has an opportunity to specialize and excel in at least one area. Usually, however, it is three or four. In the two years since this program was initiated, I have not had one student who was unable to find an area of specialty and success.
Secondly, each student learns the subject matter in a variety of different ways, thereby multiplying chances of successfully understanding and retaining that information.
Many student needs are met through this program. Their intellectual needs are met by constantly being challenged and frequently exercising their creativity. At the same time, their emotional needs are met by working closely with others. They develop diverse strengths, and they understand themselves better as individuals. The emphasis in such a program is upon learning rather than teaching.
Such a model adapts to students, rather than expecting students to adapt to it. From my own classroom experiences, I believe that teaching and learning through the multiple intelligences helps solve many common school problems and optimizes the learning experience for students and teachers alike.
Again following Margaret Mead, if we educate to engage the "whole gamut of human potentialities" in the classroom, society will benefit by enabling "each diverse human gift to find its fitting place. Four Factors In Educational Reform by Howard Gardner Many of us interested in efforts at educational reform have focused on the learner or student, be she a young child in preschool or an adult bent on acquiring a new skill.
It is clarifying to have such a focus and, indeed, any efforts at reform are doomed to fail unless they concentrate on the properties and potentials of the individual learner.
My own work on multiple intelligences has partaken of this general focus; colleagues and I have sought to foster a range of intellectual strengths in our students.
But after several years of active involvement in efforts at educational reform, I am convinced that success depends upon the active involvement of at least four factors:. For instance, Lazear explains that no verbal description of a physical activity, no matter how detailed, could accurately test for bodily kinesthetic intelligence. They respond to experience, and shift as we change. They are complex enough that no easy and quick pencil-and-paper battery will fully detect them, and a single profile, like a photograph, is not sufficiently representative of an individual over a lifetime.
Gardner emphasizes the importance of observing someone in multiple or multi-faceted settings i. Skip to content. Multiple Intelligences in the Classroom. Nov 3 Author: Lisa Chipongian. Related Posts. Brainy Figuring August 1, Looking at Autism from the Inside February 1, This theory suggests that traditional psychometric views of intelligence are too limited.
Gardner first outlined his theory in his book Frames of Mind: The Theory of Multiple Intelligences , where he suggested that all people have different kinds of "intelligences. Gardner proposed that there are eight intelligences, and has suggested the possible addition of a ninth known as "existentialist intelligence.
In order to capture the full range of abilities and talents that people possess, Gardner theorizes that people do not have just an intellectual capacity, but have many kinds of intelligence, including musical, interpersonal, spatial-visual, and linguistic intelligences. While a person might be particularly strong in a specific area, such as musical intelligence, he or she most likely possesses a range of abilities.
For example, an individual might be strong in verbal, musical, and naturalistic intelligence. Despite this, the theory of multiple intelligences enjoys considerable popularity with educators. Learning more about the multiple intelligences can help you better understand your own strengths. Continue reading to learn more about the major characteristics of each type of intelligence, and if you still aren't sure which type describes you best, this quiz can help you figure it out.
People who are strong in visual-spatial intelligence are good at visualizing things. These individuals are often good with directions as well as maps, charts, videos, and pictures. Visual and spatial judgment.
People with visual-spatial intelligence:. If you're strong in visual-spatial intelligence, good career choices for you are:. People who are strong in linguistic-verbal intelligence are able to use words well, both when writing and speaking. These individuals are typically very good at writing stories, memorizing information, and reading.
Words, language, and writing. People with linguistic-verbal intelligence:. If you're strong in linguistic-verbal intelligence, good career choices for you are:. People who are strong in logical-mathematical intelligence are good at reasoning, recognizing patterns, and logically analyzing problems. These individuals tend to think conceptually about numbers, relationships, and patterns. Analyzing problems and mathematical operations. People with logical-mathematical intelligence:.
If you're strong in logical-mathematical intelligence, good career choices for you are:. Those who have high bodily- kinesthetic intelligence are said to be good at body movement, performing actions, and physical control. People who are strong in this area tend to have excellent hand-eye coordination and dexterity. Physical movement, motor control. People with bodily-kinesthetic intelligence:. If you're strong in bodily-kinesthetic intelligence, good career choices for you are:.
People who have strong musical intelligence are good at thinking in patterns, rhythms, and sounds. They have a strong appreciation for music and are often good at musical composition and performance.
People with musical intelligence:. If you're strong in musical intelligence, good career choices for you are:. Those who have strong interpersonal intelligence are good at understanding and interacting with other people. These individuals are skilled at assessing the emotions , motivations, desires, and intentions of those around them.
0コメント