Howard Gardner Presented by: Alexandra Castillo, Lauren Craft, Madeline Hawkinson, Sarah Melton

Learning Theory Today’s teachers are well acquainted with three styles in which people learn. Visual, kinesthetic and auditory. Aside from these three categories came Howard Gardner’s theory of multiple intelligences. Gardner’s theory primarily focused on human potential and the fact that we have a special blend of skills and abilities. Lever-Duffy, J., & McDonald, J. (2008). Teaching & Learning with Technology (3rd ed.). Boston, MA: Pearson Education. Howard Gardner. (2013). Retrieved July 16, 2013, from: http://middlemojo.com/wp-content/uploads/2011/04/howard-gardner-e1301770080527.jpg

Summary The theory of multiple intelligences attempts to define human intelligence in a more accurate sense and questions the scientific validity of current methods that measure intelligence. Gardner defines intelligence as a biological and psychological potential; that potential is capable of being realized to a greater or lesser extend as a consequence of the experiential, cultural and motivational factors that affect a person. Gardner claims that everyone has all eight intelligences to some degree, but each individual has his or her own pattern of stronger and weaker intelligences. Gardner, H. (2000). Intelligence Reframed: Multiple Intelligences for the 21st Century. New York, NY: Basic Books.

Key Elements of Multiple Intelligences The multiple intelligences theory represents a definition of human nature, from a cognitive perspective, how we perceive and how we are aware of things. Intelligence type Capability and perception Linguistic Logical-mathematical Musical Bodily- kinesthetic Spatial-visual Interpersonal Intrapersonal Words and language Logic and numbers Music, sound, rhythm Body movement control Images and space Other people’s feelings Self-awareness Gardner, H. (2000). Intelligence Reframed: Multiple Intelligences for the 21st Century. New York, NY: Basic Books.

Criteria of Intelligence (Key Elements) Howard Gardner isolated seven criteria that were necessary to classify a particular behavior as a separate “intelligence.” These criterion were as follows: Potential for brain isolation by brain damage. Place in evolutionary history. Presence of core operations. Susceptibility to encoding (symbolic expression.) A distinct developmental progression. The existence of savants, prodigies, and other exceptional people. Support from experimental psychology and psychometric findings. Gardner compiled a list of eight behaviors that qualify as “intelligences” based upon their fulfillment of the above criteria. As an instructional design model, educators use each individual’s strengths to guide the activities and types of instruction used in the classroom. Gilman, L. (2012). The Theory of Multiple Intelligences. Bloomington, IN: Indiana University Press. Slavin, Robert E. (2011). Educational Psychology: Theory and Practice. Boston, MA: Pearson Education.

Gardner’s Multiple Intelligences Multiple Intelligences. (2011). Retrieved July 15, 2013, from: http://readnicole.files.wordpress.com/2011/05/multipleintelligences2.jpg

Gardner’s Eight Intelligences Linguistic: Individuals with high linguistic intelligence are good with language. They excel at reading, writing and telling stories. Logical: This type of intelligences deals with logical problem solving. Individuals are generally good at math and science and can detect patterns easily. Lever-Duffy, J., & McDonald, J. (2008). Teaching & Learning with Technology (3rd ed.). Boston, MA: Pearson Education.

Gardner’s Eight Intelligences Visual: Visual, or spatial intelligence deals with the ability to use the “mind’s eye.” Visual intelligence involved the ability to work out patterns in the visual space. Musical: Individuals with high musical intelligence tend to have good pitch and are able to play instruments and read music well. It is sometimes referred to as “rhythmic” intelligence. Lever-Duffy, J., & McDonald, J. (2008). Teaching & Learning with Technology (3rd ed.). Boston, MA: Pearson Education.

Gardner’s Eight Intelligences Intrapersonal This describes a heightened ability to understand and reflect upon one’s own weaknesses and strengths. Individuals with high intrapersonal intelligence can predict their own emotions and responses. Kinesthetic: People with high kinesthetic, or bodily intelligence tend to be good at sports, dance or other physical activities. They tend to learn through movement and have a high level of bodily awareness and coordination. Lever-Duffy, J., & McDonald, J. (2008). Teaching & Learning with Technology (3rd ed.). Boston, MA: Pearson Education.

Gardner’s Eight Intelligences Interpersonal: Interpersonal intelligence is characterized by a knack for cooperation and an awareness of the emotions of others. Naturalistic: This classification deals with an individual’s ability to classify and relate to their natural surroundings. Lever-Duffy, J., & McDonald, J. (2008). Teaching & Learning with Technology (3rd ed.). Boston, MA: Pearson Education.

Comparison of Learning Theories: Multiple Intelligences and Bloom’s Taxonomy Multiple Intelligences. (2011). Retrieved July 15, 2013, from: http://readnicole.files.wordpress.com/2011/05/multipleintelligences2.jpg Aainsqatsi, K. (2008). Bloom’s Rose, retrieved July 15, 2013, from: http://en.wikipedia.org/wiki/File:Blooms_rose.svg

Comparison of Learning Theories: Multiple Intelligences and Bloom’s Taxonomy As an instructional design tool, Gardner’s theory of multiple intelligences suggests that we focus on the individual strengths of each student and help them learn by encouraging them to use these strengths to grasp new concepts. To do this, we may encourage a kinesthetic learner to participate in a game involving movement to learn about the behavior of water molecules. We might ask a musical learner to use technology to compose a song about the Revolutionary War. Lever-Duffy, J., & McDonald, J. (2008). Teaching & Learning with Technology (3rd ed.). Boston, MA: Pearson Education.

Comparison of Learning Theories: Multiple Intelligences and Bloom’s Taxonomy By contrast, the goal of applying Bloom’s Taxonomy as an instructional design tool is to force each student higher up the hierarchy of objectives in order to achieve a greater level of understanding of concepts. Less attention is paid to the individual learning preferences and strengths of each student. However, it is possible to integrate Bloom’s Taxonomy and Gardner’s theory into the same lesson. By incorporating the theory of multiple intelligences, an educator can push their students up Bloom’s hierarchy by encouraging them to use certain skills (“analyze,” “theorize,” etc.) while doing activities that utilize their personal intelligences. Brown, A., Callahan, R., Harder, R., Orlich, D., Trevisan, M. (2004). Teaching Strategies: A Guide of Effective Instruction. Belmont, CA: Houghton Mifflin.

Multiple Intelligences vs. Behaviorism Multiple Intelligences: Everyone possesses the 9 innate capabilities, but the level of each capability varies from person to person. Everyone is smart and when individuals combine, their talents only grow and develop. Behaviorism: You only keep the desired response from a learner if you reinforce it with positive, negative or neutral forces. The reinforcement must be immediate. Intelligence comes from reinforced behavior, not everyone possesses it naturally. Lever-Duffy, J., & McDonald, J. (2008). Teaching & Learning with Technology (3rd ed.). Boston, MA: Pearson Education.

Pattern Block Activity This geometry activity is fabulous for teaching shapes using pattern blocks and pattern block mats. The kids think this is the most fun activity! For the teacher, it’s simple and covers several multiple intelligences. All the kids do is find the matching pattern block to the shape on the mat to copy the design on the mat. This lesson covers: logical-mathematical (solve problems), spatial (picture in their mind and transfer to mat), bodily-kinesthetic (manipulating with your hands), and linguistic (they verbally explain what they did to the teacher). This activity also fills in the gaps between the lower and higher level students. The lower students have something visual laid out for them to copy, and the higher students can copy or design their own on the back of the mat. Pattern Block Mats. (2013). Retrieved July 16, 2013, from: http://www.prekinders.com/pattern-blocks/ Lesson was designed by Madeline Hawkinson

Works Cited Aainsqatsi, K. (2008). Bloom’s Rose, retrieved July 15, 2013, from: http://en.wikipedia.org/wiki/File:Blooms_rose.svg Brown, A., Callahan, R., Harder, R., Orlich, D., Trevisan, M. (2004). Teaching Strategies: A Guide of Effective Instruction. Belmont, CA: Houghton Mifflin. Gardner, H. (2000). Intelligence Reframed: Multiple Intelligences for the 21st Century. New York, NY: Basic Books. Gilman, L. (2012). The Theory of Multiple Intelligences. Bloomington, IN: Indiana University Press. Howard Gardner. (2013). Retrieved July 16, 2013, from: http://middlemojo.com/wp- content/uploads/2011/04/howard-gardner-e1301770080527.jpg Lever-Duffy, J., & McDonald, J. (2008). Teaching & Learning with Technology (3rd ed.). Boston, MA: Pearson Education. Multiple Intelligences. (2011). Retrieved July 15, 2013, from: http://readnicole.files.wordpress.com/2011/05/multipleintelligences2.jpg Pattern Block Mats. (2013). Retrieved July 16, 2013, from: http://www.prekinders.com/pattern-blocks/ Slavin, Robert E. (2011). Educational Psychology: Theory and Practice. Boston, MA: Pearson Education. .