{"id":95,"date":"2022-11-20T22:27:42","date_gmt":"2022-11-20T22:27:42","guid":{"rendered":"https:\/\/pressbooks.hccfl.edu\/learningtheory\/chapter\/chapter-9-theory-of-multiple-intelligences-2\/"},"modified":"2024-01-17T19:09:05","modified_gmt":"2024-01-17T19:09:05","slug":"chapter-9-theory-of-multiple-intelligences-2","status":"publish","type":"chapter","link":"https:\/\/pressbooks.hccfl.edu\/learningtheory\/chapter\/chapter-9-theory-of-multiple-intelligences-2\/","title":{"raw":"Theory of Multiple Intelligences","rendered":"Theory of Multiple Intelligences"},"content":{"raw":"<p class=\"c0 c1\"><span class=\"c2\">At the end of this chapter, you will be able to:<\/span><span style=\"text-align: initial;font-size: 1em\">\u00a0<\/span><\/p>\n\n<ul class=\"c41 lst-kix_f7n5l1jfo70r-0 start\">\n \t<li class=\"c0 c20 li-bullet-0\"><span class=\"c2\">Identify key elements of theory of multiple intelligences<\/span><\/li>\n \t<li class=\"c0 c20 li-bullet-0\"><span class=\"c2\">Explain strategies utilized to implement theory of multiple intelligences<\/span><\/li>\n \t<li class=\"c0 c20 li-bullet-0\"><span class=\"c2\">Summarize the criticisms of and educational implications of the theory of multiple intelligences<\/span><\/li>\n \t<li class=\"c0 c20 li-bullet-0\"><span class=\"c2\">Explain how equity is impacted by the theory of multiple intelligences<\/span><\/li>\n \t<li class=\"c0 c20 li-bullet-0\"><span class=\"c2\">Identify classroom strategies to support the use of the theory of multiple intelligences<\/span><\/li>\n \t<li class=\"c0 c20 li-bullet-0\"><span class=\"c2\">Select strategies to support student success utilizing the theory of multiple intelligences<\/span><\/li>\n \t<li class=\"c0 c20 li-bullet-0\"><span class=\"c10 c13\">Develop a plan to implement the use of the theory of multiple intelligences<\/span><\/li>\n<\/ul>\n<h6 class=\"c0 c1\"><span class=\"c5\">\u00a0<\/span><span style=\"overflow: hidden;margin: 0.00px 0.00px;border: 0.00px solid #000000;width: 273.12px;height: 272.50px\"><img style=\"width: 273.12px;height: 272.50px;margin-left: 0.00px;margin-top: 0.00px\" title=\"\" src=\"https:\/\/pressbooks.hccfl.edu\/wp-content\/uploads\/sites\/56\/2022\/11\/image9-1.png\" alt=\"\"> \u00a0<\/span><span class=\"c10 c13\">Image 9.1<\/span><span class=\"c31 c10 c13\">\n<\/span><\/h6>\n<p class=\"c0 c1\"><em><strong><span class=\"c2\">Scenario:<\/span><\/strong><\/em><\/p>\n<p class=\"c0\"><em><span class=\"c6 c4\">Ms. Cunningham, a seventh grade American History teacher, is preparing a unit on the American Civil Rights Movement of the 1950's and 1960's. The teacher has created a succession of lessons to be completed over a two-week period to enhance her students' understanding of the events, organizations, and individuals that were crucial to the movement. When the unit is over, Ms. Cunningham wants her students to have a complete picture of the historical period. She designs a variety of activities that give the students the opportunity to explore historical and cultural aspects of the 1950's and 1960's, and to fully identify with those who were involved in the Movement. The culmination of this unit will be a final project in which students create a portfolio containing work on three mini-projects. Part of each class period will be reserved for work on personal exploration pertaining to their portfolio pieces. Ms. Cunningham has provided a list of possible activities and a rubric for each suggested activity in order to support and to guide the student's work. She has also arranged her room so that \"art\" materials are in a central location. Mapping and graphing information is grouped together and there is a section with reading and research materials.<\/span><\/em><\/p>\n<p class=\"c0 c1\"><em><span class=\"c6 c4\">Ms. Cunningham's students will have many options for creating something that can be included in their portfolios. Students will have the option to write letters to members of the community who were teenagers during the Civil Rights Movement asking them to share their memories and experiences about life during the time period. Students may work in teams to prepare speeches based on period issues for their fellow classmates. Students may consult with the school's Media Specialist to find resources for the class, including popular music from the time period. They may also learn and share dances that were popular during the 1950's and 1960's. If they choose, students may include music in the plays they write and act out for their classmates. With the assistance of the Art instructor, students may opt to work together to create a mural that represents key figures of the Civil Rights Movement such as Rosa Parks and Martin Luther King Jr., with accompanying biographical information about each leader. Students may also create a map representing key events. Students may also work in groups to prepare short plays to enact for the class based on the readings and what they learn from the guest speakers. Afterwards, Ms. Cunningham will moderate discussion sessions about the plays. This journaling process will provide a synthesis of the materials with which they dealt. <\/span><\/em><\/p>\n<p class=\"c0 c1\"><span class=\"c6 c4\">As you explore Howard Gardner\u2019s Theory of Multiple Intelligences, consider how Ms. Cunningham\u2019s multifaceted lessons on the Civil Rights era allow students to explore their own varied intelligences, some they may not even yet realized. How important do you consider this to be, that educators provide opportunities for students to find their strengths and explore their own intelligence? How different would the world be if all teachers provided such opportunities?<\/span><\/p>\n<p class=\"c0 c1\"><span class=\"c5\">\u00a0<\/span><span class=\"c2\">Check out the following videos:<\/span><\/p>\n\n<h6 class=\"c0 c1\"><span class=\"c5\">Video 9.1<\/span><\/h6>\n[embed]https:\/\/www.youtube.com\/watch?v=Au0z3EtUiBg[\/embed]\n<p class=\"c0\"><span class=\"c14 c10\">\u00a0<\/span><\/p>\n\n<h6 class=\"c0 c1\"><span class=\"c14 c28 c10\">\u00a0<\/span><span class=\"c5\">Video 9.2<\/span><\/h6>\n[embed]https:\/\/www.youtube.com\/watch?v=tcVW4nqcWxE[\/embed]\n<h6 class=\"c0 c34\"><span style=\"overflow: hidden;margin: 0.00px 0.00px;border: 0.00px solid #000000;width: 238.50px;height: 266.91px\"><img style=\"width: 238.50px;height: 266.91px;margin-left: 0.00px;margin-top: 0.00px\" title=\"\" src=\"https:\/\/pressbooks.hccfl.edu\/wp-content\/uploads\/sites\/56\/2024\/01\/image7-4.png\" alt=\"\"> \u00a0<\/span><span class=\"c10\">Image 9.2: Howard Gardner<\/span><span class=\"c5 c32\">\u00a0<\/span><\/h6>\n<h2 class=\"c0 c34\"><span class=\"c2\">INTRODUCTION<\/span><\/h2>\n<p class=\"c0\"><span class=\"c10\">Howard Gardner (1943- ) grew up in Scranton, Pennsylvania, the son of immigrants who fled Germany prior to WWII. Education was valued in the Gardner home, and Howard attended Harvard, <\/span><span class=\"c10 c32 c51\">where he studied under Erik Erikson. After receiving a degree in social relations, Gardner spent one year at the London School of Economics. He then went on to obtain his PhD in developmental psychology at Harvard while working with psychologists Roger Brown and Jerome Bruner, and philosopher Nelson Goodman<\/span><span class=\"c5\">. Gardner currently serves as the John H. and Elisabeth A. Hobbs Professor of Cognition of Education at the Harvard Graduate School of Education. He also holds positions as Adjunct Professor of Psychology at Harvard University and Senior Director of Harvard Project Zero. Among numerous honors, Gardner received a MacArthur Prize Fellowship in 1981 and the University of Louisville's Grawemeyer Award in Education in 2000. He has twice been selected by Foreign Policy and Prospect magazines as one of the 100 most influential public intellectuals in the world. In 2011, Gardner received the Prince of Asturias Award for Social Sciences. Gardner is best known in education for his theory of multiple intelligences, a critique of the notion that there exists but a single human intelligence that can be adequately assessed by standard psychometric instruments.<\/span><\/p>\n\n<h2 class=\"c0 c1\">Gardner's Theory of Multiple Intelligences<\/h2>\n<p class=\"c0 c1\"><span class=\"c10\">Howard Gardner's <strong>Theory of Multiple Intelligences<\/strong> utilizes aspects of cognitive and developmental psychology, anthropology, and sociology to explain the human intellect. Although Gardner had been working towards the concept of Multiple Intelligences for many years prior, the theory was not introduced until his book Gardner (1983) <\/span><span class=\"c4\">Frames of Mind <\/span><span class=\"c5\">was published. Gardner's research consisted of brain research and interviews with stroke victims, prodigies, and individuals with autism. Based on his findings, Gardner established eight criteria for identifying the seven separate intelligences. The eight criteria used by Gardner to identify the intelligences are listed below:<\/span><\/p>\n<p class=\"c0 c1\"><span class=\"c5\">\u00a0<\/span><span class=\"c5\">\u2022 Isolation by brain damage\/neurological evidence;<\/span><\/p>\n<p class=\"c0\"><span class=\"c5\">\u2022 The existence of prodigies, idiot savants, and exceptional individuals;<\/span><\/p>\n<p class=\"c0\"><span class=\"c5\">\u2022 Distinguishable set of core operations;<\/span><\/p>\n<p class=\"c0\"><span class=\"c5\">\u2022 Developmental stages with an expert end state;<\/span><\/p>\n<p class=\"c0\"><span class=\"c5\">\u2022 Evolutionary history and plausibility;<\/span><\/p>\n<p class=\"c0\"><span class=\"c5\">\u2022 Susceptibility to encoding in a symbol system;<\/span><\/p>\n<p class=\"c0\"><span class=\"c5\">\u2022 Support from experimental psychological tasks; and<\/span><\/p>\n<p class=\"c0\"><span class=\"c5\">\u2022 Support from psychometric research<\/span><\/p>\n<p class=\"c0 c1\"><span class=\"c10\">Originally, the theory accounted for seven separate intelligences. Subsequently, with the publishing of Gardner's (1999) book <\/span><span class=\"c4\"><em>Intelligence Reframed<\/em>, <\/span><span class=\"c5\">two more intelligences were added to the list. <\/span><\/p>\n<p class=\"c0\"><span class=\"c5\">The nine intelligences are:<\/span><\/p>\n\n<ul class=\"c41 lst-kix_krbfl1rqysnc-0 start\">\n \t<li class=\"c0 c20 li-bullet-0\"><span class=\"c5\">Verbal\/Linguistic<\/span><\/li>\n \t<li class=\"c0 c20 li-bullet-0\"><span class=\"c5\">Logical\/Mathematical<\/span><\/li>\n \t<li class=\"c0 c20 li-bullet-0\"><span class=\"c5\">Visual\/Spatial<\/span><\/li>\n \t<li class=\"c0 c20 li-bullet-0\"><span class=\"c5\">Bodily-Kinesthetic<\/span><\/li>\n \t<li class=\"c0 c20 li-bullet-0\"><span class=\"c5\">Musical<\/span><\/li>\n \t<li class=\"c0 c20 li-bullet-0\"><span class=\"c5\">Interpersonal<\/span><\/li>\n \t<li class=\"c0 c20 li-bullet-0\"><span class=\"c5\">Intrapersonal<\/span><\/li>\n \t<li class=\"c0 c20 li-bullet-0\"><span class=\"c5\">Naturalistic<\/span><\/li>\n \t<li class=\"c0 c20 li-bullet-0\"><span class=\"c5\">Existential<\/span><\/li>\n<\/ul>\n<p class=\"c0 c1 c38\"><span class=\"c5\">Gardner's theory challenges traditional, narrower views of intelligence. Previously accepted ideas of human intellectual capacity contend that an individual's intelligence is a fixed entity throughout his lifetime and that intelligence can be measured through an individual's logical and language abilities. According to Gardner's theory, an intelligence encompasses the ability to create and solve problems, create products or provide services that are valued within a culture or society. <\/span><\/p>\n<p class=\"c0 c1 c38\"><span class=\"c5\">Listed below are key points of Gardner's theory:<\/span><\/p>\n<p class=\"c0 c1\"><span class=\"c5\">\u00a0<\/span><span class=\"c5\">\u2022 All human beings possess all nine intelligences in varying degrees.<\/span><\/p>\n<p class=\"c0\"><span class=\"c10\">\u2022 Each individual has a different intelligence profile.<\/span><\/p>\n<p class=\"c0\"><span class=\"c5\">\u2022 Education can be improved by assessment of students' intelligence profiles and designing activities accordingly.<\/span><\/p>\n<p class=\"c0\"><span class=\"c5\">\u2022 Each intelligence occupies a different area of the brain.<\/span><\/p>\n<p class=\"c0\"><span class=\"c5\">\u2022 The nine intelligences may operate in consort or independently from one another.<\/span><\/p>\n<p class=\"c0\"><span class=\"c5\">\u2022 These nine intelligences may define the human species.<\/span><\/p>\n\n<h6 class=\"c0\"><span style=\"overflow: hidden;margin: 0.00px 0.00px;border: 0.00px solid #000000;width: 320.50px;height: 239.72px\"><img style=\"width: 320.50px;height: 239.72px;margin-left: 0.00px;margin-top: 0.00px\" title=\"\" src=\"https:\/\/pressbooks.hccfl.edu\/wp-content\/uploads\/sites\/56\/2024\/01\/image11.png\" alt=\"\"> \u00a0<\/span><span class=\"c10\">Image 9.3<\/span><\/h6>\n<h2 class=\"c0\"><span class=\"c2\">The Nine Multiple Intelligences<\/span><\/h2>\n<p class=\"c0\"><strong><span class=\"c4 c13\">Verbal\/Linguistic<\/span><\/strong>\n<span class=\"c5\">Verbal\/Linguistic intelligence refers to an individual's ability to understand and manipulate words and languages. Everyone is thought to possess this intelligence at some level. This includes reading, writing,speaking,and signing. Teachers can enhance their students' verbal\/linguistic intelligence by having them keep journals, play word games, and by encouraging discussion. People with strong rhetorical and oratory skills such as poets, authors, and attorneys exhibit strong linguistic intelligence. Some examples are T.S. Elliot, Maya Angelou, and Martin Luther King Jr. Traditionally, linguistic intelligence and logical\/mathematical intelligence have been highly valued in education and learning environments.<\/span><\/p>\n<p class=\"c0 c1\"><strong><span class=\"c4 c13\">Logical\/Mathematical<\/span><\/strong>\n<span class=\"c5\">Logical\/Mathematical intelligence refers to an individual's ability to do things with data: collect, and organize, analyze and interpret, conclude and predict. Individuals strong in this intelligence see patterns and relationships. These individuals are oriented toward thinking: inductive and deductive logic, numeration, and abstract patterns. They would be a contemplative problem solver-one who likes to play strategy games and to solve mathematical problems. Being strong in this intelligence often implies great scientific ability. This is the kind of intelligence studied and documented by Piaget. Teachers can strengthen this intelligence by encouraging the use of computer programming languages, critical-thinking activities, linear outlining, Piagetian cognitive stretching exercises, science-fiction scenarios, logic puzzles, and through the use of logical\/sequential presentation of subject matter. Some real life examples of people who are gifted with this intelligence are Albert Einstein, Katherine Johnson, Marie Curie.<\/span><\/p>\n<p class=\"c0\"><strong><span class=\"c4 c13\">Visual\/Spatial<\/span><\/strong>\n<span class=\"c5\">Visual\/Spatial intelligence refers to the ability to form and manipulate a mental model. Individuals with strength in this area depend on visual thinking and are very imaginative. People with this kind of intelligence tend to learn most readily from visual presentations such as movies, pictures, videos, and demonstrations using models and props. They like to draw, paint, or sculpt their ideas and often express their feelings and moods through art. These individuals often daydream, imagine and pretend. They are good at reading diagrams and maps and enjoy solving mazes and jigsaw puzzles. Teachers can foster this intelligence by utilizing charts, graphs, diagrams, graphic organizers, videotapes, color, art activities, doodling, microscopes and computer graphics software. It could be characterized as right-brain activity. Pablo Picasso,Georgia O'Keefe, Jean-Michel Basquiat, and Frida Khalo are some examples of people gifted with this intelligence.<\/span><\/p>\n<p class=\"c0\"><strong><span class=\"c4 c13\">Bodily\/Kinesthetic<\/span><\/strong>\n<span class=\"c5\">Bodily\/Kinesthetic intelligence refers to people who process information through the sensations they feel in their bodies. These people like to move around, touch the people they are talking to and act things out. They are good at small and large muscle skills; they enjoy all types of sports and physical activities. They often express themselves through dance. Teachers may encourage growth in this area of intelligence through the use of touching, feeling, movement, improvisation, \"hands-on\" activities, permission to squirm and wiggle, facial expressions and physical relaxation exercises. Some examples of people who are gifted with this intelligence are Serena Williams, LeBron James, and Nathan Chen.<\/span><\/p>\n<p class=\"c0\"><strong><span class=\"c4 c13\">Musical<\/span><\/strong>\n<span class=\"c5\">Musical intelligence refers to the ability to understand, create, and interpret musical pitches, timbre, rhythm, and tones and the capability to compose music. Teachers can integrate activities into their lessons that encourage students' musical intelligence by playing music for the class and assigning tasks that involve students creating lyrics about the material being taught. Composers and instrumentalists are individuals with strength in this area. Mozart, Louis Armstrong, Taylor Swift, Jay-Z are examples. <\/span><\/p>\n<p class=\"c0 c1\"><strong><span class=\"c4 c13\">Interpersonal<\/span><\/strong>\n<span class=\"c10\">Although Gardner classifies interpersonal and intrapersonal intelligences separately, there is a lot of interplay between the two and they are often grouped together. Interpersonal intelligence is the ability to interpret and respond to the moods, emotions, motivations, and actions of others. Interpersonal intelligence also requires good communication and interaction skills, and the ability to show empathy towards the feelings of other individuals. Teachers can encourage the growth of interpersonal intelligence by designing lessons that include group work and by planning cooperative learning activities. Counselors and social workers are professions that require strength in this area. Some examples of people with this intelligence include Gandhi, Barack Obama, Angela Merkel.<\/span><\/p>\n<p class=\"c0 c1\"><strong><span class=\"c4 c13\">Intrapersonal<\/span><\/strong>\n<span class=\"c5\">Intrapersonal intelligence, simply put, is the ability to know oneself. It is an internalized version of Interpersonal Intelligence. To exhibit strength in Intrapersonal Intelligence, an individual must be able to understand their own emotions, motivations, and be aware of their own strengths and weaknesses. Teachers can assign reflective activities, such as journaling to awaken students' intrapersonal intelligence. It's important to note that this intelligence involves the use of all others. An individual should tap into their other intelligences to completely express their intrapersonal intelligence. Those who are often associated with this intelligence are Sigmund Freud, Plato, or Virginia Woolf.<\/span><\/p>\n\n<h6 class=\"c0\"><span class=\"c10\">Figure 9.1: <\/span><span class=\"c2\">Summary of the Eight Accepted Multiple Intelligences<\/span><\/h6>\n<table class=\"grid\">\n<tbody>\n<tr class=\"c27\">\n<td class=\"c23\" colspan=\"1\" rowspan=\"1\">\n<p class=\"c0\"><strong><span class=\"c5\">Intelligence<\/span><\/strong><\/p>\n<\/td>\n<td class=\"c43\" colspan=\"1\" rowspan=\"1\">\n<p class=\"c0\"><strong><span class=\"c5\">Strengths<\/span><\/strong><\/p>\n<\/td>\n<td class=\"c61\" colspan=\"1\" rowspan=\"1\">\n<p class=\"c0\"><strong><span class=\"c5\">Preferences<\/span><\/strong><\/p>\n<\/td>\n<td class=\"c60\" colspan=\"1\" rowspan=\"1\">\n<p class=\"c0\"><strong><span class=\"c5\">Learns Best Through<\/span><\/strong><\/p>\n<\/td>\n<td class=\"c59\" colspan=\"1\" rowspan=\"1\">\n<p class=\"c0\"><strong><span class=\"c5\">Needs<\/span><\/strong><\/p>\n<\/td>\n<\/tr>\n<tr class=\"c8\">\n<td class=\"c15\" colspan=\"1\" rowspan=\"1\">\n<p class=\"c0\"><strong><span class=\"c5\">Verbal \/ Linguistic<\/span><\/strong><\/p>\n<\/td>\n<td class=\"c12\" colspan=\"1\" rowspan=\"1\">\n<p class=\"c0\"><span class=\"c5\">Writing, reading, memorizing dates, thinking in words, telling stories<\/span><\/p>\n<\/td>\n<td class=\"c18\" colspan=\"1\" rowspan=\"1\">\n<p class=\"c0\"><span class=\"c5\">Write, read, tell stories, talk, memorize, work at solving puzzles<\/span><\/p>\n<\/td>\n<td class=\"c25\" colspan=\"1\" rowspan=\"1\">\n<p class=\"c0\"><span class=\"c5\">Hearing and seeing words, speaking, reading, writing, discussing and debating<\/span><\/p>\n<\/td>\n<td class=\"c39\" colspan=\"1\" rowspan=\"1\">\n<p class=\"c0\"><span class=\"c5\">Books, tapes, paper diaries, writing tools, dialogue, discussion, debated, stories, etc.<\/span><\/p>\n<\/td>\n<\/tr>\n<tr class=\"c42\">\n<td class=\"c15\" colspan=\"1\" rowspan=\"1\">\n<p class=\"c0\"><strong><span class=\"c5\">Mathematical\/ Logical<\/span><\/strong><\/p>\n<\/td>\n<td class=\"c26\" colspan=\"1\" rowspan=\"1\">\n<p class=\"c0\"><span class=\"c5\">Math, logic, problem-solving, reasoning, patterns<\/span><\/p>\n<\/td>\n<td class=\"c49\" colspan=\"1\" rowspan=\"1\">\n<p class=\"c0\"><span class=\"c5\">Question, work with numbers, experiment, solve problems<\/span><\/p>\n<\/td>\n<td class=\"c19\" colspan=\"1\" rowspan=\"1\">\n<p class=\"c0\"><span class=\"c5\">Working with relationships and patterns, classifying, categorizing, working with the abstract<\/span><\/p>\n<\/td>\n<td class=\"c22\" colspan=\"1\" rowspan=\"1\">\n<p class=\"c0\"><span class=\"c5\">Things to think about and explore, science materials, manipulative, trips to the planetarium and science museum, etc.<\/span><\/p>\n<\/td>\n<\/tr>\n<tr class=\"c52\">\n<td class=\"c15\" colspan=\"1\" rowspan=\"1\">\n<p class=\"c0\"><strong><span class=\"c5\">Visual\/Spatial<\/span><\/strong><\/p>\n<\/td>\n<td class=\"c26\" colspan=\"1\" rowspan=\"1\">\n<p class=\"c0\"><span class=\"c5\">Maps, reading charts, drawing, mazes, puzzles, imagining things, visualization<\/span><\/p>\n<\/td>\n<td class=\"c49\" colspan=\"1\" rowspan=\"1\">\n<p class=\"c0\"><span class=\"c5\">Draw, build, design, create, daydream, look at pictures<\/span><\/p>\n<\/td>\n<td class=\"c19\" colspan=\"1\" rowspan=\"1\">\n<p class=\"c0\"><span class=\"c5\">Working with pictures and colors, visualizing, using the mind's eye, drawing<\/span><\/p>\n<\/td>\n<td class=\"c22\" colspan=\"1\" rowspan=\"1\">\n<p class=\"c0\"><span class=\"c5\">LEGOs, video, movies, slides, art, imagination games, mazes, puzzles, illustrated book, trips to art museums, etc.<\/span><\/p>\n<\/td>\n<\/tr>\n<tr class=\"c42\">\n<td class=\"c15\" colspan=\"1\" rowspan=\"1\">\n<p class=\"c0\"><strong><span class=\"c5\">Bodily \/ Kinesthetic<\/span><\/strong><\/p>\n<\/td>\n<td class=\"c26\" colspan=\"1\" rowspan=\"1\">\n<p class=\"c0\"><span class=\"c5\">Athletics, dancing, crafts, using tools, acting<\/span><\/p>\n<\/td>\n<td class=\"c49\" colspan=\"1\" rowspan=\"1\">\n<p class=\"c0\"><span class=\"c5\">Move around, touch and talk, body language<\/span><\/p>\n<\/td>\n<td class=\"c19\" colspan=\"1\" rowspan=\"1\">\n<p class=\"c0\"><span class=\"c5\">Touching, moving, knowledge through bodily sensations, processing<\/span><\/p>\n<\/td>\n<td class=\"c22\" colspan=\"1\" rowspan=\"1\">\n<p class=\"c0\"><span class=\"c5\">Role-play, drama, things to build, movement, sports and physical games, tactile experiences, hands-on learning, etc.<\/span><\/p>\n<\/td>\n<\/tr>\n<tr class=\"c8\">\n<td class=\"c15\" colspan=\"1\" rowspan=\"1\">\n<p class=\"c0\"><strong><span class=\"c5\">Musical<\/span><\/strong><\/p>\n<\/td>\n<td class=\"c26\" colspan=\"1\" rowspan=\"1\">\n<p class=\"c0\"><span class=\"c5\">Picking up sounds, remembering melodies, rhythms, singing<\/span><\/p>\n<\/td>\n<td class=\"c49\" colspan=\"1\" rowspan=\"1\">\n<p class=\"c0\"><span class=\"c5\">Sing, play an instrument, listen to music, hum<\/span><\/p>\n<\/td>\n<td class=\"c19\" colspan=\"1\" rowspan=\"1\">\n<p class=\"c0\"><span class=\"c5\">Rhythm, singing, melody, listening to music and melodies<\/span><\/p>\n<\/td>\n<td class=\"c22\" colspan=\"1\" rowspan=\"1\">\n<p class=\"c0\"><span class=\"c5\">Sing-along time, trips to concerts, music playing at home and school, musical instruments, etc.<\/span><\/p>\n<\/td>\n<\/tr>\n<tr class=\"c47\">\n<td class=\"c15\" colspan=\"1\" rowspan=\"1\">\n<p class=\"c0\"><strong><span class=\"c5\">Interpersonal<\/span><\/strong><\/p>\n<\/td>\n<td class=\"c26\" colspan=\"1\" rowspan=\"1\">\n<p class=\"c0\"><span class=\"c5\">Leading, organizing, understanding people, communicating, resolving conflicts, selling<\/span><\/p>\n<\/td>\n<td class=\"c49\" colspan=\"1\" rowspan=\"1\">\n<p class=\"c0\"><span class=\"c5\">Talk to people, have friends, join groups<\/span><\/p>\n<\/td>\n<td class=\"c19\" colspan=\"1\" rowspan=\"1\">\n<p class=\"c0\"><span class=\"c5\">Comparing, relating, sharing, interviewing, cooperating<\/span><\/p>\n<\/td>\n<td class=\"c22\" colspan=\"1\" rowspan=\"1\">\n<p class=\"c0\"><span class=\"c5\">Friends, group games, social gatherings, community events, clubs, mentors\/ apprenticeships, etc.<\/span><\/p>\n<\/td>\n<\/tr>\n<tr class=\"c50\">\n<td class=\"c15\" colspan=\"1\" rowspan=\"1\">\n<p class=\"c0\"><strong><span class=\"c5\">Intrapersonal<\/span><\/strong><\/p>\n<\/td>\n<td class=\"c12\" colspan=\"1\" rowspan=\"1\">\n<p class=\"c0\"><span class=\"c5\">Recognizing strengths and weaknesses, setting goals, understanding self<\/span><\/p>\n<\/td>\n<td class=\"c18\" colspan=\"1\" rowspan=\"1\">\n<p class=\"c0\"><span class=\"c5\">Work alone, reflect pursue interests<\/span><\/p>\n<\/td>\n<td class=\"c25\" colspan=\"1\" rowspan=\"1\">\n<p class=\"c0\"><span class=\"c5\">Working alone, having space, reflecting, doing self-paced projects<\/span><\/p>\n<\/td>\n<td class=\"c39\" colspan=\"1\" rowspan=\"1\">\n<p class=\"c0\"><span class=\"c5\">Secret places, time alone, self-paced projects, choices, etc.<\/span><\/p>\n<\/td>\n<\/tr>\n<tr class=\"c7\">\n<td class=\"c15\" colspan=\"1\" rowspan=\"1\">\n<p class=\"c0\"><strong><span class=\"c5\">Naturalistic<\/span><\/strong><\/p>\n<\/td>\n<td class=\"c26\" colspan=\"1\" rowspan=\"1\">\n<p class=\"c0\"><span class=\"c5\">Understanding nature, making distinctions, identifying flora and fauna<\/span><\/p>\n<\/td>\n<td class=\"c49\" colspan=\"1\" rowspan=\"1\">\n<p class=\"c0\"><span class=\"c5\">Be involved with nature, make distinctions<\/span><\/p>\n<\/td>\n<td class=\"c19\" colspan=\"1\" rowspan=\"1\">\n<p class=\"c0\"><span class=\"c5\">Working in nature, exploring living things, learning about plants and natural events<\/span><\/p>\n<\/td>\n<td class=\"c22\" colspan=\"1\" rowspan=\"1\">\n<p class=\"c0\"><span class=\"c5\">Order, same\/different, connections to real life and science issues, patterns<\/span><\/p>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<p class=\"c0\"><strong><span class=\"c4 c13\">Naturalistic<\/span><\/strong>\n<span class=\"c5\">Naturalistic intelligence is seen in someone who recognizes and classifies plants, animals, and minerals including a mastery of taxonomies. They are holistic thinkers who recognize specimens and value the unusual. They are aware of species such as the flora and fauna around them. They notice natural and artificial taxonomies such as dinosaurs to algae and cars to clothes. Teachers can best foster this intelligence by using relationships among systems of species, and classification activities. Encourage the study of relationships such as patterns and order, and compare-and-contrast sets of groups or look at connections to real life and science issues. Charles Darwin, Rachel Carson, and John Muir are examples of people gifted in this way.<\/span><\/p>\n<p class=\"c0\"><strong><span class=\"c4 c13\">Existential Intelligence<\/span><\/strong>\n<span class=\"c5\">There is a ninth intelligence that has yet to experience full acceptance by educators in the classroom. That is existential intelligence, which encompasses the ability to pose and ponder questions regarding the existence-including life and death. This would be in the domain of philosophers and religious leaders.<\/span><\/p>\n\n<h2 class=\"c0\"><span class=\"c2\">Educational Implications<\/span><\/h2>\n<p class=\"c0\"><span class=\"c5\">Although the theory was not originally designed for use in a classroom application, it has been widely embraced by educators and enjoyed numerous adaptations in a variety of educational settings. Teachers have always known that students had different strengths and weaknesses in the classroom. Gardner's research was able to articulate that and provide direction as to how to improve a student's ability in any given intelligence. Teachers were encouraged to begin to think of lesson planning in terms of meeting the needs of a variety of the intelligences. From this new thinking, schools such the Ross School in New York, an independent educational institution, and the Key Learning Community, a public magnet school in Indianapolis emerged to try teaching using a Multiple Intelligences curriculum. The focus of this part of the chapter will be on lesson design using the theory of Multiple Intelligences, and providing various resources that educators may use to implement the theory into their classroom activities.<\/span><\/p>\n\n<h6 class=\"c0\"><span style=\"overflow: hidden;margin: 0.00px 0.00px;border: 0.00px solid #000000;width: 446.50px;height: 168.87px\"><img style=\"width: 446.50px;height: 168.87px;margin-left: 0.00px;margin-top: 0.00px\" title=\"\" src=\"https:\/\/pressbooks.hccfl.edu\/wp-content\/uploads\/sites\/56\/2024\/01\/image2-7.png\" alt=\"\"> \u00a0<\/span><span class=\"c4 c13\">Image 9.4<\/span><\/h6>\n<h2 class=\"c0\"><span class=\"c16 c4 c13\">Multiple Intelligences in the Classroom<\/span><\/h2>\n<p class=\"c0\"><span class=\"c5\">There are many ways to incorporate Multiple Intelligences theory into the curriculum, and there is no set method by which to incorporate the theory. Some teachers set up learning centers with resources and materials that involve the different intelligences. For example, in the above scenario, Ms. Cunningham creates an area with art supplies in her classroom. Other instructors design simulations that immerse students into real life situations. Careful planning during the lesson design process will help to ensure quality instruction and valuable student experiences in the classroom.<\/span><\/p>\n<p class=\"c0 c1\"><span class=\"c5\">\u00a0<\/span><span class=\"c5\">Other instructional models, such as project-based and collaborative learning may be easily integrated into lessons with Multiple Intelligences. Collaborative learning allows students to explore their interpersonal intelligence, while project-based learning may help structure activities designed to cultivate the nine intelligences. For instance, Ms. Cunningham uses aspects of project-based learning in her classroom by allowing students to plan, create, and process (through reflection) information throughout the Civil Rights unit, while also integrating activities that teach to the intelligences. This particular instructional model allows students to work together to explore a topic and to create something as the end product. This works well with Multiple Intelligences theory, which places value on the ability to create products. By collaborating with the Media Specialist to give students the opportunity to choose from a variety of resources to complete their assignments, Ms. Cunningham uses aspects of resource-based learning, an instructional model that places the ultimate responsibility of choosing resources on the student. It is important for teachers to carefully select activities that not only teach to the intelligences, but also realistically mesh with the subject matter of the lesson or unit. Multiple Intelligences theory should enhance, not detract from what is being taught.<\/span><\/p>\n<p class=\"c0 c1\"><span class=\"c10\">Disney's website entitled <a href=\"http:\/\/www.thirteen.org\/edonline\/concept2class\/mi\/index.html\">Tapping into Multiple Intelligences<\/a> \u00a0<\/span><span class=\"c5\">suggests two approaches for implementing Multiple Intelligences theory in the classroom. One is a teacher-centered approach, in which the instructor incorporates materials, resources, and activities into the lesson that teach to the different intelligences. The other is a student-centered approach in which students actually create a variety of different materials that demonstrate their understanding of the subject matter. The student-centered approach allows students to actively use their varied forms of intelligence. In a teacher-centered lesson, the number of intelligences explored should be limited to two or three. To teach less than two is nearly impossible since the use of speech will always require the use of one's verbal\/linguistic intelligence. In a student-centered lesson, the instructor may incorporate aspects of project-based learning, collaborative learning, or other inquiry-based models. In such a case, activities involving all nine intelligences may be presented as options for the class, but each student participates in only one or two of the tasks.<\/span><\/p>\n<p class=\"c0\"><span class=\"c10\">Ms. Cunningham incorporates both student-centered and teacher-centered activities into her unit on the Civil Rights Movement. The teacher-led lecture is a standard example of a teacher-centered activity. The lecture teaches to students' <\/span><span class=\"c5\">verbal\/linguistic intelligence. The viewing of the videotape is another example of a teacher-centered activity. This activity incorporates visual\/spatial intelligence into how the unit is learned. It is important to note that many activities, although designed to target a particular intelligence, may also utilize other intelligences as well. For example, in Ms. Cunningham's classroom the students may work together on creating a mural of Civil Rights leaders. This is a student-centered activity that directly involves visual\/spatial intelligence, but also gives students a chance to exercise their Interpersonal intelligence. The journal assignment, also a student-centered activity, is designed to enhance students' Intrapersonal intelligence by prompting them to reflect on their feelings and experiences in relation to the Civil Rights Movement.<\/span><\/p>\n<p class=\"c0 c1\"><span class=\"c5\">This activity also taps into verbal\/linguistic intelligence. The timeline and map assignments are student-centered activities that are designed to enhance students' logical\/mathematical intelligence, but they also delve into Visual\/Spatial intelligence. Students must collect and organize information for both the timeline and the map therefore using their logical\/mathematical intelligence. In creating these items, students must think visually as well. By incorporating dance into one lesson, Ms. Cunningham is able to promote awareness of her students' bodily-kinesthetic intelligence. By showing videos of popular dances from the time period, or inviting an expert from the community to talk about the social aspects of dance, Ms. Cunningham might incorporate a teacher-centered activity. Having students learn and perform dances is a student-centered way of teaching through bodily-kinesthetic intelligence. The short plays that students prepare involve bodily-kinesthetic intelligence, as well as interpersonal and verbal\/linguistic intelligences. Class discussions provide an opportunity for students to exercise both areas of their personal intelligences, as well as to reinforce the subject matter.<\/span><\/p>\n<p class=\"c0\"><strong><span class=\"c16 c4 c13\">Planning and Implementing Student-Centered Lessons<\/span><\/strong><\/p>\n<p class=\"c0\"><span class=\"c5\">This type of lesson revolves around student created materials. The types of activities and assignments that support student-centered lessons can be easily designed in concert with many of the inquiry-based models. One of the most important aspects of student-centered lessons is allowing students to make choices (Figure 9.2). Teachers should encourage students to exercise their weaker intelligences, but allow them to explore their stronger areas as well. In Ms. Cunningham's class, the student named James is very strong in visual\/spatial intelligence and always leans towards this type of project. The teacher encourages James to participate in other activities, but when it is obvious that his interest lies in working on the mural, Ms. Cunningham allows him to work on the project.<\/span><\/p>\n<p class=\"c0 c1\"><span class=\"c5\">\u00a0<\/span><span class=\"c5\">Listed below are steps to implement a student-centered lesson or unit:<\/span><\/p>\n<p class=\"c0 c1\"><span class=\"c5\">\u00a0<\/span><span class=\"c5\">\u2022 Carefully identify instructional goals, objectives, and instructional outcomes.<\/span><\/p>\n<p class=\"c0\"><span class=\"c5\">\u2022 Consider activities that you can integrate into the lesson or unit that teach to the different intelligences. Teachers need not incorporate all nine intelligences into one lesson.<\/span><\/p>\n<p class=\"c0\"><span class=\"c5\">\u2022 When gathering resources and materials, consider those which will allow students to explore their multiple intelligences.<\/span><\/p>\n<p class=\"c0\"><span class=\"c5\">\u2022 Specify a timeframe for the lesson or unit.<\/span><\/p>\n<p class=\"c0\"><span class=\"c5\">\u2022 Allow for a considerable amount of student choice when designing activities and tasks for the intelligences.<\/span><\/p>\n<p class=\"c0\"><span class=\"c5\">\u2022 Design activities that are student-centered, using inquiry-based models of instruction.<\/span><\/p>\n<p class=\"c0\"><span class=\"c5\">\u2022 Provide a rubric for student activities. You might consider having students help create rubrics.<\/span><\/p>\n<p class=\"c0\"><span class=\"c5\">\u2022 Incorporate assessment into the learning process.<\/span><\/p>\n<p class=\"c0 c1\"><span class=\"c5\">\u00a0<\/span><span class=\"c5\">In an effort to maximize students' interest in both the subject matter and their own learning proclivities, teachers may wish to teach their students a little bit about Multiple Intelligences. Teachers can brief the class about each type of intelligence and then follow up with a self-assessment for each student. In this way, students will be able to capitalize on their strengths and work on their weaker areas. Disney's Tapping Into Multiple Intelligences website includes a self-assessment.<\/span><\/p>\n<p class=\"c0 c1\"><strong><span class=\"c16 c4 c13\">Planning and Implementing a Teacher-Centered Lesson<\/span><\/strong><\/p>\n<p class=\"c0\"><span class=\"c5\">Structured, teacher-centered activities provide an opportunity for teachers to introduce material and establish prior knowledge and student conceptions. Teachers may lecture students, show informational videos and posters, perform drills, pose problem-solving exercises, arrange museum visits, and plan outings to concerts. There are all examples of teacher-centered activities. All of these activities integrate the Multiple Intelligences into the subject matter being taught. Teacher-centered lessons should be limited to a few activities that provide a foundation for students to later complete more exploratory tasks in which they can demonstrate understanding of the material. A teacher may choose to start an instructional unit or lesson with teacher-centered activities and then follow up with subsequent student-centered lessons (Figure 9.2).<\/span><\/p>\n\n<h6 class=\"c0\"><span class=\"c5\">Figure 9.2 Teacher-Centered and Student-Centered Classroom Activities<\/span><span class=\"c5\">\u00a0<\/span><\/h6>\n<table class=\"grid\">\n<tbody>\n<tr class=\"c29\">\n<td class=\"c36\" colspan=\"1\" rowspan=\"1\">\n<p class=\"c0\"><strong><span class=\"c5\">Intelligence<\/span><\/strong><\/p>\n<\/td>\n<td class=\"c9\" colspan=\"1\" rowspan=\"1\">\n<p class=\"c0\"><strong><span class=\"c5\">Teacher-Centered<\/span><\/strong><\/p>\n<\/td>\n<td class=\"c11\" colspan=\"1\" rowspan=\"1\">\n<p class=\"c0\"><strong><span class=\"c5\">Student-Centered<\/span><\/strong><\/p>\n<\/td>\n<\/tr>\n<tr class=\"c57\">\n<td class=\"c46\" colspan=\"1\" rowspan=\"1\">\n<p class=\"c0\"><span style=\"overflow: hidden;margin: 0.00px 0.00px;border: 0.00px solid #000000;width: 133.73px;height: 77.13px\">\n<img style=\"width: 133.73px;height: 77.13px;margin-left: 0.00px;margin-top: 0.00px\" title=\"\" src=\"https:\/\/pressbooks.hccfl.edu\/wp-content\/uploads\/sites\/56\/2024\/01\/image4-4.png\" alt=\"A boy and a girl talking to each other. They represent verbal\/linguistic intelligence.\">\n<\/span><\/p>\n<\/td>\n<td class=\"c9\" colspan=\"1\" rowspan=\"1\">\n<p class=\"c0\"><span class=\"c5\">\u2022 Present content verbally<\/span><\/p>\n<p class=\"c0\"><span class=\"c5\">\u2022 Ask questions aloud and look for student feedback<\/span><\/p>\n<p class=\"c0\"><span class=\"c5\">\u2022 Interviews<\/span><\/p>\n<\/td>\n<td class=\"c11\" colspan=\"1\" rowspan=\"1\">\n<p class=\"c0\"><span class=\"c5\">\u2022 Student presents material<\/span><\/p>\n<p class=\"c0\"><span class=\"c5\">\u2022 Students read content and prepare a presentation for his\/her classmates<\/span><\/p>\n<p class=\"c0\"><span class=\"c5\">\u2022 Students debate over an issue<\/span><\/p>\n<\/td>\n<\/tr>\n<tr class=\"c40\">\n<td class=\"c36\" colspan=\"1\" rowspan=\"1\">\n<p class=\"c0\"><span style=\"overflow: hidden;margin: 0.00px 0.00px;border: 0.00px solid #000000;width: 133.73px;height: 106.27px\">\n<img style=\"width: 133.73px;height: 106.27px;margin-left: 0.00px;margin-top: 0.00px\" title=\"\" src=\"https:\/\/pressbooks.hccfl.edu\/wp-content\/uploads\/sites\/56\/2024\/01\/image1-9.png\" alt=\"A colorful dodecahedron. It represents logical\/mathematical intelligence.\">\n<\/span><\/p>\n<\/td>\n<td class=\"c9\" colspan=\"1\" rowspan=\"1\">\n<p class=\"c0\"><span class=\"c5\">\u2022 Provide brain teasers or challenging questions to begin lessons.<\/span><\/p>\n<p class=\"c0\"><span class=\"c5\">\u2022 Make logical connections between the subject matter and authentic situations to answer the question \"why?\"<\/span><\/p>\n<\/td>\n<td class=\"c11\" colspan=\"1\" rowspan=\"1\">\n<p class=\"c0\"><span class=\"c5\">\u2022 Students categorize information in logical sequences for organization<\/span><\/p>\n<p class=\"c0\"><span class=\"c5\">\u2022 Students create graphs or charts to explain written info<\/span><\/p>\n<p class=\"c0\"><span class=\"c5\">\u2022 Students participate in webquests associated with the content<\/span><\/p>\n<\/td>\n<\/tr>\n<tr class=\"c30\">\n<td class=\"c46\" colspan=\"1\" rowspan=\"1\">\n<p class=\"c0\"><span style=\"overflow: hidden;margin: 0.00px 0.00px;border: 0.00px solid #000000;width: 133.73px;height: 114.87px\">\n<img style=\"width: 133.73px;height: 114.87px;margin-left: 0.00px;margin-top: 0.00px\" title=\"\" src=\"https:\/\/pressbooks.hccfl.edu\/wp-content\/uploads\/sites\/56\/2024\/01\/image3-8.png\" alt=\"A drawing of a dancing person. It represents bodily\/kinesthetic intelligence.\">\n<\/span><\/p>\n<\/td>\n<td class=\"c9\" colspan=\"1\" rowspan=\"1\">\n<p class=\"c0\"><span class=\"c5\">\u2022 Use props during lecture<\/span><\/p>\n<p class=\"c0\"><span class=\"c5\">\u2022 Provide tangible items pertaining to content for students to examine<\/span><\/p>\n<p class=\"c0\"><span class=\"c5\">\u2022 Review using sports related examples (throw a ball to someone to answer a question)<\/span><\/p>\n<\/td>\n<td class=\"c11\" colspan=\"1\" rowspan=\"1\">\n<p class=\"c0\"><span class=\"c5\">\u2022 Students use computers to research subject matter<\/span><\/p>\n<p class=\"c0\"><span class=\"c5\">\u2022 Students create props of their own explaining subject matter (shadow boxes, mobiles, etc... )<\/span><\/p>\n<p class=\"c0\"><span class=\"c5\">\u2022 Students create review games<\/span><\/p>\n<\/td>\n<\/tr>\n<tr class=\"c58\">\n<td class=\"c36\" colspan=\"1\" rowspan=\"1\">\n<p class=\"c0\"><span style=\"overflow: hidden;margin: 0.00px 0.00px;border: 0.00px solid #000000;width: 133.73px;height: 116.60px\">\n<img style=\"width: 133.73px;height: 116.60px;margin-left: 0.00px;margin-top: 0.00px\" title=\"\" src=\"https:\/\/pressbooks.hccfl.edu\/wp-content\/uploads\/sites\/56\/2024\/01\/image6-3.png\" alt=\"A drawing of a cat on a small chalkboard. It represents visual\/spatial intelligence.\">\n<\/span><\/p>\n<\/td>\n<td class=\"c9\" colspan=\"1\" rowspan=\"1\">\n<p class=\"c0\"><span class=\"c5\">\u2022 When presenting the information, use visuals to explain content<\/span><\/p>\n<p class=\"c0\"><span class=\"c5\">\u2022 PowerPoint slides, charts, graphs, cartoons, videos, overheads, smartboards<\/span><\/p>\n<\/td>\n<td class=\"c11\" colspan=\"1\" rowspan=\"1\">\n<p class=\"c0\"><span class=\"c5\">\u2022 Have students work individually or in groups to create visuals pertaining to the information<\/span><\/p>\n<p class=\"c0\"><span class=\"c5\">\u2022 Posters, timelines, models, PowerPoint slides, maps, illustrations, charts, concept mapping<\/span><\/p>\n<\/td>\n<\/tr>\n<tr class=\"c53\">\n<td class=\"c36\" colspan=\"1\" rowspan=\"1\">\n<p class=\"c0\"><span style=\"overflow: hidden;margin: 0.00px 0.00px;border: 0.00px solid #000000;width: 133.73px;height: 102.87px\">\n<img style=\"width: 133.73px;height: 102.87px;margin-left: 0.00px;margin-top: 0.00px\" title=\"\" src=\"https:\/\/pressbooks.hccfl.edu\/wp-content\/uploads\/sites\/56\/2024\/01\/image8-4.png\" alt=\"A musical staff with notes. It represents musical intelligence.\">\n<\/span><\/p>\n<\/td>\n<td class=\"c9\" colspan=\"1\" rowspan=\"1\">\n<p class=\"c0\"><span class=\"c5\">\u2022 Play music in the classroom during reflection periods<\/span><\/p>\n<p class=\"c0\"><span class=\"c5\">\u2022 Show examples or create musical rhythms for students to remember things<\/span><\/p>\n<\/td>\n<td class=\"c11\" colspan=\"1\" rowspan=\"1\">\n<p class=\"c0\"><span class=\"c5\">\u2022 Create a song or melody with the content embedded for memory<\/span><\/p>\n<p class=\"c0\"><span class=\"c5\">\u2022 Use well known songs to memorize formulas, skills, or test content<\/span><\/p>\n<\/td>\n<\/tr>\n<tr class=\"c44\">\n<td class=\"c36\" colspan=\"1\" rowspan=\"1\">\n<p class=\"c0\"><span style=\"overflow: hidden;margin: 0.00px 0.00px;border: 0.00px solid #000000;width: 133.73px;height: 109.73px\">\n<img style=\"width: 133.73px;height: 109.73px;margin-left: 0.00px;margin-top: 0.00px\" title=\"\" src=\"https:\/\/pressbooks.hccfl.edu\/wp-content\/uploads\/sites\/56\/2024\/01\/image12.png\" alt=\"A man and a woman having a conversation. They represent interpersonal intelligence.\">\n<\/span><\/p>\n<\/td>\n<td class=\"c9\" colspan=\"1\" rowspan=\"1\">\n<p class=\"c0\"><span class=\"c5\">\u2022 Be aware of body language and facial expressions<\/span><\/p>\n<p class=\"c0\"><span class=\"c5\">\u2022 Offer assistance whenever needed<\/span><\/p>\n<p class=\"c0\"><span class=\"c5\">\u2022 Encourage classroom discussion<\/span><\/p>\n<\/td>\n<td class=\"c11\" colspan=\"1\" rowspan=\"1\">\n<p class=\"c0\"><span class=\"c5\">\u2022 Encourage collaboration among peers<\/span><\/p>\n<p class=\"c0\"><span class=\"c5\">\u2022 Group work strengthens interpersonal connections<\/span><\/p>\n<p class=\"c0\"><span class=\"c5\">\u2022 Peer feedback and peer tutoring<\/span><\/p>\n<p class=\"c0\"><span class=\"c5\">\u2022 Students present to the class<\/span><\/p>\n<p class=\"c0\"><span class=\"c5\">\u2022 Encourage group editing<\/span><\/p>\n<\/td>\n<\/tr>\n<tr class=\"c53\">\n<td class=\"c36\" colspan=\"1\" rowspan=\"1\">\n<p class=\"c0\"><span style=\"overflow: hidden;margin: 0.00px 0.00px;border: 0.00px solid #000000;width: 133.73px;height: 102.87px\">\n<img style=\"width: 133.73px;height: 102.87px;margin-left: 0.00px;margin-top: 0.00px\" title=\"\" src=\"https:\/\/pressbooks.hccfl.edu\/wp-content\/uploads\/sites\/56\/2024\/01\/image10-1.png\" alt=\"A cartoon of a person with a though bubble emerging from their head. This represents intrapersonal intelligence.\">\n<\/span><\/p>\n<\/td>\n<td class=\"c9\" colspan=\"1\" rowspan=\"1\">\n<p class=\"c0\"><span class=\"c5\">\u2022 Encourage journaling as a positive outlet for expression<\/span><\/p>\n<p class=\"c0\"><span class=\"c5\">\u2022 Introduce web logging (blogs)<\/span><\/p>\n<p class=\"c0\"><span class=\"c5\">\u2022 Make individual questions welcome<\/span><\/p>\n<p class=\"c0\"><span class=\"c5\">\u2022 Create a positive environment<\/span><\/p>\n<\/td>\n<td class=\"c11\" colspan=\"1\" rowspan=\"1\">\n<p class=\"c0\"><span class=\"c5\">\u2022 Journaling<\/span><\/p>\n<p class=\"c0\"><span class=\"c5\">\u2022 Individual research on content<\/span><\/p>\n<p class=\"c0\"><span class=\"c5\">\u2022 Students create personal portfolios of work<\/span><\/p>\n<\/td>\n<\/tr>\n<tr class=\"c56\">\n<td class=\"c36\" colspan=\"1\" rowspan=\"1\">\n<p class=\"c0\"><span style=\"overflow: hidden;margin: 0.00px 0.00px;border: 0.00px solid #000000;width: 133.73px;height: 106.27px\">\n<img style=\"width: 133.73px;height: 106.27px;margin-left: 0.00px;margin-top: 0.00px\" title=\"\" src=\"https:\/\/pressbooks.hccfl.edu\/wp-content\/uploads\/sites\/56\/2024\/01\/image5-4.png\" alt=\"A cartoon of a sun rising over hills. It represents naturalistic intelligence.\">\n<\/span><\/p>\n<\/td>\n<td class=\"c9\" colspan=\"1\" rowspan=\"1\">\n<p class=\"c0\"><span class=\"c5\">\u2022 Take students outside to enjoy nature while in learning process (lecture)<\/span><\/p>\n<p class=\"c0\"><span class=\"c5\">\u2022 Compare authentic subject matter to natural occurrences<\/span><\/p>\n<p class=\"c0\"><span class=\"c5\">\u2022 Relate subject matter to stages that occur in nature (plants, weather, etc.)<\/span><\/p>\n<\/td>\n<td class=\"c11\" colspan=\"1\" rowspan=\"1\">\n<p class=\"c0\"><span class=\"c5\">\u2022 Students organize thoughts using natural cycles<\/span><\/p>\n<p class=\"c0\"><span class=\"c5\">\u2022 Students make relationships among content and the natural environment (how has nature had an impact?)<\/span><\/p>\n<p class=\"c0\"><span class=\"c5\">\u2022 Students perform community service<\/span><\/p>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<p class=\"c0 c1\"><span class=\"c5\">Teachers may follow these steps when designing and implementing a teacher-centered lesson:<\/span><\/p>\n<p class=\"c0 c1\"><span class=\"c5\">\u00a0<\/span><span class=\"c5\">\u2022 Identify instructional goals and objectives.<\/span><\/p>\n<p class=\"c0\"><span class=\"c5\">\u2022 Consider teacher-centered activities that consider the students' Multiple Intelligences. In a teacher-centered lesson, limit the number of activities to two or three.<\/span><\/p>\n<p class=\"c0\"><span class=\"c5\">\u2022 Consider what resources and materials you will need to implement the lesson. For example, will you need to schedule a museum visit or to consult the Media Specialist for videos or other media?<\/span><\/p>\n<p class=\"c0\"><span class=\"c5\">\u2022 Specify a timeframe for the lesson or unit.<\/span><\/p>\n<p class=\"c0\"><span class=\"c5\">\u2022 Provide an opportunity for reflection by students.<\/span><\/p>\n<p class=\"c0\"><span class=\"c5\">\u2022 Provide a rubric to scaffold student activities.<\/span><\/p>\n<p class=\"c0\"><span class=\"c5\">\u2022 Integrate assessment into the learning process.<\/span><\/p>\n<p class=\"c0 c1\"><span class=\"c5\">Assessment is one of the biggest challenges in incorporating Multiple Intelligences in the classroom. Ms. Cunningham's students are given the option of working on several mini-projects during the course of the Civil Rights unit. At the end of the unit, their performance is assessed through a portfolio that represents their work on these projects. It is very important for assessment to be integrated into the learning process. Assessment should give students the opportunity to demonstrate their understanding of the subject matter. One of the main goals of acknowledging and using Multiple Intelligences in the classroom is to increase student understanding of material by allowing them to demonstrate the ways in which they understand the material. Teachers need to make their expectations clear, and may do so in the form of a detailed rubric.<\/span><\/p>\n<p class=\"c0 c1\"><strong><span class=\"c16 c4 c13\">Benefits of Using Multiple Intelligences Theory in the Classroom<\/span><\/strong><\/p>\n<p class=\"c0\"><span class=\"c5\">Using Multiple Intelligences theory in the classroom has many benefits:<\/span><\/p>\n<p class=\"c0\"><span class=\"c5\">\u2022 As a teacher and learner you realize that there are many ways to be \"smart.\"<\/span><\/p>\n<p class=\"c0\"><span class=\"c5\">\u2022 All forms of intelligence are equally celebrated.<\/span><\/p>\n<p class=\"c0\"><span class=\"c5\">\u2022 By having students create work that is displayed to parents and other members of the community, your school could see more parent and community involvement.<\/span><\/p>\n<p class=\"c0\"><span class=\"c5\">\u2022 A sense of increased self-worth may be seen as students build on their strengths and work towards becoming an expert in certain areas.<\/span><\/p>\n<p class=\"c0\"><span class=\"c5\">\u2022 Students may develop strong problem-solving skills that they can use in real life situations.<\/span><\/p>\n\n<h2 class=\"c0 c1\"><span class=\"c2\">Criticisms of Theory of Multiple Intelligences<\/span><\/h2>\n<p class=\"c0\"><span class=\"c10\">One of the most widely held criticisms is that there is little, if any, empirical evidence to support it. Most of these critics are of the psychometric testing community (Armstrong, 2009). They argue that rather than eight unique and autonomous intelligences, there is really only one intelligence that you can test for, the \"Spearman g-factor,\" or one's general intelligence. According to Linda Gottfredson (2004) of the University of Delaware, \"The <\/span><span class=\"c4\">g-<\/span><span class=\"c10\">factor was discovered by the first mental testers, who found that people who scored well on one type of mental test tended to score well on all of them. This common factor, <\/span><span class=\"c4\">g, <\/span><span class=\"c10\">can be distilled from scores on any broad set of cognitive tests, and it takes the same form among individuals of every age, race, sex, and nation yet studied\" (p. 35). As a matter of fact, three scientists put together a comprehensive, relating to each of the 8 intelligences, and found that people generally scored about the same on each of them. Gardner counters this by saying that he agrees that there is a <\/span><span class=\"c4\">g<\/span><span class=\"c10\">-factor, but sees the <\/span><span class=\"c4\">g<\/span><span class=\"c10\">-factor as a mere manifestation of the mathematical logical intelligence. Furthermore, MI Theory, Gardner argues, is solidly grounded in research showing the existence of savants and how brain damage can affect an isolated skill set, or intelligence. To date there have been no published studies that offer evidence of the validity of the multiple intelligences. In 1994, Sternberg (1994) reported finding no empirical studies. In 2000, Allix (2000) reported finding no empirical validating studies, and at that time Gardner and Connell (2000) conceded that there was \"little hard evidence for MI theory\" (p. 292). In 2004, Sternberg and Grigerenko (2004) stated that there were no validating studies for multiple intelligences, and in 2004, Gardner (2004) asserted that he would be \"delighted were such evidence to accrue\" (p. 214), and he admitted that \"MI theory has few enthusiasts among psychometricians or others of a traditional psychological background\" because they require \"psychometric or experimental evidence that allows one to prove the existence of the several intelligences'' (p. 214). .<a href=\"http:\/\/en.wikipedia.org\/wiki\/Theory_of_multiple_intelligences%23Critical_reception\"> (Waterhouse, 2006, p. 208)<\/a><\/span><\/p>\n<p class=\"c0\"><span class=\"c10\">The human brain is unlikely to function via Gardner's multiple intelligences. Taken together the evidence for the intercorrelations of subskills of IQ measures, the evidence for a shared set of genes associated with mathematics, reading, and g, and the evidence for shared and overlapping \"what is it?\" and \"where is it?\" neural processing pathways, and shared neural pathways for language, music, motor skills, and emotions suggest that it is unlikely that each of Gardner's intelligences could operate \"via a different set of neural mechanisms\" (Gardner, 1999, p. 99). Equally important, the evidence for the \"what is it?\" and \"where is it?\" processing pathways, for Kahneman's two decision-making systems, and for adapted cognition modules suggests that these cognitive brain specializations have evolved to address very specific problems in our environment. Because Gardner claimed that the intelligences are innate potentialities related to a general content area, MI theory lacks a rationale for the phylogenetic emergence of the intelligences. <a href=\"http:\/\/en.wikipedia.org\/wiki\/Theory_of_multiple_intelligences%23Critical_reception\">\u00a0(Waterhouse, 2006, p. 213)<\/a><\/span><span class=\"c17 c10\">\n<\/span><\/p>\n<p class=\"c0 c1\"><strong><span class=\"c2\">Chapter Discussion Questions: <\/span><\/strong><\/p>\n\n<ul>\n \t<li class=\"c0 c1\"><span style=\"font-size: 1em\">Explain the benefits of using the theory of multiple intelligences to support student success.<\/span><\/li>\n \t<li class=\"c0 c1\"><span class=\"c2\">How would you summarize the theory of multiple intelligences? <\/span><\/li>\n \t<li class=\"c0 c1\"><span class=\"c10 c13\">How would you <\/span><span class=\"c10 c13\">use <\/span><span class=\"c10 c13\">the theory of multiple intelligences <\/span><span class=\"c10 c13\">to support <\/span><span class=\"c2\">your students? <\/span><\/li>\n \t<li class=\"c0 c1\"><span class=\"c2\">How is equity related to the theory of multiple intelligences? <\/span><\/li>\n<\/ul>\n<h2 class=\"c0\"><span class=\"c2\">ATTRIBUTIONS<\/span><\/h2>\n<p class=\"c0 c1\"><span class=\"c10 c13\">Image 9.1: \"Multiple Intelligences of Howard Gardner\" by Howard Gardner is licensed under <\/span><span class=\"c10 c13 c31\"><a class=\"c3\" href=\"https:\/\/www.google.com\/url?q=http:\/\/creativecommons.org\/licenses\/by-sa\/4.0&amp;sa=D&amp;source=editors&amp;ust=1668986575346623&amp;usg=AOvVaw2lYsubM02hfM5kVqJH6GjF\">CC BY-SA 4.0<\/a>\n<\/span><\/p>\n<p class=\"c0 c1\"><span class=\"c10 c13\">Image 9.2: <\/span><span class=\"c10 c35 c32\">\"Howard Gardner\" <\/span><span class=\"c10 c32\">by <\/span><span class=\"c21 c10\"><a class=\"c3\" href=\"https:\/\/www.google.com\/url?q=https:\/\/www.youtube.com\/channel\/UCIYq4OAGGX9BJy7o3WII_-A&amp;sa=D&amp;source=editors&amp;ust=1668986575347068&amp;usg=AOvVaw24uvfRiXJ1DHWX5t-2yynW\">Citizen University<\/a> <\/span><span class=\"c10 c32\">\u00a0is licensed under <\/span><span class=\"c21 c10\"><a class=\"c3\" href=\"https:\/\/www.google.com\/url?q=http:\/\/creativecommons.org\/licenses\/by\/4.0&amp;sa=D&amp;source=editors&amp;ust=1668986575347282&amp;usg=AOvVaw0tvzPtN8XMSUmcD9YPPxjg\">CC BY 3.0<\/a>\n<\/span><\/p>\n<p class=\"c0\"><span class=\"c10 c13\">Image 9.3: <\/span><span class=\"c10 c35 c32\">\"Graphic of different learning styles demonstrated, including 'visual', 'auditory', 'reading &amp; writing' and 'kinesthetic'\" <\/span><span class=\"c10 c32\">by <\/span><span class=\"c10 c21\"><a class=\"c3\" href=\"https:\/\/www.google.com\/url?q=https:\/\/www.flickr.com\/photos\/194356589@N04\/&amp;sa=D&amp;source=editors&amp;ust=1668986575347728&amp;usg=AOvVaw01J-gE4tsijfBm9pd2A8p7\">Preply\u00a0<\/a><\/span><span class=\"c10 c32\">is licensed under <\/span><span class=\"c21 c10\"><a class=\"c3\" href=\"https:\/\/www.google.com\/url?q=http:\/\/creativecommons.org\/licenses\/by\/2.0&amp;sa=D&amp;source=editors&amp;ust=1668986575347938&amp;usg=AOvVaw1tfQdERQg1xB8c0xSB5yZE\">CC BY 2.0<\/a>\n<\/span><\/p>\n<p class=\"c0 c1\"><span class=\"c10 c13\">Image 9.4: <\/span><span class=\"c10 c35 c32\">\" University of Minnesota Extension Cross-age teaching | UMN Extension\" <\/span><span class=\"c10 c32\">\u00a0by <\/span><span class=\"c21 c10\"><a class=\"c3\" href=\"https:\/\/www.google.com\/url?q=https:\/\/extension.umn.edu\/youth-leadership-and-voice\/cross-age-teaching&amp;sa=D&amp;source=editors&amp;ust=1668986575348433&amp;usg=AOvVaw3HhS-yiYQx5rcrUidyye5I\">UCSD Jacobs School of Engineering<\/a> <\/span><span class=\"c10 c32\">is licensed under <\/span><span class=\"c21 c10\"><a class=\"c3\" href=\"https:\/\/www.google.com\/url?q=http:\/\/creativecommons.org\/licenses\/by-nc\/3.0&amp;sa=D&amp;source=editors&amp;ust=1668986575348651&amp;usg=AOvVaw1NVE4vK8jivrFhBUqNsiFy\">CC BY-NC 3.0<\/a>\n<\/span><\/p>\n<p class=\"c0\"><span class=\"c10 c13\">Video 9.1: <\/span><span class=\"c31 c10 c32\"><a class=\"c3\" href=\"https:\/\/www.google.com\/url?q=https:\/\/www.youtube.com\/watch?v%3DAu0z3EtUiBg&amp;sa=D&amp;source=editors&amp;ust=1668986575349256&amp;usg=AOvVaw36E6RmjqchJH_ZE9iJ7OUX\">\"You Think You Are Smart? There Are 9 Types of Intelligences\" <\/a><\/span><span class=\"c14 c10\">by <\/span><span class=\"c31 c10 c32\"><a class=\"c3\" href=\"https:\/\/www.google.com\/url?q=https:\/\/www.sproutsschools.com&amp;sa=D&amp;source=editors&amp;ust=1668986575349736&amp;usg=AOvVaw23iOkIW-h1ytprQq6wC0rj\">Sprouts Schools<\/a>\n<\/span>\n<span class=\"c10\">Video 9.2: <\/span><span class=\"c31 c10\"><a class=\"c3\" href=\"https:\/\/www.google.com\/url?q=https:\/\/www.youtube.com\/watch?v%3DtcVW4nqcWxE&amp;sa=D&amp;source=editors&amp;ust=1668986575350514&amp;usg=AOvVaw0MTw7wH298NzDOXwbwYJNv\">\"The Art of Delivering Information | Mike Johnston | TEDxLaSierraUniversity\" <\/a><\/span><span class=\"c5\">by Mike Johnston<\/span><\/p>\n\n<h2 class=\"c0 c34\"><span class=\"c2\">REFERENCES<\/span><\/h2>\n<p class=\"c0\"><span class=\"c10\">Allix, N. M. (2000). The theory of multiple intelligences: A case of missing cognitive matter. <\/span><em><span class=\"c6 c4\">Australian Journal of <\/span><\/em><span class=\"c4\"><em>Education<\/em>, 44 <\/span><span class=\"c5\">(3), 272-293.<\/span><\/p>\n<p class=\"c0\"><span class=\"c10\">Armstrong, T. (2009). <\/span><em><span class=\"c4\">Multiple intelligences in the classroom <\/span><\/em><span class=\"c10\">(3rd ed.). Alexandria, VA: ASCD.\u00a0 <\/span><\/p>\n<p class=\"c0\"><span class=\"c10\">Gardner, H. (1983). <\/span><span class=\"c4\"><em>Frames of mind: The theory of multiple intelligences<\/em>. <\/span><span class=\"c10\">New York, NY: Basic Books. <\/span><\/p>\n<p class=\"c0\"><span class=\"c10\">Gardner, H. (1999). <\/span><span class=\"c4\"><em>Intelligence reframed: Multiple Intelligences for the 21st century<\/em>. <\/span><span class=\"c10\">New York, NY: Basic Books. <\/span><\/p>\n<p class=\"c0\"><span class=\"c10\">Gardner, H. (2004). <\/span><span class=\"c4\"><em>Changing minds<\/em>. <\/span><span class=\"c5\">Boston, MA: Harvard Business School Press.<\/span><\/p>\n<p class=\"c0\"><span class=\"c10\">Gardner, H., &amp; Connell, M. (2000). Response to Nicholas Allix. <\/span><span class=\"c4\"><em>Australian Journal of Education<\/em>, 44, <\/span><span class=\"c5\">288-292.<\/span><\/p>\n<p class=\"c0\"><span class=\"c10\">Gottfredson, L. (2004). Schools and the <\/span><span class=\"c4\">g-<\/span><span class=\"c10\">factor. <\/span><span class=\"c4\"><em>Wilson Quarterly (Summer)<\/em>, 4, <\/span><span class=\"c10\">35-45. Retrieved from <\/span><span class=\"c17 c10\"><a class=\"c3\" href=\"https:\/\/www.google.com\/url?q=http:\/\/www1.udel.edu\/educ\/gottfredson\/reprints\/2004schools%26g.pdf&amp;sa=D&amp;source=editors&amp;ust=1668986575351953&amp;usg=AOvVaw2WSOdkaMxrw7z0Q9svX2oG\">http:\/\/www1.udel.edu\/educ\/gottfredson\/reprints\/2004schools&amp;g.pdf<\/a>\n<\/span><\/p>\n<p class=\"c0\"><span class=\"c10\">Sternberg, R. J. (1994). Thinking styles: Theory and assessment at the interface between intelligence and personality. In R. J. Sternberg &amp; P. Ruzgis (Eds.), <\/span><em><span class=\"c4\">Personality and intelligence <\/span><\/em><span class=\"c5\">(pp. 105-127). New York, NY: Cambridge University Press.<\/span><\/p>\n<p class=\"c0\"><span class=\"c10\">Sternberg, R. J., &amp; Grigorenko, E. L. (2004). Intelligence and culture: How culture shapes what intelligence means, and the implications for a science of well-being. <\/span><span class=\"c4\"><em>Philosophical Transactions: Biological Sciences<\/em>, <\/span><span class=\"c5\">359(1449), 1427-1434. doi: 10.1098\/rstb.2004.1514<\/span><\/p>\n<p class=\"c0\"><span class=\"c10\">Waterhouse, L. (2006). Multiple intelligences, the Mozart effect, and emotional intelligence: A critical review. <\/span><span class=\"c4\"><em>Educational Psychologist<\/em>, <\/span><span class=\"c10\">41(4), 247-255. <\/span><span class=\"c17 c10\"><a class=\"c3\" href=\"https:\/\/www.google.com\/url?q=https:\/\/en.wikipedia.org\/wiki\/Digital_object_identifier&amp;sa=D&amp;source=editors&amp;ust=1668986575352698&amp;usg=AOvVaw1VJWQX86gM5Bvqto-waDM1\">\u00a0doi\u00a0<\/a><\/span><span class=\"c17 c10\"><a class=\"c3\" href=\"https:\/\/www.google.com\/url?q=https:\/\/doi.org\/10.1207%252Fs15326985ep4104_1&amp;sa=D&amp;source=editors&amp;ust=1668986575352878&amp;usg=AOvVaw2AI_mOmHPMvEoz0WGwk3uw\">: 10.1207\/s15326985ep4104_1<\/a>\n<\/span><\/p>\n\n<h2 class=\"c0 c24\"><span class=\"c2\">ADDITIONAL READING<\/span><\/h2>\n<p class=\"c0\"><strong><span class=\"c2\">Credible Articles on the Internet<\/span><\/strong><\/p>\n<p class=\"c0\"><span class=\"c10\">Big thinkers: Howard Gardner on multiple intelligences. (2009, April). Retrieved from <\/span><span class=\"c17 c10\"><a class=\"c3\" href=\"https:\/\/www.google.com\/url?q=http:\/\/www.edutopia.org\/multiple-intelligences-howard-gardner-video&amp;sa=D&amp;source=editors&amp;ust=1668986575353516&amp;usg=AOvVaw0dYIeMr1lMQkjxoB8uu5C-\">\u00a0http:\/\/www.edutopia.org\/multiple-intelligences-howard-gardner-video<\/a>\n<\/span><\/p>\n<p class=\"c0\"><span class=\"c10\">Bixler, B. (n.d.). A multiple intelligences primer. Retrieved from <\/span><span class=\"c17 c10\"><a class=\"c3\" href=\"https:\/\/www.google.com\/url?q=http:\/\/www.personal.psu.edu\/staff\/b\/x\/bxb11\/MI\/&amp;sa=D&amp;source=editors&amp;ust=1668986575353840&amp;usg=AOvVaw3_OqUDH-65NggR6l0eW97r\">http:\/\/www.personal.psu.edu\/staff\/b\/x\/bxb11\/MI\/<\/a>\n<\/span><\/p>\n<p class=\"c0 c1\"><span class=\"c5\">\u00a0<\/span><span class=\"c17 c10\"><a class=\"c3\" href=\"https:\/\/www.google.com\/url?q=http:\/\/www.thirteen.org\/edonline\/concept2class\/mi\/index.html&amp;sa=D&amp;source=editors&amp;ust=1668986575354444&amp;usg=AOvVaw2w6Lzyo4C35QiDC1GfIuQ-\">Concept to classroom: Tapping into multiple intelligences.<\/a> <\/span><span class=\"c10\">(n.d.). Retrieved from <\/span><span class=\"c17 c10\"><a class=\"c3\" href=\"https:\/\/www.google.com\/url?q=http:\/\/www.thirteen.org\/edonline\/concept2class\/mi\/index.html&amp;sa=D&amp;source=editors&amp;ust=1668986575354674&amp;usg=AOvVaw04ndSXvWrPrAAyIwMwx1Ri\">http:\/\/www.thirteen.org\/edonline\/concept2class\/mi\/index.html<\/a>\n<\/span><\/p>\n<p class=\"c0\"><span class=\"c17 c10\">\n<a class=\"c3\" href=\"https:\/\/www.google.com\/url?q=http:\/\/surfaquarium.com\/MI\/criteria.htm&amp;sa=D&amp;source=editors&amp;ust=1668986575354942&amp;usg=AOvVaw0V2LxZkMYV29Izsui5XGZt\">Gardner's eight criteria for identifying multiple intelligences.\u00a0<\/a><\/span><span class=\"c10\"> (n.d.). Retrieved from <\/span><span class=\"c17 c10\"><a class=\"c3\" href=\"https:\/\/www.google.com\/url?q=http:\/\/surfaquarium.com\/MI\/criteria.pdf&amp;sa=D&amp;source=editors&amp;ust=1668986575355246&amp;usg=AOvVaw1O1BQhWMVJ4czCL2QeqjKl\">http:\/\/surfaquarium.com\/MI\/criteria.pdf<\/a>\n<\/span><\/p>\n<p class=\"c0\"><span class=\"c5\">Howard Gardner's theory of multiple intelligences. (n.d.). Retrieved from\u00a0<\/span><span class=\"c17 c10\"><a class=\"c3\" href=\"https:\/\/www.google.com\/url?q=https:\/\/www.niu.edu\/facdev\/_pdf\/guide\/learning\/howard_gardner_theory_multiple_intelligences.pdf&amp;sa=D&amp;source=editors&amp;ust=1668986575355672&amp;usg=AOvVaw3BdnQOVSuq8Dzkddz_bbtk\">https:\/\/www.niu.edu\/facdev\/_pdf\/guide\/learning\/howard_gardner_theory_multiple_intelligences.pdf<\/a>\n<\/span><\/p>\n<p class=\"c0\"><span class=\"c10\">Huitt, W. (2002). Intelligence. <\/span><span class=\"c4\"><em>Educational Psychology Interactive<\/em>. <\/span><span class=\"c10\">Valdosta, GA: Valdosta State University. Retrieved from <\/span><span class=\"c17 c10\"><a class=\"c3\" href=\"https:\/\/www.google.com\/url?q=http:\/\/www.edpsycinteractive.org\/topics\/cognition\/intell.html&amp;sa=D&amp;source=editors&amp;ust=1668986575356054&amp;usg=AOvVaw3sIDB-gr4URHkAvf2cEWoH\">\u00a0http:\/\/www.edpsycinteractive.org\/topics\/cognition\/intell.html<\/a>\n<\/span><\/p>\n<p class=\"c0\"><span class=\"c10\">Multiple intelligences. (n.d.). Retrieved from <\/span><span class=\"c17 c10\"><a class=\"c3\" href=\"https:\/\/www.google.com\/url?q=http:\/\/www.tecweb.org\/styles\/gardner.html&amp;sa=D&amp;source=editors&amp;ust=1668986575356363&amp;usg=AOvVaw2Fc31mSjKr2vowe8IZlQS8\">http:\/\/www.tecweb.org\/styles\/gardner.html<\/a>\n<\/span><\/p>\n<p class=\"c0\"><span class=\"c17 c10\">\n<a class=\"c3\" href=\"https:\/\/www.google.com\/url?q=http:\/\/www.education-world.com\/a_curr\/curr054.shtml&amp;sa=D&amp;source=editors&amp;ust=1668986575356674&amp;usg=AOvVaw2_RhSIUMZ9k-Ah5R-msEVe\">Multiple intelligences: A theory for everyone.\u00a0<\/a><\/span><span class=\"c5\"> (n.d.). Retrieved from\u00a0<\/span><span class=\"c17 c10\"><a class=\"c3\" href=\"https:\/\/www.google.com\/url?q=http:\/\/www.svsd.net\/cms\/lib5\/PA01001234\/Centricity\/Domain\/725\/Multiple%2520Intelligences%2520Article%2520TWO%2520-&amp;sa=D&amp;source=editors&amp;ust=1668986575357007&amp;usg=AOvVaw1aT4Bh1kYKzJcGDTEbhLV9\">http:\/\/www.svsd.net\/cms\/lib5\/PA01001234\/Centricity\/Domain\/725\/Multiple%20Intelligences%20Article%20TWO%20-<\/a>\n<\/span><span class=\"c5\">%20Advanced%2013-14.pdf<\/span><\/p>\n<p class=\"c0\"><span class=\"c5\">Wilson, L. (1998). What's the big attraction? Why teachers are drawn to using multiple intelligence theory in their classrooms. Retrieved from\u00a0<\/span><span class=\"c10 c17\"><a class=\"c3\" href=\"https:\/\/www.google.com\/url?q=http:\/\/www.edtech1.com\/documents\/Multiple%2520Intelligences\/Why%2520teachers%2520are%2520drawn%2520to%2520using%2520&amp;sa=D&amp;source=editors&amp;ust=1668986575357469&amp;usg=AOvVaw0DPb4McsH4FUEw7V21-tR7\">http:\/\/www.edtech1.com\/documents\/Multiple%20Intelligences\/Why%20teachers%20are%20drawn%20to%20using%20 <\/a><\/span><span class=\"c5\">MI.pdf<\/span><\/p>\n<p class=\"c0\"><strong><span class=\"c2\">Peer-Reviewed Journal Articles<\/span><\/strong><\/p>\n<p class=\"c0\"><span class=\"c10\">Brualdi, A. (1998). Gardner's theory. <\/span><span class=\"c4\"><em>Teacher Librarian<\/em>, <\/span><span class=\"c10\">26(2), 26-28. Gardner, H. (1999). Multiple intelligences. <\/span><span class=\"c4\"><em>Atlantic Monthly<\/em>, 11,<\/span><span class=\"c5\">5-99.<\/span><\/p>\n<p class=\"c0\"><span class=\"c10\">Henshon, S. E. (2006). An evolving field: The evolution of creativity, giftedness, and multiple intelligences: An interview with Ellen winner and Howard Gardner. <\/span><span class=\"c4\"><em>Roeper Review<\/em>, 28(4), <\/span><span class=\"c5\">191-194.<\/span><\/p>\n<p class=\"c0\"><span class=\"c10\">Klein, P. (1997). Multiplying the problems of intelligence by eight: A critique of Gardner's theory. <\/span><span class=\"c4\"><em>Canadian Journal of Education<\/em>, 22<\/span><span class=\"c5\">(4), 377.<\/span><\/p>\n<p class=\"c0\"><span class=\"c10\">Takahashi, J. (2013). Multiple intelligence theory can help promote inclusive education for children with intellectual disabilities and developmental disorders: Historical reviews of intelligence theory, measurement methods, and suggestions for inclusive education. <\/span><span class=\"c4\"><em>Creative Education<\/em>, <\/span><span class=\"c5\">4(9), 605-610.<\/span><\/p>\n<p class=\"c0\"><span class=\"c10\">Vardin, P. A. (2003). Montessori and Gardner's theory of multiple intelligences. <\/span><span class=\"c4\"><em>Montessori Life<\/em>, 15(1),\u00a0 <\/span><span class=\"c10\">40. <\/span><\/p>\n<p class=\"c0\"><strong><span class=\"c2\">Books at Dalton State College<\/span><\/strong><\/p>\n<p class=\"c0\"><span class=\"c10\">Gardner, H. (1999). <\/span><span class=\"c4\"><em>Intelligence reframed: Multiple intelligences for the 21st century<\/em>. <\/span><span class=\"c5\">New York, NY: Basic Books.<\/span><\/p>\n<p class=\"c0\"><span class=\"c10\">Gardner, H. (2000). <\/span><span class=\"c4\"><em>The disciplined mind: Beyond facts and standardized tests, the K-12 education that every child deserves<\/em> <\/span><span class=\"c5\">(New ed.). New York, NY: Penguin Books.<\/span><\/p>\n<p class=\"c0\"><span class=\"c10\">Gardner, H. (2007). <\/span><span class=\"c4\"><em>Five minds for the future<\/em>. <\/span><span class=\"c5\">Boston, MA: Harvard Business School Press.<\/span><\/p>","rendered":"<p class=\"c0 c1\"><span class=\"c2\">At the end of this chapter, you will be able to:<\/span><span style=\"text-align: initial;font-size: 1em\">\u00a0<\/span><\/p>\n<ul class=\"c41 lst-kix_f7n5l1jfo70r-0 start\">\n<li class=\"c0 c20 li-bullet-0\"><span class=\"c2\">Identify key elements of theory of multiple intelligences<\/span><\/li>\n<li class=\"c0 c20 li-bullet-0\"><span class=\"c2\">Explain strategies utilized to implement theory of multiple intelligences<\/span><\/li>\n<li class=\"c0 c20 li-bullet-0\"><span class=\"c2\">Summarize the criticisms of and educational implications of the theory of multiple intelligences<\/span><\/li>\n<li class=\"c0 c20 li-bullet-0\"><span class=\"c2\">Explain how equity is impacted by the theory of multiple intelligences<\/span><\/li>\n<li class=\"c0 c20 li-bullet-0\"><span class=\"c2\">Identify classroom strategies to support the use of the theory of multiple intelligences<\/span><\/li>\n<li class=\"c0 c20 li-bullet-0\"><span class=\"c2\">Select strategies to support student success utilizing the theory of multiple intelligences<\/span><\/li>\n<li class=\"c0 c20 li-bullet-0\"><span class=\"c10 c13\">Develop a plan to implement the use of the theory of multiple intelligences<\/span><\/li>\n<\/ul>\n<h6 class=\"c0 c1\"><span class=\"c5\">\u00a0<\/span><span style=\"overflow: hidden;margin: 0.00px 0.00px;border: 0.00px solid #000000;width: 273.12px;height: 272.50px\"><img decoding=\"async\" style=\"width: 273.12px;height: 272.50px;margin-left: 0.00px;margin-top: 0.00px\" title=\"\" src=\"https:\/\/pressbooks.hccfl.edu\/wp-content\/uploads\/sites\/56\/2022\/11\/image9-1.png\" alt=\"\" \/> \u00a0<\/span><span class=\"c10 c13\">Image 9.1<\/span><span class=\"c31 c10 c13\"><br \/>\n<\/span><\/h6>\n<p class=\"c0 c1\"><em><strong><span class=\"c2\">Scenario:<\/span><\/strong><\/em><\/p>\n<p class=\"c0\"><em><span class=\"c6 c4\">Ms. Cunningham, a seventh grade American History teacher, is preparing a unit on the American Civil Rights Movement of the 1950&#8217;s and 1960&#8217;s. The teacher has created a succession of lessons to be completed over a two-week period to enhance her students&#8217; understanding of the events, organizations, and individuals that were crucial to the movement. When the unit is over, Ms. Cunningham wants her students to have a complete picture of the historical period. She designs a variety of activities that give the students the opportunity to explore historical and cultural aspects of the 1950&#8217;s and 1960&#8217;s, and to fully identify with those who were involved in the Movement. The culmination of this unit will be a final project in which students create a portfolio containing work on three mini-projects. Part of each class period will be reserved for work on personal exploration pertaining to their portfolio pieces. Ms. Cunningham has provided a list of possible activities and a rubric for each suggested activity in order to support and to guide the student&#8217;s work. She has also arranged her room so that &#8220;art&#8221; materials are in a central location. Mapping and graphing information is grouped together and there is a section with reading and research materials.<\/span><\/em><\/p>\n<p class=\"c0 c1\"><em><span class=\"c6 c4\">Ms. Cunningham&#8217;s students will have many options for creating something that can be included in their portfolios. Students will have the option to write letters to members of the community who were teenagers during the Civil Rights Movement asking them to share their memories and experiences about life during the time period. Students may work in teams to prepare speeches based on period issues for their fellow classmates. Students may consult with the school&#8217;s Media Specialist to find resources for the class, including popular music from the time period. They may also learn and share dances that were popular during the 1950&#8217;s and 1960&#8217;s. If they choose, students may include music in the plays they write and act out for their classmates. With the assistance of the Art instructor, students may opt to work together to create a mural that represents key figures of the Civil Rights Movement such as Rosa Parks and Martin Luther King Jr., with accompanying biographical information about each leader. Students may also create a map representing key events. Students may also work in groups to prepare short plays to enact for the class based on the readings and what they learn from the guest speakers. Afterwards, Ms. Cunningham will moderate discussion sessions about the plays. This journaling process will provide a synthesis of the materials with which they dealt. <\/span><\/em><\/p>\n<p class=\"c0 c1\"><span class=\"c6 c4\">As you explore Howard Gardner\u2019s Theory of Multiple Intelligences, consider how Ms. Cunningham\u2019s multifaceted lessons on the Civil Rights era allow students to explore their own varied intelligences, some they may not even yet realized. How important do you consider this to be, that educators provide opportunities for students to find their strengths and explore their own intelligence? How different would the world be if all teachers provided such opportunities?<\/span><\/p>\n<p class=\"c0 c1\"><span class=\"c5\">\u00a0<\/span><span class=\"c2\">Check out the following videos:<\/span><\/p>\n<h6 class=\"c0 c1\"><span class=\"c5\">Video 9.1<\/span><\/h6>\n<p><iframe loading=\"lazy\" id=\"oembed-1\" title=\"You Think You Are Smart? There Are 9 Types of Intelligence!\" width=\"500\" height=\"281\" src=\"https:\/\/www.youtube.com\/embed\/Au0z3EtUiBg?feature=oembed&#38;rel=0\" frameborder=\"0\" allowfullscreen=\"allowfullscreen\"><\/iframe><\/p>\n<p class=\"c0\"><span class=\"c14 c10\">\u00a0<\/span><\/p>\n<h6 class=\"c0 c1\"><span class=\"c14 c28 c10\">\u00a0<\/span><span class=\"c5\">Video 9.2<\/span><\/h6>\n<p><iframe loading=\"lazy\" id=\"oembed-2\" title=\"The Art of Delivering Information | Mike Johnston | TEDxLaSierraUniversity\" width=\"500\" height=\"281\" src=\"https:\/\/www.youtube.com\/embed\/tcVW4nqcWxE?feature=oembed&#38;rel=0\" frameborder=\"0\" allowfullscreen=\"allowfullscreen\"><\/iframe><\/p>\n<h6 class=\"c0 c34\"><span style=\"overflow: hidden;margin: 0.00px 0.00px;border: 0.00px solid #000000;width: 238.50px;height: 266.91px\"><img decoding=\"async\" style=\"width: 238.50px;height: 266.91px;margin-left: 0.00px;margin-top: 0.00px\" title=\"\" src=\"https:\/\/pressbooks.hccfl.edu\/wp-content\/uploads\/sites\/56\/2024\/01\/image7-4.png\" alt=\"\" \/> \u00a0<\/span><span class=\"c10\">Image 9.2: Howard Gardner<\/span><span class=\"c5 c32\">\u00a0<\/span><\/h6>\n<h2 class=\"c0 c34\"><span class=\"c2\">INTRODUCTION<\/span><\/h2>\n<p class=\"c0\"><span class=\"c10\">Howard Gardner (1943- ) grew up in Scranton, Pennsylvania, the son of immigrants who fled Germany prior to WWII. Education was valued in the Gardner home, and Howard attended Harvard, <\/span><span class=\"c10 c32 c51\">where he studied under Erik Erikson. After receiving a degree in social relations, Gardner spent one year at the London School of Economics. He then went on to obtain his PhD in developmental psychology at Harvard while working with psychologists Roger Brown and Jerome Bruner, and philosopher Nelson Goodman<\/span><span class=\"c5\">. Gardner currently serves as the John H. and Elisabeth A. Hobbs Professor of Cognition of Education at the Harvard Graduate School of Education. He also holds positions as Adjunct Professor of Psychology at Harvard University and Senior Director of Harvard Project Zero. Among numerous honors, Gardner received a MacArthur Prize Fellowship in 1981 and the University of Louisville&#8217;s Grawemeyer Award in Education in 2000. He has twice been selected by Foreign Policy and Prospect magazines as one of the 100 most influential public intellectuals in the world. In 2011, Gardner received the Prince of Asturias Award for Social Sciences. Gardner is best known in education for his theory of multiple intelligences, a critique of the notion that there exists but a single human intelligence that can be adequately assessed by standard psychometric instruments.<\/span><\/p>\n<h2 class=\"c0 c1\">Gardner&#8217;s Theory of Multiple Intelligences<\/h2>\n<p class=\"c0 c1\"><span class=\"c10\">Howard Gardner&#8217;s <strong>Theory of Multiple Intelligences<\/strong> utilizes aspects of cognitive and developmental psychology, anthropology, and sociology to explain the human intellect. Although Gardner had been working towards the concept of Multiple Intelligences for many years prior, the theory was not introduced until his book Gardner (1983) <\/span><span class=\"c4\">Frames of Mind <\/span><span class=\"c5\">was published. Gardner&#8217;s research consisted of brain research and interviews with stroke victims, prodigies, and individuals with autism. Based on his findings, Gardner established eight criteria for identifying the seven separate intelligences. The eight criteria used by Gardner to identify the intelligences are listed below:<\/span><\/p>\n<p class=\"c0 c1\"><span class=\"c5\">\u00a0<\/span><span class=\"c5\">\u2022 Isolation by brain damage\/neurological evidence;<\/span><\/p>\n<p class=\"c0\"><span class=\"c5\">\u2022 The existence of prodigies, idiot savants, and exceptional individuals;<\/span><\/p>\n<p class=\"c0\"><span class=\"c5\">\u2022 Distinguishable set of core operations;<\/span><\/p>\n<p class=\"c0\"><span class=\"c5\">\u2022 Developmental stages with an expert end state;<\/span><\/p>\n<p class=\"c0\"><span class=\"c5\">\u2022 Evolutionary history and plausibility;<\/span><\/p>\n<p class=\"c0\"><span class=\"c5\">\u2022 Susceptibility to encoding in a symbol system;<\/span><\/p>\n<p class=\"c0\"><span class=\"c5\">\u2022 Support from experimental psychological tasks; and<\/span><\/p>\n<p class=\"c0\"><span class=\"c5\">\u2022 Support from psychometric research<\/span><\/p>\n<p class=\"c0 c1\"><span class=\"c10\">Originally, the theory accounted for seven separate intelligences. Subsequently, with the publishing of Gardner&#8217;s (1999) book <\/span><span class=\"c4\"><em>Intelligence Reframed<\/em>, <\/span><span class=\"c5\">two more intelligences were added to the list. <\/span><\/p>\n<p class=\"c0\"><span class=\"c5\">The nine intelligences are:<\/span><\/p>\n<ul class=\"c41 lst-kix_krbfl1rqysnc-0 start\">\n<li class=\"c0 c20 li-bullet-0\"><span class=\"c5\">Verbal\/Linguistic<\/span><\/li>\n<li class=\"c0 c20 li-bullet-0\"><span class=\"c5\">Logical\/Mathematical<\/span><\/li>\n<li class=\"c0 c20 li-bullet-0\"><span class=\"c5\">Visual\/Spatial<\/span><\/li>\n<li class=\"c0 c20 li-bullet-0\"><span class=\"c5\">Bodily-Kinesthetic<\/span><\/li>\n<li class=\"c0 c20 li-bullet-0\"><span class=\"c5\">Musical<\/span><\/li>\n<li class=\"c0 c20 li-bullet-0\"><span class=\"c5\">Interpersonal<\/span><\/li>\n<li class=\"c0 c20 li-bullet-0\"><span class=\"c5\">Intrapersonal<\/span><\/li>\n<li class=\"c0 c20 li-bullet-0\"><span class=\"c5\">Naturalistic<\/span><\/li>\n<li class=\"c0 c20 li-bullet-0\"><span class=\"c5\">Existential<\/span><\/li>\n<\/ul>\n<p class=\"c0 c1 c38\"><span class=\"c5\">Gardner&#8217;s theory challenges traditional, narrower views of intelligence. Previously accepted ideas of human intellectual capacity contend that an individual&#8217;s intelligence is a fixed entity throughout his lifetime and that intelligence can be measured through an individual&#8217;s logical and language abilities. According to Gardner&#8217;s theory, an intelligence encompasses the ability to create and solve problems, create products or provide services that are valued within a culture or society. <\/span><\/p>\n<p class=\"c0 c1 c38\"><span class=\"c5\">Listed below are key points of Gardner&#8217;s theory:<\/span><\/p>\n<p class=\"c0 c1\"><span class=\"c5\">\u00a0<\/span><span class=\"c5\">\u2022 All human beings possess all nine intelligences in varying degrees.<\/span><\/p>\n<p class=\"c0\"><span class=\"c10\">\u2022 Each individual has a different intelligence profile.<\/span><\/p>\n<p class=\"c0\"><span class=\"c5\">\u2022 Education can be improved by assessment of students&#8217; intelligence profiles and designing activities accordingly.<\/span><\/p>\n<p class=\"c0\"><span class=\"c5\">\u2022 Each intelligence occupies a different area of the brain.<\/span><\/p>\n<p class=\"c0\"><span class=\"c5\">\u2022 The nine intelligences may operate in consort or independently from one another.<\/span><\/p>\n<p class=\"c0\"><span class=\"c5\">\u2022 These nine intelligences may define the human species.<\/span><\/p>\n<h6 class=\"c0\"><span style=\"overflow: hidden;margin: 0.00px 0.00px;border: 0.00px solid #000000;width: 320.50px;height: 239.72px\"><img decoding=\"async\" style=\"width: 320.50px;height: 239.72px;margin-left: 0.00px;margin-top: 0.00px\" title=\"\" src=\"https:\/\/pressbooks.hccfl.edu\/wp-content\/uploads\/sites\/56\/2024\/01\/image11.png\" alt=\"\" \/> \u00a0<\/span><span class=\"c10\">Image 9.3<\/span><\/h6>\n<h2 class=\"c0\"><span class=\"c2\">The Nine Multiple Intelligences<\/span><\/h2>\n<p class=\"c0\"><strong><span class=\"c4 c13\">Verbal\/Linguistic<\/span><\/strong><br \/>\n<span class=\"c5\">Verbal\/Linguistic intelligence refers to an individual&#8217;s ability to understand and manipulate words and languages. Everyone is thought to possess this intelligence at some level. This includes reading, writing,speaking,and signing. Teachers can enhance their students&#8217; verbal\/linguistic intelligence by having them keep journals, play word games, and by encouraging discussion. People with strong rhetorical and oratory skills such as poets, authors, and attorneys exhibit strong linguistic intelligence. Some examples are T.S. Elliot, Maya Angelou, and Martin Luther King Jr. Traditionally, linguistic intelligence and logical\/mathematical intelligence have been highly valued in education and learning environments.<\/span><\/p>\n<p class=\"c0 c1\"><strong><span class=\"c4 c13\">Logical\/Mathematical<\/span><\/strong><br \/>\n<span class=\"c5\">Logical\/Mathematical intelligence refers to an individual&#8217;s ability to do things with data: collect, and organize, analyze and interpret, conclude and predict. Individuals strong in this intelligence see patterns and relationships. These individuals are oriented toward thinking: inductive and deductive logic, numeration, and abstract patterns. They would be a contemplative problem solver-one who likes to play strategy games and to solve mathematical problems. Being strong in this intelligence often implies great scientific ability. This is the kind of intelligence studied and documented by Piaget. Teachers can strengthen this intelligence by encouraging the use of computer programming languages, critical-thinking activities, linear outlining, Piagetian cognitive stretching exercises, science-fiction scenarios, logic puzzles, and through the use of logical\/sequential presentation of subject matter. Some real life examples of people who are gifted with this intelligence are Albert Einstein, Katherine Johnson, Marie Curie.<\/span><\/p>\n<p class=\"c0\"><strong><span class=\"c4 c13\">Visual\/Spatial<\/span><\/strong><br \/>\n<span class=\"c5\">Visual\/Spatial intelligence refers to the ability to form and manipulate a mental model. Individuals with strength in this area depend on visual thinking and are very imaginative. People with this kind of intelligence tend to learn most readily from visual presentations such as movies, pictures, videos, and demonstrations using models and props. They like to draw, paint, or sculpt their ideas and often express their feelings and moods through art. These individuals often daydream, imagine and pretend. They are good at reading diagrams and maps and enjoy solving mazes and jigsaw puzzles. Teachers can foster this intelligence by utilizing charts, graphs, diagrams, graphic organizers, videotapes, color, art activities, doodling, microscopes and computer graphics software. It could be characterized as right-brain activity. Pablo Picasso,Georgia O&#8217;Keefe, Jean-Michel Basquiat, and Frida Khalo are some examples of people gifted with this intelligence.<\/span><\/p>\n<p class=\"c0\"><strong><span class=\"c4 c13\">Bodily\/Kinesthetic<\/span><\/strong><br \/>\n<span class=\"c5\">Bodily\/Kinesthetic intelligence refers to people who process information through the sensations they feel in their bodies. These people like to move around, touch the people they are talking to and act things out. They are good at small and large muscle skills; they enjoy all types of sports and physical activities. They often express themselves through dance. Teachers may encourage growth in this area of intelligence through the use of touching, feeling, movement, improvisation, &#8220;hands-on&#8221; activities, permission to squirm and wiggle, facial expressions and physical relaxation exercises. Some examples of people who are gifted with this intelligence are Serena Williams, LeBron James, and Nathan Chen.<\/span><\/p>\n<p class=\"c0\"><strong><span class=\"c4 c13\">Musical<\/span><\/strong><br \/>\n<span class=\"c5\">Musical intelligence refers to the ability to understand, create, and interpret musical pitches, timbre, rhythm, and tones and the capability to compose music. Teachers can integrate activities into their lessons that encourage students&#8217; musical intelligence by playing music for the class and assigning tasks that involve students creating lyrics about the material being taught. Composers and instrumentalists are individuals with strength in this area. Mozart, Louis Armstrong, Taylor Swift, Jay-Z are examples. <\/span><\/p>\n<p class=\"c0 c1\"><strong><span class=\"c4 c13\">Interpersonal<\/span><\/strong><br \/>\n<span class=\"c10\">Although Gardner classifies interpersonal and intrapersonal intelligences separately, there is a lot of interplay between the two and they are often grouped together. Interpersonal intelligence is the ability to interpret and respond to the moods, emotions, motivations, and actions of others. Interpersonal intelligence also requires good communication and interaction skills, and the ability to show empathy towards the feelings of other individuals. Teachers can encourage the growth of interpersonal intelligence by designing lessons that include group work and by planning cooperative learning activities. Counselors and social workers are professions that require strength in this area. Some examples of people with this intelligence include Gandhi, Barack Obama, Angela Merkel.<\/span><\/p>\n<p class=\"c0 c1\"><strong><span class=\"c4 c13\">Intrapersonal<\/span><\/strong><br \/>\n<span class=\"c5\">Intrapersonal intelligence, simply put, is the ability to know oneself. It is an internalized version of Interpersonal Intelligence. To exhibit strength in Intrapersonal Intelligence, an individual must be able to understand their own emotions, motivations, and be aware of their own strengths and weaknesses. Teachers can assign reflective activities, such as journaling to awaken students&#8217; intrapersonal intelligence. It&#8217;s important to note that this intelligence involves the use of all others. An individual should tap into their other intelligences to completely express their intrapersonal intelligence. Those who are often associated with this intelligence are Sigmund Freud, Plato, or Virginia Woolf.<\/span><\/p>\n<h6 class=\"c0\"><span class=\"c10\">Figure 9.1: <\/span><span class=\"c2\">Summary of the Eight Accepted Multiple Intelligences<\/span><\/h6>\n<table class=\"grid\">\n<tbody>\n<tr class=\"c27\">\n<td class=\"c23\" colspan=\"1\" rowspan=\"1\">\n<p class=\"c0\"><strong><span class=\"c5\">Intelligence<\/span><\/strong><\/p>\n<\/td>\n<td class=\"c43\" colspan=\"1\" rowspan=\"1\">\n<p class=\"c0\"><strong><span class=\"c5\">Strengths<\/span><\/strong><\/p>\n<\/td>\n<td class=\"c61\" colspan=\"1\" rowspan=\"1\">\n<p class=\"c0\"><strong><span class=\"c5\">Preferences<\/span><\/strong><\/p>\n<\/td>\n<td class=\"c60\" colspan=\"1\" rowspan=\"1\">\n<p class=\"c0\"><strong><span class=\"c5\">Learns Best Through<\/span><\/strong><\/p>\n<\/td>\n<td class=\"c59\" colspan=\"1\" rowspan=\"1\">\n<p class=\"c0\"><strong><span class=\"c5\">Needs<\/span><\/strong><\/p>\n<\/td>\n<\/tr>\n<tr class=\"c8\">\n<td class=\"c15\" colspan=\"1\" rowspan=\"1\">\n<p class=\"c0\"><strong><span class=\"c5\">Verbal \/ Linguistic<\/span><\/strong><\/p>\n<\/td>\n<td class=\"c12\" colspan=\"1\" rowspan=\"1\">\n<p class=\"c0\"><span class=\"c5\">Writing, reading, memorizing dates, thinking in words, telling stories<\/span><\/p>\n<\/td>\n<td class=\"c18\" colspan=\"1\" rowspan=\"1\">\n<p class=\"c0\"><span class=\"c5\">Write, read, tell stories, talk, memorize, work at solving puzzles<\/span><\/p>\n<\/td>\n<td class=\"c25\" colspan=\"1\" rowspan=\"1\">\n<p class=\"c0\"><span class=\"c5\">Hearing and seeing words, speaking, reading, writing, discussing and debating<\/span><\/p>\n<\/td>\n<td class=\"c39\" colspan=\"1\" rowspan=\"1\">\n<p class=\"c0\"><span class=\"c5\">Books, tapes, paper diaries, writing tools, dialogue, discussion, debated, stories, etc.<\/span><\/p>\n<\/td>\n<\/tr>\n<tr class=\"c42\">\n<td class=\"c15\" colspan=\"1\" rowspan=\"1\">\n<p class=\"c0\"><strong><span class=\"c5\">Mathematical\/ Logical<\/span><\/strong><\/p>\n<\/td>\n<td class=\"c26\" colspan=\"1\" rowspan=\"1\">\n<p class=\"c0\"><span class=\"c5\">Math, logic, problem-solving, reasoning, patterns<\/span><\/p>\n<\/td>\n<td class=\"c49\" colspan=\"1\" rowspan=\"1\">\n<p class=\"c0\"><span class=\"c5\">Question, work with numbers, experiment, solve problems<\/span><\/p>\n<\/td>\n<td class=\"c19\" colspan=\"1\" rowspan=\"1\">\n<p class=\"c0\"><span class=\"c5\">Working with relationships and patterns, classifying, categorizing, working with the abstract<\/span><\/p>\n<\/td>\n<td class=\"c22\" colspan=\"1\" rowspan=\"1\">\n<p class=\"c0\"><span class=\"c5\">Things to think about and explore, science materials, manipulative, trips to the planetarium and science museum, etc.<\/span><\/p>\n<\/td>\n<\/tr>\n<tr class=\"c52\">\n<td class=\"c15\" colspan=\"1\" rowspan=\"1\">\n<p class=\"c0\"><strong><span class=\"c5\">Visual\/Spatial<\/span><\/strong><\/p>\n<\/td>\n<td class=\"c26\" colspan=\"1\" rowspan=\"1\">\n<p class=\"c0\"><span class=\"c5\">Maps, reading charts, drawing, mazes, puzzles, imagining things, visualization<\/span><\/p>\n<\/td>\n<td class=\"c49\" colspan=\"1\" rowspan=\"1\">\n<p class=\"c0\"><span class=\"c5\">Draw, build, design, create, daydream, look at pictures<\/span><\/p>\n<\/td>\n<td class=\"c19\" colspan=\"1\" rowspan=\"1\">\n<p class=\"c0\"><span class=\"c5\">Working with pictures and colors, visualizing, using the mind&#8217;s eye, drawing<\/span><\/p>\n<\/td>\n<td class=\"c22\" colspan=\"1\" rowspan=\"1\">\n<p class=\"c0\"><span class=\"c5\">LEGOs, video, movies, slides, art, imagination games, mazes, puzzles, illustrated book, trips to art museums, etc.<\/span><\/p>\n<\/td>\n<\/tr>\n<tr class=\"c42\">\n<td class=\"c15\" colspan=\"1\" rowspan=\"1\">\n<p class=\"c0\"><strong><span class=\"c5\">Bodily \/ Kinesthetic<\/span><\/strong><\/p>\n<\/td>\n<td class=\"c26\" colspan=\"1\" rowspan=\"1\">\n<p class=\"c0\"><span class=\"c5\">Athletics, dancing, crafts, using tools, acting<\/span><\/p>\n<\/td>\n<td class=\"c49\" colspan=\"1\" rowspan=\"1\">\n<p class=\"c0\"><span class=\"c5\">Move around, touch and talk, body language<\/span><\/p>\n<\/td>\n<td class=\"c19\" colspan=\"1\" rowspan=\"1\">\n<p class=\"c0\"><span class=\"c5\">Touching, moving, knowledge through bodily sensations, processing<\/span><\/p>\n<\/td>\n<td class=\"c22\" colspan=\"1\" rowspan=\"1\">\n<p class=\"c0\"><span class=\"c5\">Role-play, drama, things to build, movement, sports and physical games, tactile experiences, hands-on learning, etc.<\/span><\/p>\n<\/td>\n<\/tr>\n<tr class=\"c8\">\n<td class=\"c15\" colspan=\"1\" rowspan=\"1\">\n<p class=\"c0\"><strong><span class=\"c5\">Musical<\/span><\/strong><\/p>\n<\/td>\n<td class=\"c26\" colspan=\"1\" rowspan=\"1\">\n<p class=\"c0\"><span class=\"c5\">Picking up sounds, remembering melodies, rhythms, singing<\/span><\/p>\n<\/td>\n<td class=\"c49\" colspan=\"1\" rowspan=\"1\">\n<p class=\"c0\"><span class=\"c5\">Sing, play an instrument, listen to music, hum<\/span><\/p>\n<\/td>\n<td class=\"c19\" colspan=\"1\" rowspan=\"1\">\n<p class=\"c0\"><span class=\"c5\">Rhythm, singing, melody, listening to music and melodies<\/span><\/p>\n<\/td>\n<td class=\"c22\" colspan=\"1\" rowspan=\"1\">\n<p class=\"c0\"><span class=\"c5\">Sing-along time, trips to concerts, music playing at home and school, musical instruments, etc.<\/span><\/p>\n<\/td>\n<\/tr>\n<tr class=\"c47\">\n<td class=\"c15\" colspan=\"1\" rowspan=\"1\">\n<p class=\"c0\"><strong><span class=\"c5\">Interpersonal<\/span><\/strong><\/p>\n<\/td>\n<td class=\"c26\" colspan=\"1\" rowspan=\"1\">\n<p class=\"c0\"><span class=\"c5\">Leading, organizing, understanding people, communicating, resolving conflicts, selling<\/span><\/p>\n<\/td>\n<td class=\"c49\" colspan=\"1\" rowspan=\"1\">\n<p class=\"c0\"><span class=\"c5\">Talk to people, have friends, join groups<\/span><\/p>\n<\/td>\n<td class=\"c19\" colspan=\"1\" rowspan=\"1\">\n<p class=\"c0\"><span class=\"c5\">Comparing, relating, sharing, interviewing, cooperating<\/span><\/p>\n<\/td>\n<td class=\"c22\" colspan=\"1\" rowspan=\"1\">\n<p class=\"c0\"><span class=\"c5\">Friends, group games, social gatherings, community events, clubs, mentors\/ apprenticeships, etc.<\/span><\/p>\n<\/td>\n<\/tr>\n<tr class=\"c50\">\n<td class=\"c15\" colspan=\"1\" rowspan=\"1\">\n<p class=\"c0\"><strong><span class=\"c5\">Intrapersonal<\/span><\/strong><\/p>\n<\/td>\n<td class=\"c12\" colspan=\"1\" rowspan=\"1\">\n<p class=\"c0\"><span class=\"c5\">Recognizing strengths and weaknesses, setting goals, understanding self<\/span><\/p>\n<\/td>\n<td class=\"c18\" colspan=\"1\" rowspan=\"1\">\n<p class=\"c0\"><span class=\"c5\">Work alone, reflect pursue interests<\/span><\/p>\n<\/td>\n<td class=\"c25\" colspan=\"1\" rowspan=\"1\">\n<p class=\"c0\"><span class=\"c5\">Working alone, having space, reflecting, doing self-paced projects<\/span><\/p>\n<\/td>\n<td class=\"c39\" colspan=\"1\" rowspan=\"1\">\n<p class=\"c0\"><span class=\"c5\">Secret places, time alone, self-paced projects, choices, etc.<\/span><\/p>\n<\/td>\n<\/tr>\n<tr class=\"c7\">\n<td class=\"c15\" colspan=\"1\" rowspan=\"1\">\n<p class=\"c0\"><strong><span class=\"c5\">Naturalistic<\/span><\/strong><\/p>\n<\/td>\n<td class=\"c26\" colspan=\"1\" rowspan=\"1\">\n<p class=\"c0\"><span class=\"c5\">Understanding nature, making distinctions, identifying flora and fauna<\/span><\/p>\n<\/td>\n<td class=\"c49\" colspan=\"1\" rowspan=\"1\">\n<p class=\"c0\"><span class=\"c5\">Be involved with nature, make distinctions<\/span><\/p>\n<\/td>\n<td class=\"c19\" colspan=\"1\" rowspan=\"1\">\n<p class=\"c0\"><span class=\"c5\">Working in nature, exploring living things, learning about plants and natural events<\/span><\/p>\n<\/td>\n<td class=\"c22\" colspan=\"1\" rowspan=\"1\">\n<p class=\"c0\"><span class=\"c5\">Order, same\/different, connections to real life and science issues, patterns<\/span><\/p>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<p class=\"c0\"><strong><span class=\"c4 c13\">Naturalistic<\/span><\/strong><br \/>\n<span class=\"c5\">Naturalistic intelligence is seen in someone who recognizes and classifies plants, animals, and minerals including a mastery of taxonomies. They are holistic thinkers who recognize specimens and value the unusual. They are aware of species such as the flora and fauna around them. They notice natural and artificial taxonomies such as dinosaurs to algae and cars to clothes. Teachers can best foster this intelligence by using relationships among systems of species, and classification activities. Encourage the study of relationships such as patterns and order, and compare-and-contrast sets of groups or look at connections to real life and science issues. Charles Darwin, Rachel Carson, and John Muir are examples of people gifted in this way.<\/span><\/p>\n<p class=\"c0\"><strong><span class=\"c4 c13\">Existential Intelligence<\/span><\/strong><br \/>\n<span class=\"c5\">There is a ninth intelligence that has yet to experience full acceptance by educators in the classroom. That is existential intelligence, which encompasses the ability to pose and ponder questions regarding the existence-including life and death. This would be in the domain of philosophers and religious leaders.<\/span><\/p>\n<h2 class=\"c0\"><span class=\"c2\">Educational Implications<\/span><\/h2>\n<p class=\"c0\"><span class=\"c5\">Although the theory was not originally designed for use in a classroom application, it has been widely embraced by educators and enjoyed numerous adaptations in a variety of educational settings. Teachers have always known that students had different strengths and weaknesses in the classroom. Gardner&#8217;s research was able to articulate that and provide direction as to how to improve a student&#8217;s ability in any given intelligence. Teachers were encouraged to begin to think of lesson planning in terms of meeting the needs of a variety of the intelligences. From this new thinking, schools such the Ross School in New York, an independent educational institution, and the Key Learning Community, a public magnet school in Indianapolis emerged to try teaching using a Multiple Intelligences curriculum. The focus of this part of the chapter will be on lesson design using the theory of Multiple Intelligences, and providing various resources that educators may use to implement the theory into their classroom activities.<\/span><\/p>\n<h6 class=\"c0\"><span style=\"overflow: hidden;margin: 0.00px 0.00px;border: 0.00px solid #000000;width: 446.50px;height: 168.87px\"><img decoding=\"async\" style=\"width: 446.50px;height: 168.87px;margin-left: 0.00px;margin-top: 0.00px\" title=\"\" src=\"https:\/\/pressbooks.hccfl.edu\/wp-content\/uploads\/sites\/56\/2024\/01\/image2-7.png\" alt=\"\" \/> \u00a0<\/span><span class=\"c4 c13\">Image 9.4<\/span><\/h6>\n<h2 class=\"c0\"><span class=\"c16 c4 c13\">Multiple Intelligences in the Classroom<\/span><\/h2>\n<p class=\"c0\"><span class=\"c5\">There are many ways to incorporate Multiple Intelligences theory into the curriculum, and there is no set method by which to incorporate the theory. Some teachers set up learning centers with resources and materials that involve the different intelligences. For example, in the above scenario, Ms. Cunningham creates an area with art supplies in her classroom. Other instructors design simulations that immerse students into real life situations. Careful planning during the lesson design process will help to ensure quality instruction and valuable student experiences in the classroom.<\/span><\/p>\n<p class=\"c0 c1\"><span class=\"c5\">\u00a0<\/span><span class=\"c5\">Other instructional models, such as project-based and collaborative learning may be easily integrated into lessons with Multiple Intelligences. Collaborative learning allows students to explore their interpersonal intelligence, while project-based learning may help structure activities designed to cultivate the nine intelligences. For instance, Ms. Cunningham uses aspects of project-based learning in her classroom by allowing students to plan, create, and process (through reflection) information throughout the Civil Rights unit, while also integrating activities that teach to the intelligences. This particular instructional model allows students to work together to explore a topic and to create something as the end product. This works well with Multiple Intelligences theory, which places value on the ability to create products. By collaborating with the Media Specialist to give students the opportunity to choose from a variety of resources to complete their assignments, Ms. Cunningham uses aspects of resource-based learning, an instructional model that places the ultimate responsibility of choosing resources on the student. It is important for teachers to carefully select activities that not only teach to the intelligences, but also realistically mesh with the subject matter of the lesson or unit. Multiple Intelligences theory should enhance, not detract from what is being taught.<\/span><\/p>\n<p class=\"c0 c1\"><span class=\"c10\">Disney&#8217;s website entitled <a href=\"http:\/\/www.thirteen.org\/edonline\/concept2class\/mi\/index.html\">Tapping into Multiple Intelligences<\/a> \u00a0<\/span><span class=\"c5\">suggests two approaches for implementing Multiple Intelligences theory in the classroom. One is a teacher-centered approach, in which the instructor incorporates materials, resources, and activities into the lesson that teach to the different intelligences. The other is a student-centered approach in which students actually create a variety of different materials that demonstrate their understanding of the subject matter. The student-centered approach allows students to actively use their varied forms of intelligence. In a teacher-centered lesson, the number of intelligences explored should be limited to two or three. To teach less than two is nearly impossible since the use of speech will always require the use of one&#8217;s verbal\/linguistic intelligence. In a student-centered lesson, the instructor may incorporate aspects of project-based learning, collaborative learning, or other inquiry-based models. In such a case, activities involving all nine intelligences may be presented as options for the class, but each student participates in only one or two of the tasks.<\/span><\/p>\n<p class=\"c0\"><span class=\"c10\">Ms. Cunningham incorporates both student-centered and teacher-centered activities into her unit on the Civil Rights Movement. The teacher-led lecture is a standard example of a teacher-centered activity. The lecture teaches to students&#8217; <\/span><span class=\"c5\">verbal\/linguistic intelligence. The viewing of the videotape is another example of a teacher-centered activity. This activity incorporates visual\/spatial intelligence into how the unit is learned. It is important to note that many activities, although designed to target a particular intelligence, may also utilize other intelligences as well. For example, in Ms. Cunningham&#8217;s classroom the students may work together on creating a mural of Civil Rights leaders. This is a student-centered activity that directly involves visual\/spatial intelligence, but also gives students a chance to exercise their Interpersonal intelligence. The journal assignment, also a student-centered activity, is designed to enhance students&#8217; Intrapersonal intelligence by prompting them to reflect on their feelings and experiences in relation to the Civil Rights Movement.<\/span><\/p>\n<p class=\"c0 c1\"><span class=\"c5\">This activity also taps into verbal\/linguistic intelligence. The timeline and map assignments are student-centered activities that are designed to enhance students&#8217; logical\/mathematical intelligence, but they also delve into Visual\/Spatial intelligence. Students must collect and organize information for both the timeline and the map therefore using their logical\/mathematical intelligence. In creating these items, students must think visually as well. By incorporating dance into one lesson, Ms. Cunningham is able to promote awareness of her students&#8217; bodily-kinesthetic intelligence. By showing videos of popular dances from the time period, or inviting an expert from the community to talk about the social aspects of dance, Ms. Cunningham might incorporate a teacher-centered activity. Having students learn and perform dances is a student-centered way of teaching through bodily-kinesthetic intelligence. The short plays that students prepare involve bodily-kinesthetic intelligence, as well as interpersonal and verbal\/linguistic intelligences. Class discussions provide an opportunity for students to exercise both areas of their personal intelligences, as well as to reinforce the subject matter.<\/span><\/p>\n<p class=\"c0\"><strong><span class=\"c16 c4 c13\">Planning and Implementing Student-Centered Lessons<\/span><\/strong><\/p>\n<p class=\"c0\"><span class=\"c5\">This type of lesson revolves around student created materials. The types of activities and assignments that support student-centered lessons can be easily designed in concert with many of the inquiry-based models. One of the most important aspects of student-centered lessons is allowing students to make choices (Figure 9.2). Teachers should encourage students to exercise their weaker intelligences, but allow them to explore their stronger areas as well. In Ms. Cunningham&#8217;s class, the student named James is very strong in visual\/spatial intelligence and always leans towards this type of project. The teacher encourages James to participate in other activities, but when it is obvious that his interest lies in working on the mural, Ms. Cunningham allows him to work on the project.<\/span><\/p>\n<p class=\"c0 c1\"><span class=\"c5\">\u00a0<\/span><span class=\"c5\">Listed below are steps to implement a student-centered lesson or unit:<\/span><\/p>\n<p class=\"c0 c1\"><span class=\"c5\">\u00a0<\/span><span class=\"c5\">\u2022 Carefully identify instructional goals, objectives, and instructional outcomes.<\/span><\/p>\n<p class=\"c0\"><span class=\"c5\">\u2022 Consider activities that you can integrate into the lesson or unit that teach to the different intelligences. Teachers need not incorporate all nine intelligences into one lesson.<\/span><\/p>\n<p class=\"c0\"><span class=\"c5\">\u2022 When gathering resources and materials, consider those which will allow students to explore their multiple intelligences.<\/span><\/p>\n<p class=\"c0\"><span class=\"c5\">\u2022 Specify a timeframe for the lesson or unit.<\/span><\/p>\n<p class=\"c0\"><span class=\"c5\">\u2022 Allow for a considerable amount of student choice when designing activities and tasks for the intelligences.<\/span><\/p>\n<p class=\"c0\"><span class=\"c5\">\u2022 Design activities that are student-centered, using inquiry-based models of instruction.<\/span><\/p>\n<p class=\"c0\"><span class=\"c5\">\u2022 Provide a rubric for student activities. You might consider having students help create rubrics.<\/span><\/p>\n<p class=\"c0\"><span class=\"c5\">\u2022 Incorporate assessment into the learning process.<\/span><\/p>\n<p class=\"c0 c1\"><span class=\"c5\">\u00a0<\/span><span class=\"c5\">In an effort to maximize students&#8217; interest in both the subject matter and their own learning proclivities, teachers may wish to teach their students a little bit about Multiple Intelligences. Teachers can brief the class about each type of intelligence and then follow up with a self-assessment for each student. In this way, students will be able to capitalize on their strengths and work on their weaker areas. Disney&#8217;s Tapping Into Multiple Intelligences website includes a self-assessment.<\/span><\/p>\n<p class=\"c0 c1\"><strong><span class=\"c16 c4 c13\">Planning and Implementing a Teacher-Centered Lesson<\/span><\/strong><\/p>\n<p class=\"c0\"><span class=\"c5\">Structured, teacher-centered activities provide an opportunity for teachers to introduce material and establish prior knowledge and student conceptions. Teachers may lecture students, show informational videos and posters, perform drills, pose problem-solving exercises, arrange museum visits, and plan outings to concerts. There are all examples of teacher-centered activities. All of these activities integrate the Multiple Intelligences into the subject matter being taught. Teacher-centered lessons should be limited to a few activities that provide a foundation for students to later complete more exploratory tasks in which they can demonstrate understanding of the material. A teacher may choose to start an instructional unit or lesson with teacher-centered activities and then follow up with subsequent student-centered lessons (Figure 9.2).<\/span><\/p>\n<h6 class=\"c0\"><span class=\"c5\">Figure 9.2 Teacher-Centered and Student-Centered Classroom Activities<\/span><span class=\"c5\">\u00a0<\/span><\/h6>\n<table class=\"grid\">\n<tbody>\n<tr class=\"c29\">\n<td class=\"c36\" colspan=\"1\" rowspan=\"1\">\n<p class=\"c0\"><strong><span class=\"c5\">Intelligence<\/span><\/strong><\/p>\n<\/td>\n<td class=\"c9\" colspan=\"1\" rowspan=\"1\">\n<p class=\"c0\"><strong><span class=\"c5\">Teacher-Centered<\/span><\/strong><\/p>\n<\/td>\n<td class=\"c11\" colspan=\"1\" rowspan=\"1\">\n<p class=\"c0\"><strong><span class=\"c5\">Student-Centered<\/span><\/strong><\/p>\n<\/td>\n<\/tr>\n<tr class=\"c57\">\n<td class=\"c46\" colspan=\"1\" rowspan=\"1\">\n<p class=\"c0\"><span style=\"overflow: hidden;margin: 0.00px 0.00px;border: 0.00px solid #000000;width: 133.73px;height: 77.13px\"><br \/>\n<img decoding=\"async\" style=\"width: 133.73px;height: 77.13px;margin-left: 0.00px;margin-top: 0.00px\" title=\"\" src=\"https:\/\/pressbooks.hccfl.edu\/wp-content\/uploads\/sites\/56\/2024\/01\/image4-4.png\" alt=\"A boy and a girl talking to each other. They represent verbal\/linguistic intelligence.\" \/><br \/>\n<\/span><\/p>\n<\/td>\n<td class=\"c9\" colspan=\"1\" rowspan=\"1\">\n<p class=\"c0\"><span class=\"c5\">\u2022 Present content verbally<\/span><\/p>\n<p class=\"c0\"><span class=\"c5\">\u2022 Ask questions aloud and look for student feedback<\/span><\/p>\n<p class=\"c0\"><span class=\"c5\">\u2022 Interviews<\/span><\/p>\n<\/td>\n<td class=\"c11\" colspan=\"1\" rowspan=\"1\">\n<p class=\"c0\"><span class=\"c5\">\u2022 Student presents material<\/span><\/p>\n<p class=\"c0\"><span class=\"c5\">\u2022 Students read content and prepare a presentation for his\/her classmates<\/span><\/p>\n<p class=\"c0\"><span class=\"c5\">\u2022 Students debate over an issue<\/span><\/p>\n<\/td>\n<\/tr>\n<tr class=\"c40\">\n<td class=\"c36\" colspan=\"1\" rowspan=\"1\">\n<p class=\"c0\"><span style=\"overflow: hidden;margin: 0.00px 0.00px;border: 0.00px solid #000000;width: 133.73px;height: 106.27px\"><br \/>\n<img decoding=\"async\" style=\"width: 133.73px;height: 106.27px;margin-left: 0.00px;margin-top: 0.00px\" title=\"\" src=\"https:\/\/pressbooks.hccfl.edu\/wp-content\/uploads\/sites\/56\/2024\/01\/image1-9.png\" alt=\"A colorful dodecahedron. It represents logical\/mathematical intelligence.\" \/><br \/>\n<\/span><\/p>\n<\/td>\n<td class=\"c9\" colspan=\"1\" rowspan=\"1\">\n<p class=\"c0\"><span class=\"c5\">\u2022 Provide brain teasers or challenging questions to begin lessons.<\/span><\/p>\n<p class=\"c0\"><span class=\"c5\">\u2022 Make logical connections between the subject matter and authentic situations to answer the question &#8220;why?&#8221;<\/span><\/p>\n<\/td>\n<td class=\"c11\" colspan=\"1\" rowspan=\"1\">\n<p class=\"c0\"><span class=\"c5\">\u2022 Students categorize information in logical sequences for organization<\/span><\/p>\n<p class=\"c0\"><span class=\"c5\">\u2022 Students create graphs or charts to explain written info<\/span><\/p>\n<p class=\"c0\"><span class=\"c5\">\u2022 Students participate in webquests associated with the content<\/span><\/p>\n<\/td>\n<\/tr>\n<tr class=\"c30\">\n<td class=\"c46\" colspan=\"1\" rowspan=\"1\">\n<p class=\"c0\"><span style=\"overflow: hidden;margin: 0.00px 0.00px;border: 0.00px solid #000000;width: 133.73px;height: 114.87px\"><br \/>\n<img decoding=\"async\" style=\"width: 133.73px;height: 114.87px;margin-left: 0.00px;margin-top: 0.00px\" title=\"\" src=\"https:\/\/pressbooks.hccfl.edu\/wp-content\/uploads\/sites\/56\/2024\/01\/image3-8.png\" alt=\"A drawing of a dancing person. It represents bodily\/kinesthetic intelligence.\" \/><br \/>\n<\/span><\/p>\n<\/td>\n<td class=\"c9\" colspan=\"1\" rowspan=\"1\">\n<p class=\"c0\"><span class=\"c5\">\u2022 Use props during lecture<\/span><\/p>\n<p class=\"c0\"><span class=\"c5\">\u2022 Provide tangible items pertaining to content for students to examine<\/span><\/p>\n<p class=\"c0\"><span class=\"c5\">\u2022 Review using sports related examples (throw a ball to someone to answer a question)<\/span><\/p>\n<\/td>\n<td class=\"c11\" colspan=\"1\" rowspan=\"1\">\n<p class=\"c0\"><span class=\"c5\">\u2022 Students use computers to research subject matter<\/span><\/p>\n<p class=\"c0\"><span class=\"c5\">\u2022 Students create props of their own explaining subject matter (shadow boxes, mobiles, etc&#8230; )<\/span><\/p>\n<p class=\"c0\"><span class=\"c5\">\u2022 Students create review games<\/span><\/p>\n<\/td>\n<\/tr>\n<tr class=\"c58\">\n<td class=\"c36\" colspan=\"1\" rowspan=\"1\">\n<p class=\"c0\"><span style=\"overflow: hidden;margin: 0.00px 0.00px;border: 0.00px solid #000000;width: 133.73px;height: 116.60px\"><br \/>\n<img decoding=\"async\" style=\"width: 133.73px;height: 116.60px;margin-left: 0.00px;margin-top: 0.00px\" title=\"\" src=\"https:\/\/pressbooks.hccfl.edu\/wp-content\/uploads\/sites\/56\/2024\/01\/image6-3.png\" alt=\"A drawing of a cat on a small chalkboard. It represents visual\/spatial intelligence.\" \/><br \/>\n<\/span><\/p>\n<\/td>\n<td class=\"c9\" colspan=\"1\" rowspan=\"1\">\n<p class=\"c0\"><span class=\"c5\">\u2022 When presenting the information, use visuals to explain content<\/span><\/p>\n<p class=\"c0\"><span class=\"c5\">\u2022 PowerPoint slides, charts, graphs, cartoons, videos, overheads, smartboards<\/span><\/p>\n<\/td>\n<td class=\"c11\" colspan=\"1\" rowspan=\"1\">\n<p class=\"c0\"><span class=\"c5\">\u2022 Have students work individually or in groups to create visuals pertaining to the information<\/span><\/p>\n<p class=\"c0\"><span class=\"c5\">\u2022 Posters, timelines, models, PowerPoint slides, maps, illustrations, charts, concept mapping<\/span><\/p>\n<\/td>\n<\/tr>\n<tr class=\"c53\">\n<td class=\"c36\" colspan=\"1\" rowspan=\"1\">\n<p class=\"c0\"><span style=\"overflow: hidden;margin: 0.00px 0.00px;border: 0.00px solid #000000;width: 133.73px;height: 102.87px\"><br \/>\n<img decoding=\"async\" style=\"width: 133.73px;height: 102.87px;margin-left: 0.00px;margin-top: 0.00px\" title=\"\" src=\"https:\/\/pressbooks.hccfl.edu\/wp-content\/uploads\/sites\/56\/2024\/01\/image8-4.png\" alt=\"A musical staff with notes. It represents musical intelligence.\" \/><br \/>\n<\/span><\/p>\n<\/td>\n<td class=\"c9\" colspan=\"1\" rowspan=\"1\">\n<p class=\"c0\"><span class=\"c5\">\u2022 Play music in the classroom during reflection periods<\/span><\/p>\n<p class=\"c0\"><span class=\"c5\">\u2022 Show examples or create musical rhythms for students to remember things<\/span><\/p>\n<\/td>\n<td class=\"c11\" colspan=\"1\" rowspan=\"1\">\n<p class=\"c0\"><span class=\"c5\">\u2022 Create a song or melody with the content embedded for memory<\/span><\/p>\n<p class=\"c0\"><span class=\"c5\">\u2022 Use well known songs to memorize formulas, skills, or test content<\/span><\/p>\n<\/td>\n<\/tr>\n<tr class=\"c44\">\n<td class=\"c36\" colspan=\"1\" rowspan=\"1\">\n<p class=\"c0\"><span style=\"overflow: hidden;margin: 0.00px 0.00px;border: 0.00px solid #000000;width: 133.73px;height: 109.73px\"><br \/>\n<img decoding=\"async\" style=\"width: 133.73px;height: 109.73px;margin-left: 0.00px;margin-top: 0.00px\" title=\"\" src=\"https:\/\/pressbooks.hccfl.edu\/wp-content\/uploads\/sites\/56\/2024\/01\/image12.png\" alt=\"A man and a woman having a conversation. They represent interpersonal intelligence.\" \/><br \/>\n<\/span><\/p>\n<\/td>\n<td class=\"c9\" colspan=\"1\" rowspan=\"1\">\n<p class=\"c0\"><span class=\"c5\">\u2022 Be aware of body language and facial expressions<\/span><\/p>\n<p class=\"c0\"><span class=\"c5\">\u2022 Offer assistance whenever needed<\/span><\/p>\n<p class=\"c0\"><span class=\"c5\">\u2022 Encourage classroom discussion<\/span><\/p>\n<\/td>\n<td class=\"c11\" colspan=\"1\" rowspan=\"1\">\n<p class=\"c0\"><span class=\"c5\">\u2022 Encourage collaboration among peers<\/span><\/p>\n<p class=\"c0\"><span class=\"c5\">\u2022 Group work strengthens interpersonal connections<\/span><\/p>\n<p class=\"c0\"><span class=\"c5\">\u2022 Peer feedback and peer tutoring<\/span><\/p>\n<p class=\"c0\"><span class=\"c5\">\u2022 Students present to the class<\/span><\/p>\n<p class=\"c0\"><span class=\"c5\">\u2022 Encourage group editing<\/span><\/p>\n<\/td>\n<\/tr>\n<tr class=\"c53\">\n<td class=\"c36\" colspan=\"1\" rowspan=\"1\">\n<p class=\"c0\"><span style=\"overflow: hidden;margin: 0.00px 0.00px;border: 0.00px solid #000000;width: 133.73px;height: 102.87px\"><br \/>\n<img decoding=\"async\" style=\"width: 133.73px;height: 102.87px;margin-left: 0.00px;margin-top: 0.00px\" title=\"\" src=\"https:\/\/pressbooks.hccfl.edu\/wp-content\/uploads\/sites\/56\/2024\/01\/image10-1.png\" alt=\"A cartoon of a person with a though bubble emerging from their head. This represents intrapersonal intelligence.\" \/><br \/>\n<\/span><\/p>\n<\/td>\n<td class=\"c9\" colspan=\"1\" rowspan=\"1\">\n<p class=\"c0\"><span class=\"c5\">\u2022 Encourage journaling as a positive outlet for expression<\/span><\/p>\n<p class=\"c0\"><span class=\"c5\">\u2022 Introduce web logging (blogs)<\/span><\/p>\n<p class=\"c0\"><span class=\"c5\">\u2022 Make individual questions welcome<\/span><\/p>\n<p class=\"c0\"><span class=\"c5\">\u2022 Create a positive environment<\/span><\/p>\n<\/td>\n<td class=\"c11\" colspan=\"1\" rowspan=\"1\">\n<p class=\"c0\"><span class=\"c5\">\u2022 Journaling<\/span><\/p>\n<p class=\"c0\"><span class=\"c5\">\u2022 Individual research on content<\/span><\/p>\n<p class=\"c0\"><span class=\"c5\">\u2022 Students create personal portfolios of work<\/span><\/p>\n<\/td>\n<\/tr>\n<tr class=\"c56\">\n<td class=\"c36\" colspan=\"1\" rowspan=\"1\">\n<p class=\"c0\"><span style=\"overflow: hidden;margin: 0.00px 0.00px;border: 0.00px solid #000000;width: 133.73px;height: 106.27px\"><br \/>\n<img decoding=\"async\" style=\"width: 133.73px;height: 106.27px;margin-left: 0.00px;margin-top: 0.00px\" title=\"\" src=\"https:\/\/pressbooks.hccfl.edu\/wp-content\/uploads\/sites\/56\/2024\/01\/image5-4.png\" alt=\"A cartoon of a sun rising over hills. It represents naturalistic intelligence.\" \/><br \/>\n<\/span><\/p>\n<\/td>\n<td class=\"c9\" colspan=\"1\" rowspan=\"1\">\n<p class=\"c0\"><span class=\"c5\">\u2022 Take students outside to enjoy nature while in learning process (lecture)<\/span><\/p>\n<p class=\"c0\"><span class=\"c5\">\u2022 Compare authentic subject matter to natural occurrences<\/span><\/p>\n<p class=\"c0\"><span class=\"c5\">\u2022 Relate subject matter to stages that occur in nature (plants, weather, etc.)<\/span><\/p>\n<\/td>\n<td class=\"c11\" colspan=\"1\" rowspan=\"1\">\n<p class=\"c0\"><span class=\"c5\">\u2022 Students organize thoughts using natural cycles<\/span><\/p>\n<p class=\"c0\"><span class=\"c5\">\u2022 Students make relationships among content and the natural environment (how has nature had an impact?)<\/span><\/p>\n<p class=\"c0\"><span class=\"c5\">\u2022 Students perform community service<\/span><\/p>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<p class=\"c0 c1\"><span class=\"c5\">Teachers may follow these steps when designing and implementing a teacher-centered lesson:<\/span><\/p>\n<p class=\"c0 c1\"><span class=\"c5\">\u00a0<\/span><span class=\"c5\">\u2022 Identify instructional goals and objectives.<\/span><\/p>\n<p class=\"c0\"><span class=\"c5\">\u2022 Consider teacher-centered activities that consider the students&#8217; Multiple Intelligences. In a teacher-centered lesson, limit the number of activities to two or three.<\/span><\/p>\n<p class=\"c0\"><span class=\"c5\">\u2022 Consider what resources and materials you will need to implement the lesson. For example, will you need to schedule a museum visit or to consult the Media Specialist for videos or other media?<\/span><\/p>\n<p class=\"c0\"><span class=\"c5\">\u2022 Specify a timeframe for the lesson or unit.<\/span><\/p>\n<p class=\"c0\"><span class=\"c5\">\u2022 Provide an opportunity for reflection by students.<\/span><\/p>\n<p class=\"c0\"><span class=\"c5\">\u2022 Provide a rubric to scaffold student activities.<\/span><\/p>\n<p class=\"c0\"><span class=\"c5\">\u2022 Integrate assessment into the learning process.<\/span><\/p>\n<p class=\"c0 c1\"><span class=\"c5\">Assessment is one of the biggest challenges in incorporating Multiple Intelligences in the classroom. Ms. Cunningham&#8217;s students are given the option of working on several mini-projects during the course of the Civil Rights unit. At the end of the unit, their performance is assessed through a portfolio that represents their work on these projects. It is very important for assessment to be integrated into the learning process. Assessment should give students the opportunity to demonstrate their understanding of the subject matter. One of the main goals of acknowledging and using Multiple Intelligences in the classroom is to increase student understanding of material by allowing them to demonstrate the ways in which they understand the material. Teachers need to make their expectations clear, and may do so in the form of a detailed rubric.<\/span><\/p>\n<p class=\"c0 c1\"><strong><span class=\"c16 c4 c13\">Benefits of Using Multiple Intelligences Theory in the Classroom<\/span><\/strong><\/p>\n<p class=\"c0\"><span class=\"c5\">Using Multiple Intelligences theory in the classroom has many benefits:<\/span><\/p>\n<p class=\"c0\"><span class=\"c5\">\u2022 As a teacher and learner you realize that there are many ways to be &#8220;smart.&#8221;<\/span><\/p>\n<p class=\"c0\"><span class=\"c5\">\u2022 All forms of intelligence are equally celebrated.<\/span><\/p>\n<p class=\"c0\"><span class=\"c5\">\u2022 By having students create work that is displayed to parents and other members of the community, your school could see more parent and community involvement.<\/span><\/p>\n<p class=\"c0\"><span class=\"c5\">\u2022 A sense of increased self-worth may be seen as students build on their strengths and work towards becoming an expert in certain areas.<\/span><\/p>\n<p class=\"c0\"><span class=\"c5\">\u2022 Students may develop strong problem-solving skills that they can use in real life situations.<\/span><\/p>\n<h2 class=\"c0 c1\"><span class=\"c2\">Criticisms of Theory of Multiple Intelligences<\/span><\/h2>\n<p class=\"c0\"><span class=\"c10\">One of the most widely held criticisms is that there is little, if any, empirical evidence to support it. Most of these critics are of the psychometric testing community (Armstrong, 2009). They argue that rather than eight unique and autonomous intelligences, there is really only one intelligence that you can test for, the &#8220;Spearman g-factor,&#8221; or one&#8217;s general intelligence. According to Linda Gottfredson (2004) of the University of Delaware, &#8220;The <\/span><span class=\"c4\">g-<\/span><span class=\"c10\">factor was discovered by the first mental testers, who found that people who scored well on one type of mental test tended to score well on all of them. This common factor, <\/span><span class=\"c4\">g, <\/span><span class=\"c10\">can be distilled from scores on any broad set of cognitive tests, and it takes the same form among individuals of every age, race, sex, and nation yet studied&#8221; (p. 35). As a matter of fact, three scientists put together a comprehensive, relating to each of the 8 intelligences, and found that people generally scored about the same on each of them. Gardner counters this by saying that he agrees that there is a <\/span><span class=\"c4\">g<\/span><span class=\"c10\">-factor, but sees the <\/span><span class=\"c4\">g<\/span><span class=\"c10\">-factor as a mere manifestation of the mathematical logical intelligence. Furthermore, MI Theory, Gardner argues, is solidly grounded in research showing the existence of savants and how brain damage can affect an isolated skill set, or intelligence. To date there have been no published studies that offer evidence of the validity of the multiple intelligences. In 1994, Sternberg (1994) reported finding no empirical studies. In 2000, Allix (2000) reported finding no empirical validating studies, and at that time Gardner and Connell (2000) conceded that there was &#8220;little hard evidence for MI theory&#8221; (p. 292). In 2004, Sternberg and Grigerenko (2004) stated that there were no validating studies for multiple intelligences, and in 2004, Gardner (2004) asserted that he would be &#8220;delighted were such evidence to accrue&#8221; (p. 214), and he admitted that &#8220;MI theory has few enthusiasts among psychometricians or others of a traditional psychological background&#8221; because they require &#8220;psychometric or experimental evidence that allows one to prove the existence of the several intelligences&#8221; (p. 214). .<a href=\"http:\/\/en.wikipedia.org\/wiki\/Theory_of_multiple_intelligences%23Critical_reception\"> (Waterhouse, 2006, p. 208)<\/a><\/span><\/p>\n<p class=\"c0\"><span class=\"c10\">The human brain is unlikely to function via Gardner&#8217;s multiple intelligences. Taken together the evidence for the intercorrelations of subskills of IQ measures, the evidence for a shared set of genes associated with mathematics, reading, and g, and the evidence for shared and overlapping &#8220;what is it?&#8221; and &#8220;where is it?&#8221; neural processing pathways, and shared neural pathways for language, music, motor skills, and emotions suggest that it is unlikely that each of Gardner&#8217;s intelligences could operate &#8220;via a different set of neural mechanisms&#8221; (Gardner, 1999, p. 99). Equally important, the evidence for the &#8220;what is it?&#8221; and &#8220;where is it?&#8221; processing pathways, for Kahneman&#8217;s two decision-making systems, and for adapted cognition modules suggests that these cognitive brain specializations have evolved to address very specific problems in our environment. Because Gardner claimed that the intelligences are innate potentialities related to a general content area, MI theory lacks a rationale for the phylogenetic emergence of the intelligences. <a href=\"http:\/\/en.wikipedia.org\/wiki\/Theory_of_multiple_intelligences%23Critical_reception\">\u00a0(Waterhouse, 2006, p. 213)<\/a><\/span><span class=\"c17 c10\"><br \/>\n<\/span><\/p>\n<p class=\"c0 c1\"><strong><span class=\"c2\">Chapter Discussion Questions: <\/span><\/strong><\/p>\n<ul>\n<li class=\"c0 c1\"><span style=\"font-size: 1em\">Explain the benefits of using the theory of multiple intelligences to support student success.<\/span><\/li>\n<li class=\"c0 c1\"><span class=\"c2\">How would you summarize the theory of multiple intelligences? <\/span><\/li>\n<li class=\"c0 c1\"><span class=\"c10 c13\">How would you <\/span><span class=\"c10 c13\">use <\/span><span class=\"c10 c13\">the theory of multiple intelligences <\/span><span class=\"c10 c13\">to support <\/span><span class=\"c2\">your students? <\/span><\/li>\n<li class=\"c0 c1\"><span class=\"c2\">How is equity related to the theory of multiple intelligences? <\/span><\/li>\n<\/ul>\n<h2 class=\"c0\"><span class=\"c2\">ATTRIBUTIONS<\/span><\/h2>\n<p class=\"c0 c1\"><span class=\"c10 c13\">Image 9.1: &#8220;Multiple Intelligences of Howard Gardner&#8221; by Howard Gardner is licensed under <\/span><span class=\"c10 c13 c31\"><a class=\"c3\" href=\"https:\/\/www.google.com\/url?q=http:\/\/creativecommons.org\/licenses\/by-sa\/4.0&amp;sa=D&amp;source=editors&amp;ust=1668986575346623&amp;usg=AOvVaw2lYsubM02hfM5kVqJH6GjF\">CC BY-SA 4.0<\/a><br \/>\n<\/span><\/p>\n<p class=\"c0 c1\"><span class=\"c10 c13\">Image 9.2: <\/span><span class=\"c10 c35 c32\">&#8220;Howard Gardner&#8221; <\/span><span class=\"c10 c32\">by <\/span><span class=\"c21 c10\"><a class=\"c3\" href=\"https:\/\/www.google.com\/url?q=https:\/\/www.youtube.com\/channel\/UCIYq4OAGGX9BJy7o3WII_-A&amp;sa=D&amp;source=editors&amp;ust=1668986575347068&amp;usg=AOvVaw24uvfRiXJ1DHWX5t-2yynW\">Citizen University<\/a> <\/span><span class=\"c10 c32\">\u00a0is licensed under <\/span><span class=\"c21 c10\"><a class=\"c3\" href=\"https:\/\/www.google.com\/url?q=http:\/\/creativecommons.org\/licenses\/by\/4.0&amp;sa=D&amp;source=editors&amp;ust=1668986575347282&amp;usg=AOvVaw0tvzPtN8XMSUmcD9YPPxjg\">CC BY 3.0<\/a><br \/>\n<\/span><\/p>\n<p class=\"c0\"><span class=\"c10 c13\">Image 9.3: <\/span><span class=\"c10 c35 c32\">&#8220;Graphic of different learning styles demonstrated, including &#8216;visual&#8217;, &#8216;auditory&#8217;, &#8216;reading &amp; writing&#8217; and &#8216;kinesthetic'&#8221; <\/span><span class=\"c10 c32\">by <\/span><span class=\"c10 c21\"><a class=\"c3\" href=\"https:\/\/www.google.com\/url?q=https:\/\/www.flickr.com\/photos\/194356589@N04\/&amp;sa=D&amp;source=editors&amp;ust=1668986575347728&amp;usg=AOvVaw01J-gE4tsijfBm9pd2A8p7\">Preply\u00a0<\/a><\/span><span class=\"c10 c32\">is licensed under <\/span><span class=\"c21 c10\"><a class=\"c3\" href=\"https:\/\/www.google.com\/url?q=http:\/\/creativecommons.org\/licenses\/by\/2.0&amp;sa=D&amp;source=editors&amp;ust=1668986575347938&amp;usg=AOvVaw1tfQdERQg1xB8c0xSB5yZE\">CC BY 2.0<\/a><br \/>\n<\/span><\/p>\n<p class=\"c0 c1\"><span class=\"c10 c13\">Image 9.4: <\/span><span class=\"c10 c35 c32\">&#8221; University of Minnesota Extension Cross-age teaching | UMN Extension&#8221; <\/span><span class=\"c10 c32\">\u00a0by <\/span><span class=\"c21 c10\"><a class=\"c3\" href=\"https:\/\/www.google.com\/url?q=https:\/\/extension.umn.edu\/youth-leadership-and-voice\/cross-age-teaching&amp;sa=D&amp;source=editors&amp;ust=1668986575348433&amp;usg=AOvVaw3HhS-yiYQx5rcrUidyye5I\">UCSD Jacobs School of Engineering<\/a> <\/span><span class=\"c10 c32\">is licensed under <\/span><span class=\"c21 c10\"><a class=\"c3\" href=\"https:\/\/www.google.com\/url?q=http:\/\/creativecommons.org\/licenses\/by-nc\/3.0&amp;sa=D&amp;source=editors&amp;ust=1668986575348651&amp;usg=AOvVaw1NVE4vK8jivrFhBUqNsiFy\">CC BY-NC 3.0<\/a><br \/>\n<\/span><\/p>\n<p class=\"c0\"><span class=\"c10 c13\">Video 9.1: <\/span><span class=\"c31 c10 c32\"><a class=\"c3\" href=\"https:\/\/www.google.com\/url?q=https:\/\/www.youtube.com\/watch?v%3DAu0z3EtUiBg&amp;sa=D&amp;source=editors&amp;ust=1668986575349256&amp;usg=AOvVaw36E6RmjqchJH_ZE9iJ7OUX\">&#8220;You Think You Are Smart? There Are 9 Types of Intelligences&#8221; <\/a><\/span><span class=\"c14 c10\">by <\/span><span class=\"c31 c10 c32\"><a class=\"c3\" href=\"https:\/\/www.google.com\/url?q=https:\/\/www.sproutsschools.com&amp;sa=D&amp;source=editors&amp;ust=1668986575349736&amp;usg=AOvVaw23iOkIW-h1ytprQq6wC0rj\">Sprouts Schools<\/a><br \/>\n<\/span><br \/>\n<span class=\"c10\">Video 9.2: <\/span><span class=\"c31 c10\"><a class=\"c3\" href=\"https:\/\/www.google.com\/url?q=https:\/\/www.youtube.com\/watch?v%3DtcVW4nqcWxE&amp;sa=D&amp;source=editors&amp;ust=1668986575350514&amp;usg=AOvVaw0MTw7wH298NzDOXwbwYJNv\">&#8220;The Art of Delivering Information | Mike Johnston | TEDxLaSierraUniversity&#8221; <\/a><\/span><span class=\"c5\">by Mike Johnston<\/span><\/p>\n<h2 class=\"c0 c34\"><span class=\"c2\">REFERENCES<\/span><\/h2>\n<p class=\"c0\"><span class=\"c10\">Allix, N. M. (2000). The theory of multiple intelligences: A case of missing cognitive matter. <\/span><em><span class=\"c6 c4\">Australian Journal of <\/span><\/em><span class=\"c4\"><em>Education<\/em>, 44 <\/span><span class=\"c5\">(3), 272-293.<\/span><\/p>\n<p class=\"c0\"><span class=\"c10\">Armstrong, T. (2009). <\/span><em><span class=\"c4\">Multiple intelligences in the classroom <\/span><\/em><span class=\"c10\">(3rd ed.). Alexandria, VA: ASCD.\u00a0 <\/span><\/p>\n<p class=\"c0\"><span class=\"c10\">Gardner, H. (1983). <\/span><span class=\"c4\"><em>Frames of mind: The theory of multiple intelligences<\/em>. <\/span><span class=\"c10\">New York, NY: Basic Books. <\/span><\/p>\n<p class=\"c0\"><span class=\"c10\">Gardner, H. (1999). <\/span><span class=\"c4\"><em>Intelligence reframed: Multiple Intelligences for the 21st century<\/em>. <\/span><span class=\"c10\">New York, NY: Basic Books. <\/span><\/p>\n<p class=\"c0\"><span class=\"c10\">Gardner, H. (2004). <\/span><span class=\"c4\"><em>Changing minds<\/em>. <\/span><span class=\"c5\">Boston, MA: Harvard Business School Press.<\/span><\/p>\n<p class=\"c0\"><span class=\"c10\">Gardner, H., &amp; Connell, M. (2000). Response to Nicholas Allix. <\/span><span class=\"c4\"><em>Australian Journal of Education<\/em>, 44, <\/span><span class=\"c5\">288-292.<\/span><\/p>\n<p class=\"c0\"><span class=\"c10\">Gottfredson, L. (2004). Schools and the <\/span><span class=\"c4\">g-<\/span><span class=\"c10\">factor. <\/span><span class=\"c4\"><em>Wilson Quarterly (Summer)<\/em>, 4, <\/span><span class=\"c10\">35-45. Retrieved from <\/span><span class=\"c17 c10\"><a class=\"c3\" href=\"https:\/\/www.google.com\/url?q=http:\/\/www1.udel.edu\/educ\/gottfredson\/reprints\/2004schools%26g.pdf&amp;sa=D&amp;source=editors&amp;ust=1668986575351953&amp;usg=AOvVaw2WSOdkaMxrw7z0Q9svX2oG\">http:\/\/www1.udel.edu\/educ\/gottfredson\/reprints\/2004schools&amp;g.pdf<\/a><br \/>\n<\/span><\/p>\n<p class=\"c0\"><span class=\"c10\">Sternberg, R. J. (1994). Thinking styles: Theory and assessment at the interface between intelligence and personality. In R. J. Sternberg &amp; P. Ruzgis (Eds.), <\/span><em><span class=\"c4\">Personality and intelligence <\/span><\/em><span class=\"c5\">(pp. 105-127). New York, NY: Cambridge University Press.<\/span><\/p>\n<p class=\"c0\"><span class=\"c10\">Sternberg, R. J., &amp; Grigorenko, E. L. (2004). Intelligence and culture: How culture shapes what intelligence means, and the implications for a science of well-being. <\/span><span class=\"c4\"><em>Philosophical Transactions: Biological Sciences<\/em>, <\/span><span class=\"c5\">359(1449), 1427-1434. doi: 10.1098\/rstb.2004.1514<\/span><\/p>\n<p class=\"c0\"><span class=\"c10\">Waterhouse, L. (2006). Multiple intelligences, the Mozart effect, and emotional intelligence: A critical review. <\/span><span class=\"c4\"><em>Educational Psychologist<\/em>, <\/span><span class=\"c10\">41(4), 247-255. <\/span><span class=\"c17 c10\"><a class=\"c3\" href=\"https:\/\/www.google.com\/url?q=https:\/\/en.wikipedia.org\/wiki\/Digital_object_identifier&amp;sa=D&amp;source=editors&amp;ust=1668986575352698&amp;usg=AOvVaw1VJWQX86gM5Bvqto-waDM1\">\u00a0doi\u00a0<\/a><\/span><span class=\"c17 c10\"><a class=\"c3\" href=\"https:\/\/www.google.com\/url?q=https:\/\/doi.org\/10.1207%252Fs15326985ep4104_1&amp;sa=D&amp;source=editors&amp;ust=1668986575352878&amp;usg=AOvVaw2AI_mOmHPMvEoz0WGwk3uw\">: 10.1207\/s15326985ep4104_1<\/a><br \/>\n<\/span><\/p>\n<h2 class=\"c0 c24\"><span class=\"c2\">ADDITIONAL READING<\/span><\/h2>\n<p class=\"c0\"><strong><span class=\"c2\">Credible Articles on the Internet<\/span><\/strong><\/p>\n<p class=\"c0\"><span class=\"c10\">Big thinkers: Howard Gardner on multiple intelligences. (2009, April). Retrieved from <\/span><span class=\"c17 c10\"><a class=\"c3\" href=\"https:\/\/www.google.com\/url?q=http:\/\/www.edutopia.org\/multiple-intelligences-howard-gardner-video&amp;sa=D&amp;source=editors&amp;ust=1668986575353516&amp;usg=AOvVaw0dYIeMr1lMQkjxoB8uu5C-\">\u00a0http:\/\/www.edutopia.org\/multiple-intelligences-howard-gardner-video<\/a><br \/>\n<\/span><\/p>\n<p class=\"c0\"><span class=\"c10\">Bixler, B. (n.d.). A multiple intelligences primer. Retrieved from <\/span><span class=\"c17 c10\"><a class=\"c3\" href=\"https:\/\/www.google.com\/url?q=http:\/\/www.personal.psu.edu\/staff\/b\/x\/bxb11\/MI\/&amp;sa=D&amp;source=editors&amp;ust=1668986575353840&amp;usg=AOvVaw3_OqUDH-65NggR6l0eW97r\">http:\/\/www.personal.psu.edu\/staff\/b\/x\/bxb11\/MI\/<\/a><br \/>\n<\/span><\/p>\n<p class=\"c0 c1\"><span class=\"c5\">\u00a0<\/span><span class=\"c17 c10\"><a class=\"c3\" href=\"https:\/\/www.google.com\/url?q=http:\/\/www.thirteen.org\/edonline\/concept2class\/mi\/index.html&amp;sa=D&amp;source=editors&amp;ust=1668986575354444&amp;usg=AOvVaw2w6Lzyo4C35QiDC1GfIuQ-\">Concept to classroom: Tapping into multiple intelligences.<\/a> <\/span><span class=\"c10\">(n.d.). Retrieved from <\/span><span class=\"c17 c10\"><a class=\"c3\" href=\"https:\/\/www.google.com\/url?q=http:\/\/www.thirteen.org\/edonline\/concept2class\/mi\/index.html&amp;sa=D&amp;source=editors&amp;ust=1668986575354674&amp;usg=AOvVaw04ndSXvWrPrAAyIwMwx1Ri\">http:\/\/www.thirteen.org\/edonline\/concept2class\/mi\/index.html<\/a><br \/>\n<\/span><\/p>\n<p class=\"c0\"><span class=\"c17 c10\"><br \/>\n<a class=\"c3\" href=\"https:\/\/www.google.com\/url?q=http:\/\/surfaquarium.com\/MI\/criteria.htm&amp;sa=D&amp;source=editors&amp;ust=1668986575354942&amp;usg=AOvVaw0V2LxZkMYV29Izsui5XGZt\">Gardner&#8217;s eight criteria for identifying multiple intelligences.\u00a0<\/a><\/span><span class=\"c10\"> (n.d.). Retrieved from <\/span><span class=\"c17 c10\"><a class=\"c3\" href=\"https:\/\/www.google.com\/url?q=http:\/\/surfaquarium.com\/MI\/criteria.pdf&amp;sa=D&amp;source=editors&amp;ust=1668986575355246&amp;usg=AOvVaw1O1BQhWMVJ4czCL2QeqjKl\">http:\/\/surfaquarium.com\/MI\/criteria.pdf<\/a><br \/>\n<\/span><\/p>\n<p class=\"c0\"><span class=\"c5\">Howard Gardner&#8217;s theory of multiple intelligences. (n.d.). Retrieved from\u00a0<\/span><span class=\"c17 c10\"><a class=\"c3\" href=\"https:\/\/www.google.com\/url?q=https:\/\/www.niu.edu\/facdev\/_pdf\/guide\/learning\/howard_gardner_theory_multiple_intelligences.pdf&amp;sa=D&amp;source=editors&amp;ust=1668986575355672&amp;usg=AOvVaw3BdnQOVSuq8Dzkddz_bbtk\">https:\/\/www.niu.edu\/facdev\/_pdf\/guide\/learning\/howard_gardner_theory_multiple_intelligences.pdf<\/a><br \/>\n<\/span><\/p>\n<p class=\"c0\"><span class=\"c10\">Huitt, W. (2002). 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Retrieved from\u00a0<\/span><span class=\"c10 c17\"><a class=\"c3\" href=\"https:\/\/www.google.com\/url?q=http:\/\/www.edtech1.com\/documents\/Multiple%2520Intelligences\/Why%2520teachers%2520are%2520drawn%2520to%2520using%2520&amp;sa=D&amp;source=editors&amp;ust=1668986575357469&amp;usg=AOvVaw0DPb4McsH4FUEw7V21-tR7\">http:\/\/www.edtech1.com\/documents\/Multiple%20Intelligences\/Why%20teachers%20are%20drawn%20to%20using%20 <\/a><\/span><span class=\"c5\">MI.pdf<\/span><\/p>\n<p class=\"c0\"><strong><span class=\"c2\">Peer-Reviewed Journal Articles<\/span><\/strong><\/p>\n<p class=\"c0\"><span class=\"c10\">Brualdi, A. (1998). Gardner&#8217;s theory. <\/span><span class=\"c4\"><em>Teacher Librarian<\/em>, <\/span><span class=\"c10\">26(2), 26-28. Gardner, H. (1999). Multiple intelligences. <\/span><span class=\"c4\"><em>Atlantic Monthly<\/em>, 11,<\/span><span class=\"c5\">5-99.<\/span><\/p>\n<p class=\"c0\"><span class=\"c10\">Henshon, S. E. (2006). An evolving field: The evolution of creativity, giftedness, and multiple intelligences: An interview with Ellen winner and Howard Gardner. <\/span><span class=\"c4\"><em>Roeper Review<\/em>, 28(4), <\/span><span class=\"c5\">191-194.<\/span><\/p>\n<p class=\"c0\"><span class=\"c10\">Klein, P. (1997). Multiplying the problems of intelligence by eight: A critique of Gardner&#8217;s theory. <\/span><span class=\"c4\"><em>Canadian Journal of Education<\/em>, 22<\/span><span class=\"c5\">(4), 377.<\/span><\/p>\n<p class=\"c0\"><span class=\"c10\">Takahashi, J. (2013). Multiple intelligence theory can help promote inclusive education for children with intellectual disabilities and developmental disorders: Historical reviews of intelligence theory, measurement methods, and suggestions for inclusive education. <\/span><span class=\"c4\"><em>Creative Education<\/em>, <\/span><span class=\"c5\">4(9), 605-610.<\/span><\/p>\n<p class=\"c0\"><span class=\"c10\">Vardin, P. A. (2003). Montessori and Gardner&#8217;s theory of multiple intelligences. <\/span><span class=\"c4\"><em>Montessori Life<\/em>, 15(1),\u00a0 <\/span><span class=\"c10\">40. <\/span><\/p>\n<p class=\"c0\"><strong><span class=\"c2\">Books at Dalton State College<\/span><\/strong><\/p>\n<p class=\"c0\"><span class=\"c10\">Gardner, H. (1999). <\/span><span class=\"c4\"><em>Intelligence reframed: Multiple intelligences for the 21st century<\/em>. <\/span><span class=\"c5\">New York, NY: Basic Books.<\/span><\/p>\n<p class=\"c0\"><span class=\"c10\">Gardner, H. (2000). <\/span><span class=\"c4\"><em>The disciplined mind: Beyond facts and standardized tests, the K-12 education that every child deserves<\/em> <\/span><span class=\"c5\">(New ed.). New York, NY: Penguin Books.<\/span><\/p>\n<p class=\"c0\"><span class=\"c10\">Gardner, H. (2007). <\/span><span class=\"c4\"><em>Five minds for the future<\/em>. <\/span><span class=\"c5\">Boston, MA: Harvard Business School Press.<\/span><\/p>\n","protected":false},"author":29,"menu_order":11,"template":"","meta":{"pb_show_title":"","pb_short_title":"","pb_subtitle":"","pb_authors":[],"pb_section_license":""},"chapter-type":[],"contributor":[],"license":[],"class_list":["post-95","chapter","type-chapter","status-publish","hentry"],"part":19,"_links":{"self":[{"href":"https:\/\/pressbooks.hccfl.edu\/learningtheory\/wp-json\/pressbooks\/v2\/chapters\/95","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/pressbooks.hccfl.edu\/learningtheory\/wp-json\/pressbooks\/v2\/chapters"}],"about":[{"href":"https:\/\/pressbooks.hccfl.edu\/learningtheory\/wp-json\/wp\/v2\/types\/chapter"}],"author":[{"embeddable":true,"href":"https:\/\/pressbooks.hccfl.edu\/learningtheory\/wp-json\/wp\/v2\/users\/29"}],"version-history":[{"count":1,"href":"https:\/\/pressbooks.hccfl.edu\/learningtheory\/wp-json\/pressbooks\/v2\/chapters\/95\/revisions"}],"predecessor-version":[{"id":96,"href":"https:\/\/pressbooks.hccfl.edu\/learningtheory\/wp-json\/pressbooks\/v2\/chapters\/95\/revisions\/96"}],"part":[{"href":"https:\/\/pressbooks.hccfl.edu\/learningtheory\/wp-json\/pressbooks\/v2\/parts\/19"}],"metadata":[{"href":"https:\/\/pressbooks.hccfl.edu\/learningtheory\/wp-json\/pressbooks\/v2\/chapters\/95\/metadata\/"}],"wp:attachment":[{"href":"https:\/\/pressbooks.hccfl.edu\/learningtheory\/wp-json\/wp\/v2\/media?parent=95"}],"wp:term":[{"taxonomy":"chapter-type","embeddable":true,"href":"https:\/\/pressbooks.hccfl.edu\/learningtheory\/wp-json\/pressbooks\/v2\/chapter-type?post=95"},{"taxonomy":"contributor","embeddable":true,"href":"https:\/\/pressbooks.hccfl.edu\/learningtheory\/wp-json\/wp\/v2\/contributor?post=95"},{"taxonomy":"license","embeddable":true,"href":"https:\/\/pressbooks.hccfl.edu\/learningtheory\/wp-json\/wp\/v2\/license?post=95"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}