Spearman based his concept of ‘g’ on western principles such as spatial, numerical, visualization and quantitative reasoning (Krause, et al. 2010). Using these analyzing factors, Spearman discovered that children excel in all, or gain below-average scores on all tests (Neezes, 2010). Spearman’s theories are still used throughout psychology, cognitive science and neuroscience. “Specifically, there is now strong evidence that some very general processes, such as working memory and speed of processing, are closely related to learning and performance in a variety of contexts and intellectual development” (Demetriou, A., & Kazi, S, 2005). Although these are notable concepts towards learning, we are still a long way from a universally suitable representation of the nature, structure and functions of ‘g’ (Demetriou et al. 2005). Kornhaber, 2004 page 4 argued, “If general intelligence governed all problem solving then young children should show mastering of skills at the same rate.” This is true because child prodigies usually excel in one or two areas but ‘g’ claims they would excel across the board (Kornhaber, M., Fierros, E., & Veenema, S. 2004). Garner disagreed with these same points.
Garner took issue with intelligence tests and how they identified gifted people. For example, someone that developed greater understanding of a subject over time, rather than memorizing formula for answers may not be recognized in traditional IQ test. “Traditional psychological view was based largely on studies of mental tests”(Kornhaber et al. 2004 p.6). He introduced the notion that there were multiple intelligences and each person could learn through different means of thought. An example would be Mozart learning with musical/rhythmic intelligence. Gardner explained by saying “MI is a claim about different kinds of computers in the mind that register to different kinds of contents in the world”. Meaning it’s not necessarily what you know, its how you learn. “MI is a means and a point of entry to certain goals” (How are kids so smart, 1991). The eight intelligences that Garner first introduced are logical-mathematical, linguistic, musical, spatial, bodily kinesthetic, interpersonal, intrapersonal and naturalist. “Each person possesses all eight intelligences… most people develop each intelligence to an adequate level of competency”(Armstrong 2009 p.15). Usually people will be stronger in one area than others and will find it easier to learn when taught in a particular way.
The theory of MI opens doors to learning and teaching methods and breaks down the conventional linguistic and logical methods used in most schools. By knowing and understanding MI, teachers can deliver information in different ways. e.g rhythms, songs, pictures and through movement. “Multiple intelligences suggests that the classroom environment will need to be fundamentally restructured to accommodate the needs of different kinds of learners”(Armstrong 2009 p.99). It is a good entry point into school reform because it notices different strengths in the students. Developing the intrapersonal skills of a class can help them have a better understanding of their own strengths and weaknesses. They can then deploy their strengths into their learning (Kornhaber et al. 2004). Both Garners and Blooms theories combined can provide further understanding for high order thinking. “Each of the eight intelligences possesses a unique taxonomy of cognitive abilities. A deep understanding of the multiple taxonomies of multiple intelligences provides a way to help students think at higher levels in and through the different intelligence domains” (Lazear 2004).
Garner was first questioned when he revealed spiritual and existential to his MI list. People started to doubt if they were intelligences at all and were rather just learning styles. MI does have a list of criteria a style must meet before it becomes an intelligence, but as Armstrong 2009 p.16 states “Garners model of intelligences is a tentative formulation. Some of the intelligences on his list may not meet his own criteria.” There is weak or little research showing MI’s practical applications have been effective (Collins 1998 sighted in Armstrong 2009 p.192) (Krause, et al. 2010).
“The theories that postulate that the human mind is a system of independent modules or frames (e.g., ) were found to fall short of a satisfactory account of learning in formal and informal settings for intellectual development and everyday functioning” (Demetrio et al. 2005).
When practitioners first adopt MI to teaching many use it to spice up otherwise dull lessons and use it as a memorizing device for facts and figures. Sometimes teachers try to incorporate MI into the classroom before really understanding how to use it themselves. Superficial applications of MI, such as singing spelling words and spelling with twigs are believed to water down standards rather than enabling richer learning across the student population (Armstrong 2009 p.192) (Lazear 2004 p.3).
The theory of multiple intelligences has won over many educators and childcare workers around the country. They use MI effectively so children learn in unison with their unique minds. “Although, there is still a large number of schools that still teach with dry lectures and boring textbooks”(Kornhaber et al. 2004). In Australia success in schools often comes down to an average percentage of how well students do in exams. Some schools do not receive adequate funding and teachers usually don’t integrate different teaching methods into there work. Along with the negative aspects of MI, maybe the reason why teachers don’t always incorporate MI into there classrooms, is because schools are often pressured by the government to increase success rates in standardized testing (Kornhaber et al. 2004).
I think the main obstacle when it comes to teaching with multiple intelligences is comprehending the difference between learning styles and the intelligence domains. Also it is important to realise a student may posses a specific intelligence, but it may not be the intelligence they learn through at the time. For example someone may say a journalist has linguistic intelligence, when he may in-fact learn and understand information through interpersonal and logical-mathematical skills. In the situation of teaching, how students learn is definitely more important than what they excel at. I recognise that the understanding of MI by teachers is needed before it is used in the classroom. While I was visiting schools for my studies, I observed how a teacher incorperated multiple intelligences within her classroom. All students learned each day's lesson in seven ways. They built models, danced, made collaborative decisions, created songs, solved deductive reasoning problems, read, wrote, and illustrated all in one school day. Knowing a child’s strengths and weakness is a better understanding to how they learn. An effective practitioner of MI can mould a school classroom to the strengths of all the students in the class while working on weakness areas.
Referencing List
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