Beyond G Putting Multiple Intelligences Theory to the Test Reviews
Surely, when you lot hear the word intelligence, the concept of an IQ examination can immediately come to listen. Yet, in recent years, however, other views of intelligence have emerged. In this regard, the theory of multiple intelligences was starting time proposed by Howard Gardner in his 1983 book "Frames of Mind", where he expands the definition of intelligence and describes several different types of intellectual competencies.
What are the multiple intelligences?
Gardner developed a series of eight inclusion criteria while assessing the intelligence of each "candidate" that drew on a variety of scientific disciplines. Gardner points out that we can all accept these intelligences, just our contour tin can differ individually based on genetics or experience. While the scientists note that additional inquiry is even so needed to make up one's mind the best measures for evaluating and supporting a variety of intelligences in schools, the theory has provided opportunities to aggrandize definitions of intelligence. Still, it is essential not to allocate students with a type of innate or fixed intelligence.
Research-backed practices on Multiple Intelligences
Information technology's specially important to collect ongoing information virtually students' strengths and challenges, as well equally their developing interests and activities that they do not like.
Specifically, according to Darling-Hammond (2010), this refers to providing students with multiple ways to demonstrate knowledge and skills increases participation and learning, and provides teachers with a more accurate understanding of the knowledge and skills of students. themselves.
Questionnaire on Multiple Intelligences
Visual-spatial intelligence
Characteristics
They read and write to enjoy and are good at assembling puzzles
They interpret images, graphs and tables well
Recognize patterns hands
Linguistic-verbal intelligence
Characteristics
They remember written and spoken information
They savor reading and writing
Debate or give persuasive speeches
They are able to explain things well.
They use humor when telling stories
Logical-mathematical intelligence
Characteristics
They take excellent problem solving skills and enjoy thinking of abstract ideas
They conduct scientific experiments and can solve complex calculations
Body-kinesthetic intelligence
Those who have high body-kinesthetic intelligence are said to exist good at body movement, functioning of actions, and physical control.
Characteristics
They are experts in dance and sports.
Enjoy creating things with their easily
They accept excellent concrete coordination.
They recall doing, instead of listening or seeing
Musical intelligence
Characteristics
They remember songs and melodies and take extensive noesis of musical structure, rhythm, and notes.
Interpersonal intelligence
Those who accept strong interpersonal intelligence are good at understanding and interacting with other people. These people are adept at assessing the emotions, motivations, desires, and intentions of those effectually them.
Characteristics
They communicate well verbally and are skilled in non-verbal communication.
As well, they run across situations from different perspectives and create positive relationships with others.
Resolve conflicts in group settings
Intrapersonal intelligence
Characteristics
They clarify their strengths and weaknesses well and relish analyzing theories and ideas
They have excellent self-awareness and sympathise the basis of their ain motivations and feelings.
Naturalistic intelligence
Co-ordinate to Gardner, individuals who take a loftier level of intelligence in this type are more in melody with nature and are ofttimes interested in nurturing themselves, exploring the environment and learning virtually other species. These people are said to be highly aware of fifty-fifty subtle changes in their environment.
Characteristics
They are interested in topics such as phytology, biology, and zoology.
They easily categorize and catalog informationm savour camping, gardening, hiking, and exploring the outdoors.
If you are strong in naturalistic intelligence, good career options for you are: Biologist, Conservationist, Gardener and Farmer
Critical evaluation
Other investigations argue that these Gardner intelligences are in second or third identify after the "g" cistron (Visser, Ashton and Vernon, 2006). Some responses to this criticism include that the theory of multiple intelligences does not dispute the existence of the "m" gene; proposes that it is the same forth with the other intelligences. Many critics overlook the inclusion criteria established by Gardner. These criteria are strongly supported by empirical bear witness in psychology, biology, neuroscience, among others.
Gardner admits that traditional psychologists were valid criticizing the lack of operational definitions for intelligences, that is, to find out how to mensurate and test the unlike competencies (Davis et al., 2011). Gardner was surprised to notice that the theory of multiple intelligences has been used more than widely in educational contexts. He developed this theory to challenge academic psychologists, and therefore did not come up with many educational suggestions.
For this reason, teachers and educators were able to take the theory and utilise information technology equally they saw fit. It has often turned down opportunities to assist in the evolution of the curriculum that uses multiple intelligences theory, opting to provide simply feedback at most (Gardner, 2011). Nigh of the criticism comes from those who have withdrawn from the classroom, such as journalists and academics.
Implications for learning
The most important educational implications of the theory of multiple intelligences can be summarized through individuation and pluralization. Individuation posits that because each person differs from another, there is no logical reason to teach and evaluate students identically. Technology has at present made it possible for more people to access a variety of teachings and assessments based on their needs.
Pluralization, the idea that topics and skills should be taught in more than ane way, activates the multiple intelligences of the individual. Presenting a multifariousness of learning activities and approaches helps to reach all students and encourages them to be able to recollect near issues from diverse perspectives, deepening their understanding of that topic (Gardner, 2011b).
Conclusions
A common misconception most the theory of multiple intelligences is that it is synonymous with learning styles. The theory of multiple intelligences states that anybody has all eight intelligences in varying degrees of competence and an individual'southward learning style is not related to the areas in which he is almost intelligent. For case, someone with linguistic intelligence does not necessarily learn better past writing and reading.
Classifying students only by their learning styles or intelligences tin limit their learning potential. Inquiry shows that students are more engaged and acquire better when given various ways to demonstrate their knowledge and skills, which as well helps teachers more accurately assess student learning.
Bibliographic references
Darling-Hammond, L. (2010). Performance Counts: Assessment Systems That Back up High-Quality Learning. Quango of Chief State Schoolhouse Officers.
Edutopia. (2013, March 8). Multiple Intelligences: What Does the Research Say? https://world wide web.edutopia.org/multiple-intelligences-enquiry
Gardner, H. East. (2000). Intelligence reframed: Multiple intelligences for the 21st century. Hachette United kingdom of great britain and northern ireland.
Gardner, H. (2011a). Frames of mind: The theory of multiple intelligences. Hachette Great britain.
Gardner, H. (2011b). The theory of multiple intelligences: Every bit psychology, as didactics, every bit social science. Address delivered at José Cela University on October, 29, 2011.
Gottfredson, L. S. (2004). Schools and the thou cistron. The Wilson Quarterly (1976-), 28(iii), 35-45.
Visser, B. A., Ashton, Chiliad. C., & Vernon, P. A. (2006). Beyond k: Putting multiple intelligences theory to the test. Intelligence, 34(5), 487-502.
Multiple intelligences
Source: https://online-tesis.com/en/multiple-intelligences/
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