EducationalPsychology ResearchReport

MultipleIntelligences:Assessmentand Application
MeghanHarrison 12/1/2011 MICHELEVOSBERG:EDU125

Meghan Harrison Michele Vosberg EDUC 125 Educational Psychology Research Report In this research report I will be discussing multiple intelligences theorized by Howard Gardner as well as his opinion on the need for change in our current school system from his book called Multiple Intelligences the theory in Practice. I will also incorporate collaborating ideas such as; overviews of each intelligence, how to assess and apply them into our students and our current school system from the book Teaching & Learning through Multiple Intelligences by Linda Campbell, Bruce Campbell and Dee Dickson. Finally I will conclude with Howard Gardners idea of the Utopian school system. In the book Multiple Intelligences the Theory in Practice byHoward Gardner begins the book expressing his view of our current school system as the uniform view (Gardner, 1993). In the uniform school, there is a core curriculum, a set of facts that everybody should know, and very few electivesin the uniform school there are regular assessments using paper and pencil instruments, of the IQ or SAT variety. This approach works well for some people- schools such as Harvard are eloquent testimony to that (Gardner, 1993, p.6). Not all people respond to that type of teaching and assessment. So what is human intelligence then and how can one describe it?Authors Linda and Bruce Campbell as well as Dee Dickinson describe their definition of human intelligence according to Howard GardnerIn Teaching & Learning through Multiple Intelligences. He has broken the common tradition of intelligence theory which adheres to two fundamental assumptions: that human cognition is unitary and that individuals can be adequately described as having a single, quantifiable intelligence (Campbell & Dickinson, 1996, p. xv).

The Campbells and Dickinson write that Gardner proposed that we possess seven intelligences that we tap into but traditional schools dont recognize so many students fail to demonstrate traditional intelligence (Campbells& Dickinson, 1996). In further detail the authors describe Gardners research of human intelligence as having several components which include: the ability to solve problems the one encounters in real life, the ability to generate new problem to solve and the ability to make something or offer service that is valued within ones culture (Campbells& Dickinson, 1996, p. xv). So how does one actually identifyintelligence? According to Gardner he developed a list of seven multiple intelligences through knowledge about normal development and that in gifted individuals, psychometric data, studies (Gardner, 1993). Conferring with Howard Gardners book Frames of Mind, authors Campbell and Dickinson wrote a summary for each of the seven intelligences that include; Linguistic intelligence, Logical-mathematical intelligence, Visual- spatial intelligence, Bodily-kinesthetic intelligence, Musical intelligence, Interpersonal intelligence and Intrapersonal intelligence. Most people excel in one or two intelligences but not all. Teachers can play a very important role in strengthening all of the seven multiple intelligences within their students by implementing lesson plans that incorporate a variety of these intelligences, allowing growth within these areas and by having an understand of each of the intelligences ( Campbell & Dickinson, 1996). The first type is Linguistic intelligence which is described as the ability to think in words and to use language to express and appreciate complex meaning... a few examples of people who exhibit a high degree of linguistic intelligence are authors, poets, journalists, speakers, and newscasters (Campbell & Dickinson, 1996, p. xvii). You can assess your students to see if they have a strong linguistic intelligence by if they embody several of the

following characteristics; Listens and responds to the sound, rhythm, color and variety of the spoken word, imitates sounds, language, reading and writing of others, may Speak effectively to a variety of audiences for a variety of purposes, and knows how to speak, eloquently, persuasively, or passionately at appropriate times. They maywrite effectively; understands and applies all the rules of grammar, spelling, punctuation, and uses an effective vocabulary and or demonstrate and interest in journalism, poetry, storytelling, debate, speaking, writing, or editing(Campbell & Dickinson, 1996, p.4).Teachers can easily accompany the oral component of this intelligence into their daily routine by providing strong models by engaging in discussion with enthusiasm, telling stories and providing field trips to local theaters(Campbell & Dickinson, 1996, p.5). Furthermore, teachers can also add the writing component by implementing journaling time, reports, essays etc. (Campbell & Dickinson, 1996). The second intelligence discovered by Howard Gardner and described by Linda, Bruce Campbell and Dee Dickinson is Logical-mathematical intelligence. It is described as having the ability to calculate, hypothesis and carry out complex mathematical operations. Studies show that scientist, mathematicians, accountants, engineers and computer programmers all demonstrate a strong logical mathematical intelligence (Campbell & Dickinson, 1996, p. xvi).Students with this intelligence will possess the characteristics:uses abstract symbols to represent concrete objects and concepts, enjoys complex operations such as calculus, physics, computer programing, or research methods. Possibly demonstrates skill in logical problem solving, is familiar with the concepts of quantity, time and cause and effect. Or they express an interest in accounting, formulating models, making hypotheses and gathering data evidence(Campbell& Dickinson, 1996, p.35).Teachers can also incorporate this intelligence by adding deductive logic, syllogisms, diagrams, calculations and analogies you can use diverse

questioning, open ended question for the students to solve, asking the students to justify their statements, or by having your students predict the logical outcome of a problem or situation (Campbell & Dickinson, 1996, pp.36-37). The third intelligence is Visual- spatial intelligence. This intelligence instills the capacity to think in three-dimensional ways as do sailors, pilots, sculptors, painters and architects. This intelligence enables one to perceive external and internal imagery, to recreate, transform, or modify images, and to produce and decode graphic information (Campbell& Dickinson, 1996, p. xvii).Students with this intelligence will most likely enjoy doodling, drawing, painting or otherwise reproducing objects in visible forms. They perceive and produce mental imagery, think in pictures and uses visual detail. They could learn best by seeing and observing others, Recognizesfaces, objects, colors, details, and scenes and decodes graphs, charts or maps(Campbell& Dickinson, 1996, p. 97).The book Teaching and Learning through Multiple Intelligences suggests that classroom environments can be made to support visual- spatial learners by poster, cartoons or photographs that relate to the subject matter placed around the classroom. These learners respond well to movies, PowerPoint, and color coded materials so these could be used to as tools to enhance the students learning(Campbell & Dickinson, 1996). Continuing on down Howard Gardners list of multiple intelligences is number four: Bodily-kinesthetic. This means when one is able to manipulate objects and fine-tune physical skills. It is evident in athletes, surgeons, dancers and craftspeople. Our culture does not accept this intelligence very easily but in other cultures the ability to use ones body is a necessity for survival and therefore quite prestigious(Campbell & Dickinson, 1996, p. xvi). A person with a strong bodily-kinesthetic intelligence will explore environment and objects through touch and movement, and or prefers to touch, handle, or manipulate what is to be learned, develops

coordination and sense of timing. They would learn best by direct involvement and participation.Shows dexterity in working by means of small or gross motor movements and is sensitive and responsive to physical environments and physical systems (Campbell & Dickinson, 1996, p. 68). The classroom can be turned into learning-enhancing environments for this intelligence by arranging the classroom to allow students to get up and move around. You could also incorporate lesson that have a hands on component, a creative movement or manipulative like a flash card (Campbell & Dickinson, 1996). Fifth multiple intelligence is what is called Musical intelligence. This is intelligence is evident in individuals who possess a sensitivity to pitch, melody, rhythm, and tone. Those who demonstrate this intelligence include composers, conductors, critics, instrument makers, as well as sensitive listeners (Campbell & Dickinson, 1996, p. xvi). It is likely that a person with welldeveloped musical intelligence listens and responds with interest to a variety of sound including the human voice, and environmental sounds. They would enjoy and seek out opportunities to hear music or environmental sounds in the learning environment. A person with this intelligence may also use vocabulary and notions of music, and develop the ability to sing and or play an instrument (Campbell & Dickinson, 1996, p. 135). Some teachers may find it difficult to implement music into their daily routine but it can be as simply as allowing music to play quietly in the backgroundduring work time or making up a song to remember content, believe it or not but those small gestures can go a long way with a music intelligent student (Campbell & Dickinson, 1996). The Final two intelligences are different from the other five because the intelligences interpersonal and intrapersonal involve the abilities to effectively perceive and evaluate the actions and feelings of yourself and the people around you(Gardner, 1993). The first of the two

described in Teaching and Learning through Multiple Intelligences is interpersonal. This is when a person has the capacity to understand and interact effectively with others. This intelligence is evident in teachers, social workers, actors or politicians. They may form and maintain successful social relationships, recognize and use a variety of ways to relate to others furthermore, they could also perceive the feelings, thoughts, motivations, behaviors and lifestyles of others better than some (Campbell & Dickinson, 1996, p. 160). A teacher can enhance and enable an interpersonal intelligent student by creating a classroom that has a warm, safe environment. This is because it is likely that a student with this intelligence will be affected by negative actions and or environments than other students. Rules and expectations should be established early on in the year to ensure positive students and classroom. Another useful tool can be establishing groups work into the lesson to allow interaction between students (Campbell & Dickinson, 1996, pp. 162-63). Intrapersonal intelligence is the final intelligence discovered my Howard Gardner and discussed by Bruce and Linda Campbell and Dee Dickinson. The intelligence refers to the ability to construct an accurate perception of oneself and to use such knowledge in planning and directing ones life,some examples ofindividuals with strong intrapersonal intelligence are theologian, psychologists and philosophers(Campbell & Dickinson, 1996, p. xvi). It is likely that this person will be one who is aware of his range of emotions, finds and approaches and outlets to express his feelings and thoughts. They may like to work independently, attempts to seek out and understand inner experiences and may gain insight into the complexities of the self and the human condition (Campbell & Dickinson, 1996, p. 197). One of the main components teachers need to realize when dealing with an intrapersonal intelligent student is that their selfesteem is vital to their learning process. If this person does not feel a positively about themselves

and their abilities in the classroom in will negatively affect their learning.This can be avoided by implementing a sense of community, encouraging participation, compliment circles, selfevaluation and many more (Campbell & Dickinson, 1996). In closing I would like to end with presenting you an image of Howard Gardners ideal school system, one he calls Utopian. He has written in my view, the purpose of school should be to develop intelligences and to help people reach vocational and avocational goals that are appropriate to the particular spectrum of intelligences. People who are helped to do so, I believe, feel more engaged and competent and therefore more inclined to serve the society in a constructive way. This lead me to the notion of an individual- centered school, one geared to optimal understanding and development of each students cognitive profile (Gardner, 1993, pp.9-10). After researching these views on multiple intelligences I find myself agreeing with Gardner. The model of his utopian school fits into my pedagogical ideals of teaching. The use of the seven intelligences as a positive education tool within my field of teaching will help everyone involved in the learning process, myself included.

Bibliography Campbell, L., Campbell, B., & Dickinson, D. (1996).Teaching & learning through multiple intelligences. Needham Heights, Mass.: Allyn& Bacon. Gardner, H. (1993). Multiple intelligences: the theory in practice. New York, NY: Basic Books. Gardner, H. (1983). Frames of mind: the theory of multiple intelligences. New York: Basic Books