Gardner’s theory of multiple
intelligences is a guide to better assess student giftedness. He outlines eight
“intelligences” which demonstrate potential for an individual’s success within
society. He believes student ability should be measured beyond just literacy
and mathematical skill, but in all the other strengths individuals possess,
such as, people skills (interpersonal), connection to nature (naturalist),
athletic and performance art (bodily-kinesthetic), artistic creativity
(spatial), etc.
The multiple intelligences theory has
implications in the general classroom as well. While educators are warned to
not ignore effective instruction procedures (Fasko, 2000), MI can be
incorporated into lesson plans through learning centers (primarily used in
lower elementary grades) or, as in the example below, differentiated
instruction.
Sixth-grade language arts with Mr. D.
opened me up to reading and writing like I had never before experienced. Every
three to four weeks we composed short stories, poems, plays, non-fiction
research projects, fantasies and dramas. We were introduced to Edgar Allen Poe.
We experienced music and studied the poetry and descriptive language of the
lyrics.
The class had an open, creative feel.
No rows or gluttonous teacher-directed lessons. We discussed, debated, created
and shared. I enjoyed listening to other student’s stories. The class not only
opened my eyes to myself but to the other students.
Mr. D was more of an orchestrator than
a technician. He did not have a codified process of the way learning had to be
achieved, but provided an environment for each student to succeed. Yes, he had
a couple central goals for all students and a purpose to his class, but like a
composer he allowed the individuals to provide their part of the overall
classroom dynamic. There were times he would reel us in and later he would
release us back redirected and refocused to our work.
Such is an example of the facilitation
of Gardner’s multiple intelligences theory. Research showed that learning
environments that value all the intelligences would enhance the talents of all
students (Fasko, 2000). Mr. D’s class utilized popular songs and lyrics
(musical and linguistic intelligence), the process of editing (linguistic and
logical) and had us share and reflect on our short stories (interpersonal and
intrapersonal). Mr. D’s approach took the teacher away from the center of
attention and placed the focus on the creativity, drive and cooperation of the
students.
Through his classroom procedures and
differentiating instruction, Mr. D demonstrated several characteristics of an
effective teacher. First and foremost, he maintained excellent personal
interactions with students. He joked, and accepted student ideas and debate. He
closely monitored student-learning processes by asking questions and critiquing
our writing in small personal groups. When implementing differentiated
instruction or MI, a teacher must be able to track what and how the student
learns and how he/she best learns the material. At the same time, Mr. D had
high expectations, also critical when using MI in the classroom. If a student
is high achieving in the linguistic intelligence, that student should be challenged
to improve, either in that intelligence or to develop his/her abilities in other
intelligences. Lastly, Mr. D had high standards for classroom behavior, a vital
component to an effective MI classroom. If students are encouraged to be
creative and accept creativity, they will continue to improve their abilities.
As a pre-service teacher I plan to
implement these effective teaching behaviors in my classroom. I will be open to
ideas and creativity and expect the same of my students. I will set high
expectations by challenging students and teaching students to challenge themselves.
I will closely monitor student progress, but most importantly I will monitor
how they learn. Because knowing how a child learns will better help me assess
his/her progress and allow me to construct more effective and engaging lessons
down the road.
WORK
CITED
Bain, H., Lintz, N., and
Word, E. (1989). A study of fifty
effective teachers whose class average gain scores ranked in the top 15% of
each of four school types in project star. Paper presented at
AERA annual meeting, San Francisco. http://wenku.baidu.com/view/9484d249e45c3b3567ec8beb.html
Barry, R. (2010). Teaching
effectiveness and why it matters. The
Chalkboard Project. February 2010. http://chalkboardproject.org/wp-content/uploads/2010/12/teacher-effectiveness-and-why-it-matters.pdf
Fasko, D. (2000). An analysis of
multiple intelligences theory and its use with the gifted and talented. Roeper Review 23(3), 126-130.
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