Edu. 372 Assignment
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edu_assignment_week_1.pdf
y
H ow
ard G ardn
er w as born in Scran
ton ,
Pen n
sylvan ia in July of 1943, an
d becam e
in terested in Psych
ology after readin g w
orks by P
iaget an d studyin
g un der th
e fam ous E
rik E rikson
at H arvard C
ollege (C h
erry, n .d.).
y A
fter receivin g h
is P h
.D . at H
arvard in 1971, G ardn
er w en
t on to w ork
w ith m
any differen t kin
ds of ch ildren – both gifted an
d n on – an
d began to develop a th
eory th at w
ould soon gain h im
n ation
al recogn
ition an d a place in sch
ool textbooks; th e th
eory of m ultiple
in telligen
ces (C h
erry, n .d.).
y A
part from th
is very fam ous th
eory, G ardn
er h as gon
e on to w rite over
20 books about th e m
in d an
d in telligen
ce, h as w
on five prestigious aw
ards, an d w
orks as an A djun
ct P rofessor of Psych
ology at H arvard
U n
iversity (C h
erry, n .d.).
y Suggests th
at each h um
an h as h
is or h er ow
n un ique set of in
tellects w h
ich are m
ade up from eigh
t particular in telligen
ces, rath er th
an just th e stan
dard readin
g, w ritin
g, an d m
ath em
atics in telligen
ces (E stes &
K rogh
, 2012). y
R ecen
tly, a n in
th in telligen
ce h as been con
sidered, w h
ich is E xisten
tial In
telligen ce, alth
ough n ot tech
n ically an In
telligen ce yet, as it does n
ot m eet
th e criteria to be an actual “in
telligen ce” (LeFran
cois, 2011). y
T h
ese eigh t in
clude: y
Logical-m ath
em atical in
telligen ce
y Lin
guistic in telligen
ce y
M u
sical In telligen
ce y
Spatial In telligen
ce y
B odily kin
esth etic In
telligen ce
y In
terperson al In
telligen ce,
y In
traperson al In
telligen ce
y N
aturalistic In telligen
ce
y Logical –M
ath em
atical – In telligen
ce w ith n
um bers an
d reason in
g. y
Lin guistic – In
telligen ce w
ith w ords an
d lan guage.
y M
usical – In telligen
ce w ith everyth
in g pertain
in g to m
usic; rhyth m
, pitch ,
etc. y
Spatial In telligen
ce – In telligen
ce w h
en it com es to un
derstan din
g th rough
pictures an d ch
arts. y
B odily-K
in esth
etic – In telligen
ce usin g th
e body; good w ith h
an d-eye
coordin ation an
d body stren gth
/con trol.
y In
terperson al – In
telligen ce w
ith “readin g” people; people sm
arts. y
In traperson
al – In telligen
ce w h
en it com es to kn
ow in
g thyself; self-sm arts.
y N
aturalistic – In telligen
ce w h
en it com es to n
ature an d un
derstan din
g n
ature’s law s.
y A
D D
IT IO
N A
L C O
N C
E P
T : E
xisten tial – In
telligen ce dealin
g w ith spiritual
th in
gs an d life after death
. (L
eFran co
is, 2011)
y A
co m
m o
n argu
m en
t is th at M
I is n o
t b ased
o n
research an
d h
o ld
s n
o em p
irical evid en
ce, as th ere is n
o h ard
p ro
o f sh
o w
in g th
at ap
p lyin
g th is th
eo ry in
a classro o
m is effective ; it is alm
o st
im p
o ssib
le to tru ly test th
is th eo
ry (K lein
, 1998). y
B ecau
se o f M
I’s lack o
f su p
p o
rt/evid en
ce, it is alm o
st im p
o ssib
le to in
d ivid
u alize ed
u catio
n fo
r each stu
d en
t as it w o
u ld
b e alm
o st
im p
o ssib
le to cap tu
re th e d
ifferen ces am
o n
g each stu
d en
t an d
w
h ere, exactly, it is th
at th ey sh
in e (K
lein , 1998).
y M
I is extrem ely vagu
e, an d
o ften
rep etitive, as m
an y o
f th e eigh
t in
telligen ces’ d
efin in
g term s can
m ean
o n
e th in
g to o n
e p erso
n an
d
an o
th er to th
e n ext; each
in telligen
ce ten d
s to b e relative (K
lein ,
1998). y
M I m
ak es each
stu d
en t b
elieve h e/sh
e is sm art b
ecau se it creates a
cu rricu
lu m
aro u
n d
each stu
d en
t an d
th eir in
telligen ce rath
er th an
teach
in g th
e stu d
en t a n
ew set o
f lesso n
s an d
m o
d u
les th at h
e/sh e
h as to u
n d
erstan d
w ith
o u
t excep tio
n (A
rm stro
n g, 2009).
y I A
gree: y
I b elieve w
h o
le-h earted
ly th at each
p erso
n is u
n iq
u e in
h is o
r h er ab
ility to
acco m
p lish
lesso n
s an d
task s, an
d u
n d
erstan d
th e w
o rld
aro u
n d
h
im /h
er. y
B ecau
se w e are all su
ch d
ifferen t creatu
res in th
e w ay w
e learn an
d ap
p ly
o u
r learn in
g, it w o
u ld
o n
ly m ak
e sen se th
at w e w
o u
ld h
ave th ese
d ifferen
t in telligen
ces – b e th
em m
u sical, in
terp erso
n al, lin
gu istic, an
d
so o
n – to
m ak
e u p
each u
n iq
u e p
erso n
. It m ak
es sen se – as b
o th
a p aren
t an
d fu
tu re teach
er – th at G
ard n
er’s th eo
ry w o
u ld
ap p
ly w ell in
th e
classro o
m an
d at h
o m
e to cater to
th ese u
n iq
u e ch
ild ren
. y
W h
en ch
ild ren
are ab le to
u n
d erstan
d an
y lesso n
in th
eir o w
n u
n iq
u e
w ay o
f learn in
g, n o
t o n
ly d o
es th at h
elp th
em im
p ro
ve in sch
o o
l, b u
t it b
u ild
s th eir co
n fid
en ce, w
h ich
w ill satisfy m
an y areas w
ith in
th eir life,
even o
u tsid
e o f sch
o o
l. y
P erso
n ally, I get it. I’ve alw
ays b een
o n
e o f th
o se “k
id s” w
h o
d id
n o
t learn
th e co
n ven
tio n
al read in
g/w ritin
g/arith m
etic k in
d o
f w ay. I h
ave alw ays
n eed
ed h
an d
s-o n
learn in
g to fu
lly grasp a su
b ject, an
d th
in gs lik
e m
u sicals an
d talk
in g in
gro u
p tim
e w as alw
ays m o
re h elp
fu l to
m e th
an
p en
to p
ap er.
y T
h is th
eory w ill h
elp m e, as an educator, differen
tiate betw
een ch ildren an
d th e w
ays in w h
ich th ey learn an
d view
th e w
orld aroun d th
em . I w
ill be able to distin guish
certain areas in w h
ich on e ch
ild m ay excel w
h ile an
oth er
ch ild does better learn
in g from
a differen t m
ean s.
y I w
ill be able to deciph er h
ow each studen
t learn s an
d com
m un
icates th eir learn
in g by observin
g an d assessin
g differen
t qualities an d w
h ere th
ey sh in
e. I w ill be able to
cater to each in dividual ch
ild as th ey grow
in th e
environ m
en t aroun
d th em
w ith th
e differen t tools at th
eir disposal for learn
in g in each on
e of th eir in
dividual w ays.
y
E xam
ple 1: To im plem
en t th
e th eory of m
ultiple in telligen
ces in to m
y classroom , I
w ill h
ave eigh t learn
in g cen
ters – on e for each of th
e in telligen
ces. For on e lesson a
day, I w ill talk to an
d teach th e studen
ts th e lesson
, en gagin
g th em
in conversation about th
e lesson , an
d th en h
ave th em
go off, in sm all groups, to on
e of th e eigh
t cen
ters for about 15 m in
utes each . T
h is w
ill h elp each studen
t gain a stron g grasp
on w h
at m ay n
orm ally h
ave been a difficult con cept for th
em to learn
. y
E xam
ple 2: Sin ce usin
g cen ters w
ill prim arily be available for on
e m ain lesson
th rough
out th e sch
ool day, oth er lesson
s m ay require furth
er explan ation an
d m ore
diverse w ays of teach
in g to en
h an
ce th e lesson at h
an d. T
h erefore, I w
ill in
corporate several differen t activities in
to each lesson th at involves several of th
e in
telligen ces. For in
stan ce, if I am
teach in
g m y studen
ts about C h
ristoph er
C olum
bus, I could h ave th
em w
atch a puppet sh ow
to a story bein g read about h
im
an d h
is journ ey, an
d afterw ard, draw
a picture about w h
at th ey h
ad just learn ed.
T h
is is usin g at least th
ree of th e eigh
t in telligen
ces an d h
elps th e studen
ts to fully capture th
e lesson at h an
d.
y A
rm stron
g, T. (2009). M ultiple In
telligen ces in th
e C lassroom
, 3 rd E
dition .
C hapter 15. M
I T heory and Its C
ritics. R etrieved from
h
ttp://w w
w .ascd.org/publication
s/books/109007/ch apters/M
I-T h
eory- an
d-Its-C ritics.aspx
y C
h erry, K
. (n .d.). H
ow ard G
ardn er B
iography. A bout Education. R
etrieved from
h ttp://psych
ology.about.com /od/profilesal/p/h
ow ard-gardn
er.h tm
y
E stes, L.S., &
K rogh
, S. L. (2012). Pathw ays to Teach
in g Youn
g C h
ildren : A
n In
troduction to E arly C
h ildh
ood E ducation
. San D iego, C
A : B
ridgepoin t
E ducation
, In c. R
etrieved from
h ttps://con
ten t.ash
ford.edu/books/A U
EC E
101.12.2 y
K lein
, P. D . (1998). A
respon se to h
ow ard gardn
er: Falsifiability, em pirical
eviden ce an
d pedagogical usefuln ess in education
al psych ologies.
C anadian Journal of Education, 23(1), 103. R
etrieved from
h ttp://search
.proquest.com /docview
/215372867?accoun tid=32521
y LeFran
çois, G . (2011). Psych
ology for teach in
g (11th ed.). San D iego, C
A :
B ridgepoin
t E ducation
, In c. R
etrieved from
h ttps://con
ten t.ash
ford.edu/books/
