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Brualdi Timmins, Amy C.

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Practical Assessment, Research, and Evaluation Volume 5 Volume 5, 1996-1997 Article 10 1996 Multiple Intelligences: Gardner's Theory Amy C. Brualdi Timmins Follow this and additional works at: https://scholarworks.umass.edu/pare Recommended Citation Brualdi Timmins, Amy C. (1996) "Multiple Intelligences: Gardner's Theory," Practical Assessment, Research, and Evaluation: Vol. 5 , Article 10. DOI: https://doi.org/10.7275/7251-ea02 Available at: https://scholarworks.umass.edu/pare/vol5/iss1/10 This Article is brought to you for free and open access by ScholarWorks@UMass Amherst. It has been accepted for inclusion in Practical Assessment, Research, and Evaluation by an authorized editor of ScholarWorks@UMass Amherst. For more information, please contact scholarworks@library.umass.edu. A peer-reviewed electronic journal.Copyright is retained by the first or sole author, who grants right of first publication to Practical Assessment, Research & Evaluation. Permission is granted to distribute this article fornonprofit, educational purposes if it is copied in its entirety and the journal is credited. PARE has the right to authorize third party reproduction of this article in print, electronic anddatabase forms.Volume 5, Number 10, November, 1996 ISSN=1531-7714Multiple Intelligences: Gardner's Theory.Amy C BrualdiERIC Clearinghouse on Assessment and Evaluation(revised 11/99 by the editors to include Howard Gardner's eighth intelligence)Arguing that "reason, intelligence, logic, knowledge are not synonymous...," Howard Gardner (1983) proposed a new viewof intelligence that is rapidly being incorporated in school curricula. In his Theory of Multiple Intelligences, Gardnerexpanded the concept of intelligence to also include such areas as music, spacial relations, and interpersonal knowledgein addition to mathematical and linguistic ability.This article discusses the origins of Gardner's Theory of Multiple Intelligences, his definition of intelligence, theincorporation of the Theory of Multiple Intelligences into the classroom, and its role in alternative assessment practices.EIGHT INTELLIGENCESGardner defines intelligence as "the capacity to solve problems or to fashion products that are valued in one or morecultural setting" (Gardner & Hatch, 1989). Using biological as well as cultural research, he formulated a list of sevenintelligences. This new outlook on intelligence differs greatly from the traditional view which usually recognizes onlytwo intelligences, verbal and computational. The eight intelligences Gardner defines are:Logical-Mathematical Intelligence--consists of the ability to detect patterns, reason deductively and think logically.This intelligence is most often associated with scientific and mathematical thinking.Linguistic Intelligence--involves having a mastery of language. This intelligence includes the ability to effectivelymanipulate language to express oneself rhetorically or poetically. It also allows one to use language as a means toremember information.Spatial Intelligence--gives one the ability to manipulate and create mental images in order to solve problems. Thisintelligence is not limited to visual domains--Gardner notes that spatial intelligence is also formed in blind children.Musical Intelligence--encompasses the capability to recognize and compose musical pitches, tones, and rhythms.(Auditory functions are required for a person to develop this intelligence in relation to pitch and tone, but it is notneeded for the knowledge of rhythm.)Bodily-Kinesthetic Intelligence--is the ability to use one's mental abilities to coordinate one's own bodilymovements. This intelligence challenges the popular belief that mental and physical activity are unrelated.The Personal Intelligences--includes interpersonal feelings and intentions of others--and intrapersonalintelligence--the ability to understand one's own feelings and motivations. These two intelligences are separate fromeach other. Nevertheless, because of their close association in most cultures, they are often linked together.Naturalist intelligence designates the human ability to discriminate among living things (plants, animals) as well assensitivity to other features of the natural world (clouds, rock configurations).Although the intelligences are anatomically separated from each other, Gardner claims that the eight intelligences veryrarely operate independently. Rather, the intelligences are used concurrently and typically complement each other asindividuals develop skills or solve problems. For example, a dancer can excel in his art only if he has 1. strong musical intelligence to understand the rhythm and variations of the music, 2. interpersonal intelligence to understand how he can inspire or emotionally move his audience through hismovements, as well as 3. bodily-kinesthetic intelligence to provide him with the agility and coordination to complete the movementssuccessfully.BASIS FOR INTELLIGENCEPage 1 of 3 1Brualdi Timmins: Multiple Intelligences: Gardner's TheoryPublished by ScholarWorks@UMass Amherst, 1996Gardner argues that there is both a biological and cultural basis for the multiple intelligences. Neurobiological researchindicates that learning is an outcome of the modifications in the synaptic connections between cells. Primary elements ofdifferent types of learning are found in particular areas of the brain where corresponding transformations haveoccurred. Thus, various types of learning results in synaptic connections in different areas of the brain. For example,injury to the Broca's area of the brain will result in the loss of one's ability to verbally communicate using proper syntax.Nevertheless, this injury will not remove the patient's understanding of correct grammar and word usage.In addition to biology, Gardner (1983) argues that culture also plays a large role in the development of the intelligences.All societies value different types of intelligences. The cultural value placed upon the ability to perform certain tasksprovides the motivation to become skilled in those areas. Thus, while particular intelligences might be highly evolved inmany people of one culture, those same intelligences might not be as developed in the individuals of another.USING MULTIPLE INTELLIGENCES IN THE CLASSROOMAccepting Gardner's Theory of Multiple Intelligences has several implications for teachers in terms of classroominstruction. The theory states that all seven intelligences are needed to productively function in society. Teachers,therefore, should think of all intelligences as equally important. This is in great contrast to traditional educationsystems which typically place a strong emphasis on the development and use of verbal and mathematical intelligences.Thus, the Theory of Multiple Intelligences implies that educators should recognize and teach to a broader range oftalents and skills.Another implication is that teachers should structure the presentation of material in a style which engages most or all ofthe intelligences. For example, when teaching about the revolutionary war, a teacher can show students battle maps,play revolutionary war songs, organize a role play of the signing of the Declaration of Independence, and have thestudents read a novel about life during that period. This kind of presentation not only excites students about learning,but it also allows a teacher to reinforce the same material in a variety of ways. By activating a wide assortment ofintelligences, teaching in this manner can facilitate a deeper understanding of the subject material.Everyone is born possessing the seven intelligences. Nevertheless, all students will come into the classroom withdifferent sets of developed intelligences. This means that each child will have his own unique set of intellectualstrengths and weaknesses. These sets determine how easy (or difficult) it is for a student to learn information when it ispresented in a particular manner. This is commonly referred to as a learning style. Many learning styles can be foundwithin one classroom. Therefore, it is impossible, as well as impractical, for a teacher to accommodate every lesson to allof the learning styles found within the classroom. Nevertheless the teacher can show students how to use their moredeveloped intelligences to assist in the understanding of a subject which normally employs their weaker intelligences(Lazear, 1992). For example, the teacher can suggest that an especially musically intelligent child learn about therevolutionary war by making up a song about what happened.TOWARDS A MORE AUTHENTIC ASSESSMENTAs the education system has stressed the importance of developing mathematical and linguistic intelligences, it oftenbases student success only on the measured skills in those two intelligences. Supporters of Gardner's Theory of MultipleIntelligences believe that this emphasis is unfair. Children whose musical intelligences are highly developed, forexample, may be overlooked for gifted programs or may be placed in a special education class because they do not havethe required math or language scores. Teachers must seek to assess their students' learning in ways which will give anaccurate overview of the their strengths and weaknesses.As children do not learn in the same way, they cannot be assessed in a uniform fashion. Therefore, it is important that ateacher create an "intelligence profiles" for each student. Knowing how each student learns will allow the teacher toproperly assess the child's progress (Lazear, 1992). This individualized evaluation practice will allow a teacher to makemore informed decisions on what to teach and how to present information.Traditional tests (e.g., multiple choice, short answer, essay...) require students to show their knowledge in apredetermined manner. Supporters of Gardner's theory claim that a better approach to assessment is to allow studentsto explain the material in their own ways using the different intelligences. Preferred assessment methods includestudent portfolios, independent projects, student journals, and assigning creative tasks. An excellent source for a morein-depth discussion on these different evaluation practices is Lazear (1992).CONCLUSIONSchools have often sought to help students develop a sense of accomplishment and self-confidence. Gardner's Theory ofMultiple Intelligences provides a theoretical foundation for recognizing the different abilities and talents of students.This theory acknowledges that while all students may not be verbally or mathematically gifted, children may have anexpertise in other areas, such as music, spatial relations, or interpersonal knowledge. Approaching and assessinglearning in this manner allows a wider range of students to successfully participate in classroom learning.ADDITIONAL READINGPage 2 of 3 2Practical Assessment, Research, and Evaluation, Vol. 5 [1996], Art. 10https://scholarworks.umass.edu/pare/vol5/iss1/10DOI: https://doi.org/10.7275/7251-ea02Blythe, T., & Gardner H. (1990). A school for all Intelligences. Educational Leadership. 47(7), 33-37.Fogarty, R., & Stoehr, J. (1995). Integrating curricula with multiple intelligences. Teams, themes, and threads. K-college.Palatine, IL: IRI Skylight Publishing Inc. (ED 383 435)Gardner, H. (1983). Frames of Mind. New York: Basic Books Inc.Gardner, H. (1991) The unschooled mind: how children think and how schools should teach. New York: Basic Books Inc.Gardner, H., & Hatch, T. (1989). Multiple intelligences go to school: Educational implications of the theory of multipleintelligences. Educational Researcher, 18(8), 4-9.Kornhaber, M., & Gardner, H. (1993, March). Varieties of excellence: identifying and assessing children's talents. Aseries on authentic assessment and accountability. New York: Columbia University, Teachers College, National Centerfor Restructuring Education, Schools, and Teaching. (ED 363 396)Lazear, David. (1999). Eightn ways of teaching: The artistry of teaching with multiple intelligences. Palatine, IL: IRISkylight Publishing Inc. (highly recommended) [Amazon]Lazear, David (1992). Teaching for Multiple Intelligences. Fastback 342 Bloomington, IN: Phi Delta KappanEducational Foundation. (ED 356 227) (highly recommended) [abstract]Martin, W.C. (1995, March). Assessing multiple intelligences. Paper presented at the meeting of the InternationalConference on Educational Assessment, Ponce, PR. (ED 385 368)----- Descriptors: Biology; *Cognitive Style; Culture; *Educational Assessment; *Intelligence; Intelligence Tests; Interpersonal Relationship;Kinesthetic Perception; Linguistics; Mathematical Aptitude; *Multiple Intelligences; Music; Performance Based Assessment; Problem SCitation: Brualdi Timmins, Amy C. (1996). Multiple intelligences: gardner's theory. Practical Assessment, Research & Evaluation, 5(10).Available online: http://PAREonline.net/getvn.asp?v=5&n=10.Page 3 of 3 3Brualdi Timmins: Multiple Intelligences: Gardner's TheoryPublished by ScholarWorks@UMass Amherst, 1996

Multiple Intelligences: Gardner\u27s Theory

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Multiple Intelligences: Gardner\u27s Theory

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