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Eassy of multiple intelligence
Disadvantages of learning styles in teaching methods
Eassy of multiple intelligence
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The day I walked into the sixth grade classroom at County Elementary, for my very first job of Substitute Teaching, I was nervous and wondered to myself, “How am I going to teach this group of kids?” Rows of desks all facing the front was the only thing that seemed familiar to me. So with a deep breath, lesson plans in hand, I pressed on. The day consisted of me lecturing and the students infrequently responding. For years the prevailing thoughts on classroom setup have been what I call a teacher centered approach to learning. This involves the teacher at the front of a classroom giving a lecture, and expecting the student to regurgitate it later on a test. Sound familiar? Teacher centered classrooms were the norm for many of us. The problem with this approach to learning is not all students learn in a lecture focused setup. Many people need to have the material presented in different ways; this allows them time to processes, and really understand the material. I am going to show you how taking into account multiple intelligences, and using different teaching approaches, other than the traditional teacher centered approach, will help the student to gain a better understanding of the material as a whole. In addition, I will give examples of how this looks within a classroom setting. Howard Gardner has done much research on multiple intelligences. Many teachers have taken his idea and extended it to the classroom in the form of something called learning styles. Although Gardner himself does not ascribe to the learning style extension of multiple intelligences, many teach... ... middle of paper ... ... Gardner, Howard. Multiple Intelligences: New Horizons. 1993. New York: Basic Books, 2008. Print. Kazu, Ibrahim Yasar. “The Effect of learning styles on education and the teaching process.” Journal of Social Sciences (Apr. 2009): 85. Academic OneFile. Web. 20 July 2011. Lamarche-Bisson, Diane. “Learning Styles - What Are They? How Can They Help?” World and I Sept. 2002: 268. Academic OneFile. Web. 20 July 2011. Lemlech, Johanna K. Curriculum and Instructional Methods for the Elementary and Middle School. Ed. Debra A. Stollenwerk. 4th ed. 1994. Upper Saddle, NJ: Prentice-Hall, Inc, 1998. Print. McClanaghan, Mary Ellen, et al. Master In The Art Of Teaching. Illus. Bob Winberry. Santa Monica: Canter Educational Productions, 1996. Print. Nolen, Jennifer L. “Multiple Intelligences In the Classroom.” Education (Fall 2003): 115. Academic OneFile. Web. 20 July 2011.
Howard Gardener is a psychologist and a professor of neuroscience at Harvard University who also designed the nine theories of Multiple Intelligence (MI). In 1983, he introduced the first seven theories of multiple intelligences in his book Frames of Mind: The Theory of Multiple Intelligences; then, he introduced his last two theories in his 1999 publication of Intelligence Reframed. According to Parkay & Stanford, “Howard Gardener believes that human beings possess at least eight separate forms of intelligence” (2003, p.300-301). Thus, Gardner’s theories began to question the conventional beliefs about how students are educated in the classroom. This paper will examine the teacher’s role in incorporating these theories into the classroom, the definitions of MI including classroom activities, and benefits of using this theory. Gardner’s theory of Multiple Intelligence includes the following intelligences: linguistic, logical-mathematical, spatial, musical, bodily-kinesthetic, interpersonal, intrapersonal, naturalists, and existentialist. Only two of the intelligences are commonly recognized in most classrooms: linguistic, and logical-mathematical. There are five intelligences that are frequently overlooked by educators: spatial, musical, bodily-kinesthetic, interpersonal, and intrapersonal. The last two are generally not considered in the classroom: naturalists, and existentialist, but naturalist can be applied with the use of science context. According to King, the theory of MI has “…motivated educators to develop programs that instruct students in multiple domains” (2010, p. 250).
Howard Gardner’s theory contains eight main multiple intelligence. As the years have progressed there have taken one out and is left with the main seven. These seven are: Linguistic, Mathematical, Spatial, bodily, Musical, Interpersonal, and Intrapersonal. These are found in everyone; however, each person will excel in one or two. Once teachers can determine what intelligence the students will exceed on and teach to their strengths the student will learn much more.
Over time I have learned that there is truth to Howard Gardner’s theory of Multiple Intelligences. In reference to the Ahanbor and Sadighi (2014) “The Relationship Between Multiple Intelligences, Learning Styles and Gender” (p.177) Gardner theorized that the human population has seven intelligences, which include: Logical-Mathematical, Linguistic, Spatial, Musical, Bodily Kinesthetic and Personal Intelligences. (Ahanbor & Sadighi, 2014, p.177-178) After reading the article it is with understanding that individuals may hold the same qualities but no individual is truly the same. For example, in a school system you are exposed to all sorts of students. Many have a multitude of abilities, some have athletic ability, musical ability and in the diverseness of language. As a teacher it is my job to learn the abilities of my students to help them reach varies levels of mastery. “The growing interest in learning styles is in recognition of the fact that learners differ in ways that need to be taken into account when teachers make decisions about course content and teaching methodology.” (Ahanbor & Sadighi, 2014,
Ozdimer, P., Gueysu, S., & Tekkaya, C. (2006). Enhancing learning through multiple intelligences. Journal of Biological Education, 40(2), 74-78.
“Accepting Gardner's Theory of Multiple Intelligences has several implications for teachers in terms of classroom instruction. The theory states that all seven intelligences are needed to productively function in society.” (Smith). Gardner’s theory supports a value system which “maintains that diverse students can learn and succeed, that learning is exciting, and that hard work by teachers is necessary.” (Smith). Gardner also states, “I want people at the end of their education to understand the world in ways that they couldn't have understood it before their education.” (Brockman, 2). What is lacking though is that there are educator who do not teach towards each child’s needs, they only teach. Every teacher must make sure that they accommodate each learner of learning activity. It may sound like a challenge for all the teachers but the learners learning intelligences come
Howard Gardner is the “John H. and Elisabeth A. Hobbs Professor of Cognition and Education at the Harvard Graduate School of Education and Adjunct Professor of Neurology at the Boston University School of Medicine, and Senior Director of Harvard Project Zero” (Gardner bio, Multiple Intelligences and Education, MI Theory, and Project Zero). As director of Project Zero, it provided and environment that Gardner could begin the exploration of human cognition (Multiple Intelligences and Education). Project Zero colleagues have been designing assessment and the use of multiple intelligences (MI) to realize more personalized curriculum, instruction, and teaching methods; and the quality of crossing traditional boundaries between academic disciplines or schools of thought in education (Gardner bio). MI theories offer tools to educators that will allow more people to master learning in an effective way and to help people “achieve their potential at the workplace, in occupations, and in the service of the wider world” (Gardner papers).
Some educational systems have already begun to make use of learning styles, yet there is surprisingly little research on the benefits for it. While there is a significant amount of research on theories about learning styles, studies which have actual measurable data are few and far between. Even the conclusions of the existing research are "equivocal at best and deeply contradictory at best". [cite]
Gilakjani, A.P. (2012). A Match or Mismatch Between Learning Styles of the Learners and Teaching Styles of the Teachers. International Journal or Modern Education & Computer Science, 4(11), 51-60. doi: 10.5815/jmecs.2012.11.05
Wilen, W., Ishler, M., Hutchison, J., Kindsvatter, R. (2000). Dynamics of effective teaching (4th ed.). New York: Addison Wesley Longman
This paper aims to discuss the different learning styles that people use, and the way in which to apply new teaching methods, in which to expand the learning strategies of students. Here are two quotes from P Honey which explains the purpose of this paper
Campbell, Linda, Bruce Campbell, and Dee Dickinson. Teaching and Learning through Multiple Intelligence. 3rd ed. Arlington, Boston: Pearson, 2004. Print.
The theory of multiple intelligences was developed in 1983 by Dr. Howard Gardner, professor of education at Harvard University. It suggests that the traditional notion of intelligence, based on I.Q. testing, is far too limited. Instead, Dr. Gardner proposes eight different intelligences to account for a broader range of human potential in children and adults. These intelligences are:
Students’ classroom learning styles can be viewed as patterns or characteristics in response to the learning contexts, and are usually considered
As I reflect on my experiences observing in three different classrooms over the last three months, I cannot express how much I have learned by being in the classroom. I began the Master of Science in Education last fall and previous to the practicum experience I had taken 8 classes. I read books, listened to the experiences of my classmates and instructors, reflected on my own education, and tried to imagine how this information was going to prepare me to face a classroom of elementary school students. While I learned theories and skills that should be known by any educator, these classes could not teach me what I most desired to know: what tangible steps could I take to correctly implement all of the correct ways of teaching.
Studies show this style is usually a pupils linguistic and logico-mathematic approach, which may place students with different intelligences at a disadvantage1. Research suggests educational systems should utilize the multiple intelligence approach in order to teach in a more effective manner1. In cases where the multiple intelligence approach has been implemented in a school setting, the results have revealed an increase in not only the amount, but depth of knowledge2. For an educational system to teach in the most effective manner they should have their teachers teach in a variety of styles that involve all intelligences of all the