Different Usages The Howard Gardner Theory Can Have In Education

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In the personal use as teachers, we will be exploring the Howard Gardner theory and the differences usages it can have and its importance in children's learning process. In this project you can see the definition and information of The Multiple Intelligences Theory of Howard Gardner and the impact it has in the learning process of the students in the classroom. This research project will also focus in how this theory aims to expand and make the learning process of the student wider and easier, teaching the student the material while at the same time making use of his abilities and skills to make this process faster and efficient. This theory explains that in the classroom we will find, as future educators, a diversity of students with different types of intelligences and abilities that will affect the way they learn and acquire knowledge. This theory helps each student have the same opportunity to develop their intelligences.

This theory can be applied by the teacher in the classroom in different ways. For example: by knowing that each student learns in different ways, the teacher can incorporate what he is teaching with each student intelligences; for example, let's say in the Spanish class the teacher have to discuss a story, than if some students are good at learning through music, he can combine singing with the story narration, or if the student is good at logic, he can give them logical exercises including story elements.

We hope you enjoy this research project as much as we did!

Approach Theory

This theory tell us about the difference intelligence people posses, the utility and importance it has in the classroom and student learning process. The theory of the Multiple Intelligence that Howard Gardner proposes, is about how each person learn in different way by including the intelligence they posses with what they are been taught. There are eight different intelligences that had been officially identify and recognized, these are: linguistic ("word smart"), logical-mathematical ("number/reasoning smart"), spatial ("picture smart"), bodily-kinesthetic ("body smart"), musical ("music smart"), interpersonal ("people smart"), intrapersonal ("self smart"), naturalist ("nature smart"). In other words we can say multiple Intelligences are eight different ways to demonstrate intellectual ability.

The theory of multiple intelligences proposes a major transformation in the way our schools are run. It suggests that teachers be trained to present their lessons in a wide variety of ways using music, cooperative learning, art activities, role play, multimedia, field trips, inner reflection, and much more.

The theory of multiple intelligences has strong implications for adult learning and development. Many adults find themselves in jobs that do not make optimal use of their most highly developed intelligences (for example, the highly bodily-kinesthetic individual who is stuck in a linguistic or logical desk-job when he or she would be much happier in a job where they could move around, The theory of multiple intelligences gives adults a whole new way to look at their lives, examining potentials that they left behind in their childhood.

Here are the different intelligences, a brief description and the skills each of them: 

 

The students with the visual/spatial intelligence have the ability to perceive the visual. These learners tend to think in pictures and need to create vivid mental images to retain information. They enjoy looking at maps, charts, pictures, videos, and movies. The skills they have (which teachers should have in mind when teaching them) are: puzzle building, reading, writing, understanding charts and graphs, and many more.

Students with the verbal/linguistic intelligence have abilities that include the use of words and language. These learners have highly developed auditory skills and are generally elegant speakers. They think in words rather than pictures. Their skills include: listening, speaking, writing, story telling, explaining, teaching, using humor, etc. 

People with the logical/mathematical intelligence have the ability to use reason, logic and numbers. These learners think conceptually in logical and numerical patterns making connections between pieces of information. Always curious about the world around them, these learner ask lots of questions and like to do experiments. Their skills include: problem solving, classifying and categorizing information, working with abstract concepts to figure out the relationship of each to the other, etc.

Learners with the bodily/kinesthetic intelligence have the ability to control body movements and handle objects skillfully. These learners express themselves through movement. They have a good sense of balance and eye-hand co-ordination. (e.g. ball play, balancing beams). Through interacting with the space around them, they are able to remember and process information. Their skills include: dancing, physical co-ordination, sports, hands on experimentation, using body language, crafts, acting, miming, using their hands to create or build, expressing emotions through the body.

Students with the musical/rhythmic intelligence have the ability to produce and appreciate music. These musically inclined learners think in sounds, rhythms and patterns. They immediately respond to music either appreciating or criticizing what they hear. Many of these learners are extremely sensitive to environmental sounds (e.g. crickets, bells, dripping taps). Their skills include: singing, whistling, playing musical instruments, recognizing tonal patterns, composing music, remembering melodies, understanding the structure and rhythm of music.

Those who possess the interpersonal intelligence have the ability to relate and understand others. These learners try to see things from other people's point of view in order to understand how they think and feel. Their skills include: seeing things from other perspectives (dual-perspective), listening, using empathy, understanding other people's moods and feelings, counseling, co-operating with groups, noticing people's moods,  and many more.

Having the intrapersonal intelligence will give you the ability to self-reflect and be aware of one's inner state of being. These learners try to understand their inner feelings, dreams, relationships with others, and strengths and weaknesses. Their skills include: Recognizing their own strengths and weaknesses, reflecting and analyzing themselves, awareness of their inner feelings, desires and dreams, evaluating their thinking patterns, reasoning with themselves, understanding their role in relationship to others.

The students with the naturalistic smart being able to touch, feel, hold, and try practical hands-on experiences, but generally outdoors within the environment, nature and animals. Being Naturalistic means you are very interested and curious of your surroundings.  These learners enjoy playing out and going on trips to learn about the environment and the animals. And probably keep or like pets, and dislike pollution and people that litter. Their skills include: May be very interested in species, or in the environment and the earth, may have a strong affinity to the outside world or to animals, they may enjoy subjects like biology, botany, geology, meteorology, astronomy zoology, or paleontology.

Design (Classroom use)

 

The teacher (using entirely this theory) aims to teach the assigned material in a different way for each group of students that posses the same intelligence. For this, the teacher has to identify by giving a tests to the students, how many of them belong to a particular intelligence group. Once all the students intelligence had been identify they are divided and grouped together only with the students they share the same intelligence. The students that possess the linguistic intelligence get together in a side of the classroom, while the students with the musical intelligence get together in a different side, same applies to every other intelligence. After all the students are in groups with the students that posses the same intelligence as them, the teacher will teach the exact same class material to each group but differently to each of them. If the teacher is teaching about animals who eat only vegetables, the group of students possessing the linguistic intelligence can read about it, the group of students possessing the logical-mathematical intelligence could use mathematical formulas to express it, students with the visual-spatial intelligence can examine a graphic chart that illustrates the principle; like this examples, the rest of the groups will learn and be taught the same material but in a different way. By teaching to a student's intelligences and by allowing them to express themselves using their preferred intelligences the entire classroom can be enriched. Students will explore the Multiple Intelligences theories and learn to design lesson plans that appeal to various intelligences.

But, apart of individually using a different method for each students, another form of using the Multiple Intelligences Theory would be for all the students, no matter which intelligence they are part of, to be taught with every other intelligence method, this will involve everyone in the classroom into a better learning experience in my opinion and I think is actually the one most teachers use now days. For example: Teachers should structure the presentation of material in a style which engages most or all of the 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 the students 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 of intelligences, teaching in this manner can facilitate a deeper understanding of the subject material.

When considering multiple intelligences in the classroom, a teacher should avoid the urge to label children as having only one such type. Many children will have strengths and weaknesses in more than one of these areas. All children in the classroom should be encouraged to try new things and explore every concept through a wide variety of experiences. Presenting material in various ways allows teachers to reach more students, potentially eliminating the frustration when some just don't seem to "get it."

The benefits of incorporating the Multiple Intelligences Theory in the classroom would be:

Provide authentic experiences for students based on individual needs.

Longer storage of memory because activities are meaningful and connect to personal experiences.

Activities/performances may increase parent involvement in the classroom and school.

Students able to demonstrate and share strength.

Students to gain self confidence because they are showing off their area of strength.

Conclusion

Once we finish our Research Paper Project we notice that there exists some theory elements form the Multiple Intelligence Theory that we didn't know.  When we began our research, we found some different information. In some resources there appear seven intelligences but in others appear eight.  Finally we can conclude that there are eight different types of intelligences.

Thanks to this research we learn about diverse and different teaching techniques and strategies that the teacher may use in the classroom.  We like being working and investigating because we had learn different techniques that we can use to involve our students in class.  This theory is very useful for teachers.  We think that every teacher should integrate this theory in their classes in order to innovate and create interesting classes for their students.

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