ACE330 Indiana State University Describe Gardners Multiple Intelligence Multiple Intelligences Requirements 25 points Read, “Howard Gardner’s Informatio

ACE330 Indiana State University Describe Gardners Multiple Intelligence Multiple Intelligences

Requirements

25 points

Read, “Howard Gardner’s Information Sheet” included in this assignment.
Take and Score the Multiple Intelligences (MI) Test
You do not need to include the answers to your test with your submission.
Use the following guidelines to write a summary of the results. Page length: two pages maximum.

If your score indicates you have a ‘strong ability’ in any of the seven categories, do you agree with Howard Gardner’s Theory and his Details of each Type as described in the information sheet? If you did not score a ‘strong ability’ in a category, do you believe you should have?

Why/Why not? (7 points) Include information you learned from the information sheet (10 points) in your statement(s). Be specific/give examples.

Do you agree/disagree with your results in any of the other categories?

Why/Why not? (3 points) Include information you learned from the information sheet (5 points) in your statement(s). Be specific/give examples.

READING

howard gardner’s multiple intelligences

multiple intelligences theory

Howard Gardner’s Multiple Intelligence Theory was first published in Howard Gardner’s book, Frames Of Mind (1983), and quickly became established as a classical model by which to understand and teach many aspects of human intelligence, learning style, personality and behaviour – in education and industry. Howard Gardner initially developed his ideas and theory on multiple intelligences as a contribution to psychology, however Gardner’s theory was soon embraced by education, teaching and training communities, for whom the appeal was immediate and irresistible – a sure sign that Gardner had created a classic reference work and learning model.

Howard Gardner was born in Scranton, Pennsylvania USA in 1943 to German Jewish immigrant parents, and entered Harvard in 1961, where, after Gardner’s shift from history into social relations (which included psychology, sociology, and anthropology) he met his early mentor Erik Erikson. Later Gardner was also influenced by psychologists Jeane Piaget, Jerome Bruner, and philosopher Nelson Goodman, with whom Gardner co-founded ‘Project Zero’ in 1967 (focusing on studies of artistic thought and creativity). Project Zero’s 1970’s ‘Project on Human Potential’, whose heady aim was to address ‘the state of scientific knowledge concerning human potential and its realization’, seems to have been the platform from which Gardner’s multiple intelligences ideas grew, and were subsequently published in Gardner’s Frames Of Mind 1983 book. A wonderful example of ‘thinking big’ if ever there was one.

At time I write this summary (Apr 2005) Howard Gardner is the John H and Elisabeth A Hobbs Professor of Cognition and Education at the Harvard Graduate School of Education; he serves as adjunct Professor at Harvard University, Boston University School of Medicine, and remains senior director of Harvard Project Zero. Gardner has received honorary degrees from at least twenty foreign institutions, and has written over twenty highly regarded books on the human mind, learning and behaviour. How ironic then that Gardner, who has contributed so much to the understanding of people and behaviour, was born (according to his brief auto-biographical paper ‘One Way To Make Social Scientist’, 2003), cross-eyed, myopic, colour-blind and unable to recognise faces. There’s hope for us all. MULTIPLE INTELLIGENCES
The Multiple Intelligence theory suggests that no one set of teaching strategies will work
best for all students at all times. All children have different proclivities (a natural
tendency to behave in a particular way) in the seven intelligences, so any particular
strategy is likely to be successful with several students, and yet, not for others. Because
of these individual differences among students, teachers are best advised to use a broad
range of teaching strategies with their students. As long as instructors shift their
intelligence emphasis from presentation to presentation, there will always be a time
during the period or day when a student has his or her own highly developed
intelligence(s) actively involved in learning.
Key Points in MI Theory
•
Each person possesses all seven intelligences – MI theory is not a “type theory”
for determining the one intelligence that fits. It is a theory of cognitive
functioning, and it proposed that each person has capacities in all seven
intelligences.
•
Most people can develop each intelligence to an adequate level of competency although an individual may bewail his deficiencies in a given area and consider
his problems innate and intractable, Gardner suggests that virtually everyone has
the capacity to develop all seven intelligences to a reasonably high level of
performance if given the appropriate encouragement, enrichment, and instruction.
•
Intelligences usually work together in complex ways – Gardner points out that
each intelligence as described above is actually a “fiction”; that is no intelligence
exists by itself in life (except perhaps in very rare instances in savants and braininjured individuals.) Intelligences are always interacting with each other.
•
There are many ways to be intelligent within each category – there is no standard
set of attributes that one must have to be considered intelligent in a specific area.
Consequently, a person may not be able to read, yet be highly linguistic because
he can tell a terrific story or has a large, oral vocabulary. Similarly, a person may
be quite awkward on the playing field, yet possess superior bodily-kinesthetic
intelligence when she weaves a carpet or creates an inlaid chess table. MI theory
emphasizes the rich diversity of ways in which people show their gifts within
intelligences as well as between intelligences.
MULTIPLE INTELLIGENCES TEST
Where does your true intelligence lie? This quiz will tell you where you stand and what
to do about it. Read each statement. If it expresses some characteristic of yours and
sounds true for the most part, jot down a “T.” If it doesn’t, mark an “F.” If the statement is
sometimes true, sometimes false, leave it blank.
1. _____ I’d rather draw a map than give someone verbal directions.
2. _____ I can play (or used to play) a musical instrument.
3. _____ I can associate music with my moods.
4. _____ I can add or multiply in my head.
5. _____ I like to work with calculators and computers.
6. _____ I pick up new dance steps fast.
7. _____ It’s easy for me to say what I think in an argument or debate.
8. _____ I enjoy a good lecture, speech or sermon.
9. _____ I always know north from south no matter where I am.
10. _____ Life seems empty without music.
11. _____ I always understand the directions that come with new gadgets or appliances.
12. _____ I like to work puzzles and play games.
13. _____ Learning to ride a bike (or skates) was easy.
14. _____ I am irritated when I hear an argument or statement that sounds illogical.
15. _____ My sense of balance and coordination is good.
16. _____ I often see patterns and relationships between numbers faster and easier than
others.
17. _____ I enjoy building models (or sculpting).
18. _____ I’m good at finding the fine points of word meanings.
19. _____ I can look at an object one way and see it sideways or backwards just as
easily.
20. _____ I often connect a piece of music with some event in my life.
21. _____ I like to work with numbers and figures.
22. _____ Just looking at shapes of buildings and structures is pleasurable to me.
23. _____ I like to hum, whistle and sing in the shower or when I’m alone.
24. _____ I’m good at athletics.
25. _____ I’d like to study the structure and logic of languages.
26. _____ I’m usually aware of the expression on my face.
27. _____ I’m sensitive to the expressions on other people’s faces.
28. _____ I stay “in touch” with my moods. I have no trouble identifying them.
29. _____ I am sensitive to the moods of others.
30. _____ I have a good sense of what others think of me.
MULTIPLE INTELLIGENCE SCORING SHEET
Place a check mark by each item you marked as “true.” Add your totals. A total of four
in any of the categories A through E indicates strong ability. In categories F and G a
score of one or more means you have abilities as well.
Totals:
A
B
Linguistic
LogicalMathematical
C
D
Musical Spatial
E
BodilyKinesthetic
F
G
IntraInterpersonal personal
7 ___
8 ___
14___
18 ___
25 ___
4 ___
5 ___
12 ___
16 ___
21 ___
2 ___
3 ___
10 ___
20 ___
23 ___
1 ___
9 ___
11___
19___
22___
6 ___
13 ___
15 ___
17 ___
24 ___
26 ___
28 ___
27 ___
29 ___
30 ___
____
____
____
____
____
____
____

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