my question is how did horward gardners multiple intelligence affect education?

You're welcome! Goood luck Linda and Sarah!

Thank you everyone for joining us in our discussion.

Bravo to all, thank you so very much for your participation...online discussion will remain "live" for a bit, in case anyone wants to further add to this most delicious discussion on Multiple Intelligences! LF

Sorry to be so late in jumping on board - I just recently got the links!

So here's my take: Standard IQ tests have (historically) defined how WE define intelligence; and Gardner's MI theory seems to be a dynamic -- and evolving - organism that is subject to modification as we, as educators, continue to understand and define ways in which people are "intelligent" (i.e. a ninth intelligence, "existential ability" is currently under consideration).

So MI's create a bridge from the strengths we observe in the clasroom to the learning strategies we choose to use - and, in keeping, the performance assessors (or "projects") that the kids produce in the "real world" - and for our purposes, the classroom.

I think it's truly noble - but wildly ambitious! - to imagine creating lessons that could concurrently speak to an entire classroom's "intelligences". But should we apply our understanding of these intelligences as a jumping off point when planning our lessons? Absolutely! Gardner himself admits that any one of these intelligences can be increased with focus, attention and repetition. By providing a range of entry and exit points for students to display learning, we gain a small understanding of where their individual strengths may lie at any given moment. I agree with Gardner when he says that information is better retained when a student is dynamically involved - the challenge for us is to frame lessons that engage all students. We are often asked to help mold students into "lifelong learners"; I think understanding MI's -- and helping students to understand THEMSELVES - is a formidable step in that direction. Thanks.

Mutiple inteligence seems logical enough. However, segmenting inteligence into categories has its risk. Perhaps a child with great spacial skill and little musical ability will be encouraged to participate in activities or studies that correspond with his strength rather than his weakness; in this way, he or she may never develop a crucial portion of his or her intelect. In addition, there seemed to be no portion of the film dealing with the overlaps of the various multiple inteligences. If our hypothetical child mentioned before cannot develop the weaker parts of his or her intelect (in my example musical ability - i imagine that means aural comprehension- ) it is clear the resulting inteligence will be incomplete.

Thank you Meredith...the key is in your last line which was terrific. Showing paths, not ends. With multiple intelligences and the knowledge of its theories, students will be given the chance to learn and express. Are educators today doing this theory justice? By the time a student is in college, does s/he know how her/his particular "intelligence" and how it plays a role in their lives? Today and tomorrow.

Edited by author 04-25-2006 03:34 PM
There are so many good things going on here that I'm not sure where to start. First of all, thanks for that link to the multiple intelligences quiz online. I loved that Meg used it her classroom, and the online version is a great way to teach our students that it is ok to learn in different ways. Of course, it is key that our kids know what we are talking about, and speak this language, and it is wonderful that there are teachers out there who make that clear to them.

I also found the discussion on block scheduling interesting, as I am about to be challenged to create a lit block in 8th grade, which Rita is already succeeded at in 7th. I cannot see how a student could ever sit through 80 minutes of lecture -- I never could have. Activities certainly need to be varied and thinking them through using Gardner is a great way to deal with it.

Regarding the Donald Graves conference this past weekend, I think that the reader/writer workshop accomplishes many things that the first article in this discussion deals with. First, the r/w workshop truly does teach students to ask questions of themselves and others, to do things hands on, and to recreate things, which Gardner discusses in his importance of actively engaging students.

As to Donald Graves' focus on learning/reading/writing WITH the students, it gives the teacher an opportunity to frame a MEANING for the activity, to show that they can truly USE the activity, and not just in the classroom.

The notion of choice is important in reading or writing, as far as topics, but it is also essential to expose children to different processes, or ways to acheive an end. Each writer is different, and the more processes we can expose our students to, the more likelihood that even the most struggling writer can find one he/she can succeed at, whether it is musical, kinesthetic, spacial, mathematical, etc. We need to begin to show different paths instead of merely the end!

Great site Heidi! I only just glanced over it (but I added it to my delicious, so I plan to look it over in closer detail!) The site states: "When young adults communicate through the creative process and learn from mentors and peers in their community it provides both personal enrichment and global understanding." What a great idea. I like your point about it gives those students "who are more "specialized " in the areas of the arts a chance to relay messages that have been left to the writers in the past."

Edited by author 04-25-2006 10:49 AM
My husband and I are exactly like Linda and her sister...I guess they say opposites attract! We are great examples of why Gardiner's Theories are a necessity when creating lessons for a classroom of individuals. Give him verbal directions with landmarks like a big rock, and give me a map with street names. Give him pictures to put together those "easy to assemble" three year old toys, give me step by step written directions with parts labeled.

I was at the United Nations yesterday with some of my sixth grade students for a conference on Youth and Nonviolence. There were a number of speakers and a variety of students from all walks of life in attendance. Because we were there a little early, we were able to speak to some of the presenters, as well as, some of the guests who were there because of the work that they do. As Sarah has mentioned before, the conversation that we are hosting parallels this one in that it takes a community of learners of all kinds to shape our youth. I usually don't promote projects unless I have experienced it myself, but noticing in your conversation that there are some art teachers involved, I thought I would pass on this one website about creating collages or murals that can be traded throughout the world, so that children get a better idea of what it is like somewhere else. I just thought the idea was great because not only does it get the kids who are more "specialized " in the areas of the arts a chance to relay messages that have been left to the writers in the past, but art is one of the universal languages that everyone can understand in some way. Here it is:
www.WherePeaceLives.org
If you use it and find that it is great, let me know...I am going to try it as one of the projects for next year.

Edited by author 04-25-2006 09:20 AM
On a very personal note, Patricia Larado (an incredibly brilliant artist/educator) is my sister. Notice her last comment. I am the opposite; give me a map and not only can I not find the directions, I can not refold it. TALK to me, and I will find the place! (ha, ha)
Also, thank you Rita for your insight!

I also attendend the New Hampshire conference with Don Graves - amazing to be sitting there with the guru of writing with children - and actually write with him and watch him as he continues his career teaching and mentoring teachers.

I enjoyed both articles and also agree with Gardner's Theory. I first learned about it when I joined Americorps and started working with teachers from all over the country. It helped me to tap into some of my strenghts and to acknowledge my areas of weakness - particularly when it comes to learning and working and interacting with other people.

One of the most important things I am learning as I teach is that the type of responses and feedback we give to our students should highlight what it is that they do best. No matter what it is. This type of, "you are really good at ________" 0r "I like the way you expressed______________" and additionally provide specific support and examples with your feedback will help students realize some of their potential - and sometimes having someone point this out to them is the first time they've even realized it.

Being aware of the multiple intelligences will not only help in the type of instruction we provide but also in the type of response and feedback we give to our students. GREAT JOB!

Thanks Patricia. This is why subjects such as art, physical education, band/chorus, etc. are so important; they give the non-linguistic learners a chance to shine.

I truly agree with Gardner's theory of multiple intelligences. As an art teacher for many years, I have seen students of different ages explore their assignments in unique ways and applied their methods across the curriculum. During teacher meetings concerning students'progress, I often have the opportunity to promote the visual learner, enlightening colleagues to student abilities not often obvious in all subjects.

Give me directions orally, I'm lost. Give me a map, as in ART, I can go anywhere.

Edited by author 04-23-2006 08:49 PM
Welcome Tim and Tracey! Let me invite you to take a look at another exciting GLEF Conversation about project based learning. Here is the link.
Heidi Wilson and Deborah M. Kennedy are hosting it. Jump in. The two conversations are so rich.

http://www.quicktopic.com/36/H/BkNUPVamtFK

Wow. It is amazing to read over this conversation. As Tim mentioned, I have just spent the weekend in N.H. with a great cohort of writing teacher friends, including Meredith and Rita. There is so much I agree with in your dialogue, and in Howards infinite wisdom over the years. I am feeling more pressured than ever by the 'mile wide inch deep' curriculum imposed on me as a fifth grade teacher, and the testing conditions we are forced to impose on our 'art' of teaching is changing the culture of my classroom no matter how hard I try to fight it. Being a responsive teacher happens less, and giving kids more experiential opportunities and project based opportunities to learn happens less, but it isn't eliminated altogether because of the ways teaching is changing. Reading and writing workshop is still the place for me where student choice and differentiated learning have the greatest impact on what kids take away from school for life. And I love the way you mentioned it Janet, keeping the work around process more than product. When we write, I might have to choose the genre or unit of study, but the kids always choose the topic. When they read-it is something on their own reading level, and something they have chosen for themselves. It makes the learning to come from reading all the more powerful.