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.

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. Their 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.

Tim the conference to which you refer is sponsored by the National Writers' Project. Two summers ago I trained with the teachers who were with Don Graves this weekend. You are so right to draw an analogy between the Gardner readings/video and the dynamics that go on in the writers'workshops. Good point!Thank you.

What a great point you make Tim. I wish I had had a mentor during my teaching experience. When you listen to responses from the veteran teachers, such as Linda, and see how their years of experience have helped them to develop a repertoire that enables them to personalize their teaching to the different learning styles, it makes one realize how important it is to help the less experienced teachers with this skill.

Sorry, I am late in joining you guys. Tracey had a writing project conference in New Hampshire this weekend - we just got back - what a powerful experience to witness - educators and teachers spending a whole day sharing and learning about writing from a master teacher. After reading the article by Howard Gardner and reviewing several responces in this discussion, what I observed happening between the students (writing project teachers) and their teacher (Don Graves) at this conference was totally dynamic. Our teaching classrooms should reflect this collegual environment that is established through educators working and sharing together. We all need to be mentored by someone who stirs the passion that we have for teaching and facilitates the dialogue needed for growth and renewal. If our students also have this kind of learning environment established in the classroom it can be just as powerful and get at the need for "personalizing" for each student.

Amazing input everyone. I believe my interest in multiple intelligences was a natural outgrowth of over three decades of trying to incorporate the arts into education. When you work with students in grades 7-12 in English Language Arts, you come to realize that the "story", the language of the lesson, can be augmented and interpreted in a variety of ways. Artistic expression, for some students, is truly visual. Thus, their interests in visual arts and filmmaking are fostered. How is the "story" presented? Through set designing and building; and all those kids with hands-on appreciations are now approachable and interested. How is it interpreted musically? Through composers and musicians, and then our students who are gifted musically come to the story with their own "score" in mind. Kinesthetic learners are my dancers who create through a body language of movements which become their vocabulary. The real wonderment comes when you see students appreciating and learning from the intellectual and artistic core of others. Sometimes, they are even encouraged to participate and "jump" to another "intelligence". The result is a real community of learners realizing there are no "right and wrong" answers, just varitions on a theme.

Edited by author 04-22-2006 08:34 PM
Hi everyone,

I am with the W3 Team at Westbury HS. After reading all of your entries it has me thinking. I am a teacher in the NYC Public School System. I teach in a terrific school in Flushing, Queens, NY. I wish we were able to allow our students to explore their own intelligences. Even as early as Kindergarten they are imposed upon with so many reading and writing standards. They work to the test and are never given time to explore their own style. Neither is the teacher. Stated below, "I think that not rushing 3 and 4 year olds through a curriculum is definitely a luxury, but should be considered a necessity. We need to somehow incorporate this luxury of time and choice for our older students." I fully agree with that statement. I want to share that thought is is a great one! I am curious to hear what my colleagues have to say.

I also paln on checking out some of the links below. I am excited about the enthusiasm and positive thoughts below.

Edited by author 04-22-2006 05:33 PM
Wouldn't it be wonderful if every lesson was as engaging and enlightening as the bean lesson Susan mentioned? Having to teach students as they get older, definitely gets more challenging as I have taught on every level. The adage that Linda so wonderfully said back in the day, makes me think of what a middle school teacher told me the first year I was on that level. She said, "They will gain very little book knowledge in the next few years Heidi, but it is how we shape their hormones that matters." Of course it was meant to be a joke, but how right she was. They got more out of taking a walk to the water with a digital camera and socializing with their peers than they ever would have got from a lesson on proportions on the chalk board, and all the while, it kept them active and on my side.

Jeannine and Susan, that is so wonderful that your kids are so excited and enthusiastic. I found getting my 8th graders excited to be quite a challenging task. As Jeannine pointed out, the challenge is to keep that sense of wonder and excitement in the kids throughout their school careers. Maybe if could inspire more teachers to create lesson plans that incorporated different types of intelligences, we wouldn't lose the attention of as many kids along the way. I have to mention History Alive! again, because as a social studies teacher, it has really helped me to (as it states on the cover): "engage all learners in the diverse classroom." History Alive!'s instructional approach is grounded in Gardner's theory of multiple intelligences. There must be similar resources out there for other subjects??

You mention that you have an advantage being an art teacher. I think I have that same advantage being a kindergarten teacher. I still have large blocks of uninterrupted time during the day that I can structure as I want - I can do a lot of different activities or something that involves a longer chunk of time. I can also integrate a lot of the learning. Also, kindergarten kids are so enthusiastic about learning and any new experience (and repeated experience). Everything can be exciting.
Recently we were working on making number sentences for numbers 1-10, using red and white sided beans. I gave them three beans in a cup, which they proceeded to dump out over and over, first counting the red ones, then adding the white ones, and seeing what the red and white equaled all together. We did it over and over, and discovered when we wrote them on the chart that there were only 4 different number sentences for the number 3. Then we did it for the number 1 and discovered there were only 2 different number sentences. When I gave them 2 beans, one little boy said "I know! There's going to be 3 number sentences!" It was so cool that he was able to figure this out for himself, and it has energized the whole class to be excited about what else they might discover. They would dump and count beans forever now. I just had to sit back and give them the time to discover.

Edited by author 04-22-2006 12:14 AM
being an elementary school art teacher has it's advantages. one of the luxuries of my job is the exploratory process of the subject area which encourages a student to explore a concept or medium discovering its potential or meaning in relationship to their own ideas. there are no testing pressures and learning is a process of playing and discovery. this is a concept Gardiner discusses in one of the taped sessions on the glef site, which optimizes student learning.

elementary school children are ready to roll up their sleeves and get their hands dirty when they come to art class! if only we could foster that enthusiasm and love of learning throughout their school careers. i think that feeling is what kids remember about school years later. certainly they are not thinking back fondly to some standardized test or lecture they sat through.

I like that adage of Linda's. Good point about block scheduling Sarah. Eighty minutes can be a long time for many of the students if it is mostly lecture format. In nursery school we try to remember that it is the process not the product. They remember the process. I definitely see children exhibiting tendencies toward certain intelligences. On this level we respect this but at the same time work on developing other areas of their brain. For instance, verbal communication. We will choose thek chold with the speech challenges to the the lead (Peddler) in "Caps For Sale". A child who has difficulty listening in a large group will sit on a teacher's lap and later will be read to in a smaller group or will play a "listening game" in order to develop this skill. Our best communicators may not be our best artists and they will receive more encouragement with their art. I think what I am saying is that even though children learn or approach the world through particular intelligences, they can also develop in other areas as well.

I think that not rushing 3 and 4 year olds through a curriculum is definitely a luxury, but should be considered a necessity. We need to somehow incorporate this luxury of time and choice for our older students. As Heidi pointed out, we are pushing our students all day to jump from their "math brain" to their "creative writing brain." Wouldn't it be so nice if we could let them stay in "housekeeping" all week if that was what they wanted. Studies show that school days with shorter periods and more subjects are not better for learning, but still so many schools are set up that way. However, the eighty minute block scheduling that some schools have switched to poses problems also. These long periods seem to really hurt the non-linguistic intelligence learners. The bodily-kinesthic learners really struggle to have to be in one classroom for such a long period of time, because unless their teacher is planning lessons that incorporate all of the intelligences, chances are they are spending a lot of time sitting at their desks.

Thank you for remembering that adage!

It has always seemed to me that in so many ways education just kind of skims the surface of such a wide variety of subjects. I really appreciated the comment in the video that in a subject such as science, high school students should really be focused on the scientific process, not the subjects. By doing that they are truly developing their critical thinking skills, so that they can really learn chemistry, physics, etc. later on. The development of critical thinking skills is so much more important than the subject. When I began this journey from journalism to teaching a very wise teacher (Linda) said to me, "In middle school you teach the student, in high school you teach the subject." I have always kept that in mind as I try to help my students open their minds to learning.

I will be asking my new students about their different intelligences as a class, and use the quiz. Formulating lessons that works for each type of learner is something that I, as a new teacher, always try to keep in mind. What I have seen is that when the student is allowed to choose the type of work they want to do on a portion of a project, I see their enthusiasm increase and the quality of their work is wonderful -- obviously because they are being encouraged to use their specific passions and interests as tools in learn the learning process.

After reading the article and then watching the video, two things really stand out in my mind, which never have before when studying Multiple Intelligences. (Maybe due to getting old...:) The first is the idea of self-assessment and why it is not used more often. I admittingly did not use it all that much in the past few years, but when I did, the students loved it and were really very critical of their own work, probably more so than I would have been. The few that did not take the grading seriously or had a different take on how their "project" rated, would only become more accurate and critical with more assessments that they conduct themselves.

The other piece that really stood out to me is when he mentioned the old saying "mile wide, inch deep" (not sure I quoted him correctly, but you get the idea), in reference to education. We continue to push more and more into a day that becomes shorter and shorter and yet expect the students to take it all in. What is even more insane is that they are expected to turn on their "math brain" for the forty minute math class, then turn it off only to turn on their "Shakespeare brain" for the next forty minutes. At the end of an eight or nine period day, they are supposed to go home and remember each and every one of those sessions well enough to complete homework. The only plus side is that they can forget it once the test is over! How does this make any sense? How much of your math, or science, or social studies classes do you remember from school? Not to say that there is not some benefit from the exposure, but are we preparing students to enter the world we live in today? Compared to life twenty years ago, or more, most people HAVE to go to college to get a job and then they HAVE to stay in that one profession in order to retire with enough to support them in the bank. Some time ago, you were still expected to know about farming, hunting, business, and then whatever it was that you were personally persuing. This may be a huge exaggeration, but students now are not living and learning the same way that we did, so education has to change in order to meet their changing needs.

Thanks Janet, I oftened wondered if children showed their propensity to a certain intelligence at a very young age, or does it manifest itself after experimentation and experience and an "unrushed introduction" to which you allude.

As a teacher of three and four year olds it is imperative that our program is child centered. The children come to school with a particular set of likes and dislikes, strengths and weaknesses. We are continually working on balancing this while at the same time allowing them to develop at their own rate. Some children will spend many weeks or months in just housekeeping or blocks. When they have worked through this they will moveonto something else like the writing area. I have learned the importance of not rushing them through a curriculum. This seems like a luxury compared to the upper grade levels but is it a luxury or is it really a necessity?

Sarah,I found the information about the History Alive multiple intelligence test very interesting because it often gets so frustrating teaching AP American History with such rigid curriculum based time restraints knowing that I am not giving adequate consideration to the concept of multiple intelligence.

Meg, I am so glad that you are going to use the quiz.

Howard Gardner in his interview speaks of the importance of student-directed learning. Educators are definitely moving towards incorporating this type of learning into their classrooms. Debbie and I were speaking about this topic last night because our two online conversations are so interconnected. We were commenting on the fact that students get overwhelmed when they have so many project based assignments. We need to work on making this student-directed learning more interdisciplinary.

Thanks for the link Sarah. I can't wait to use it with my students!

Meg, I too have asked my students how they best learn. I use History Alive!'s mulitple intelligence test, which I just now discovered has an online version:
http://www.jaconline.com.au/sosealive/sahistory1/mitests.html
It is a great way to learn about each of your students.

Another reason why you are such an effective teacher. Imagine teachers knowing their kids passions and power, not just from data, but from personal interaction. The teacher wants to know about him/her and how he/she learns best. Great!

Personally, in the beginning of each year I ask my students, "How do you learn best?" We discuss Howard Gardner's different intelligences as a class and then each student places an index card with their name on it next to the intelligence(s) that is appropriate for them. This information is kept on my classroom bulletin board. It helps me when I plan lessons because I can see how I need to use different teaching strategies in order to help my students learn. It also makes the kids self-reflect and think about how they learn best.

I noticed the connection also, thank you.

Edited by author 04-18-2006 09:18 PM
After reading the articles highlighted in this GLEF conversation it occured to me that project based curriculum that is integrated is woven throughout the articles. Project based curriculum is the topic of conversation in Heidi Wilson's and Deborah M. Kennedy's GLEF Conversation. Come and join us too.

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

From the second article: The Key Learning Community

While teachers carefully plan what their students need to know in accordance with Indiana state standards and Key Learning's own competencies, the best way they have found for students to acquire information and critical thinking skills is through projects.

Thank you so much for joining us. We are eager for your input on the Theory of Multiple Intelligences. After reading the articles posted below and viewing the accompanying videos at those sites, do you feel that the consideration of multiple intelligences is addressed in the educational system today? Have you experienced it as a student or an educator? Were you ever cognizant that teachers "allowed" for your special intelligences?
Or, as an educator, do you incorporate the findings of Howard Gardner in your lessons? Please comment on these questions or any other thoughts prompted by the articles and videos.

Sending out invitations for everyone to discuss.

So far, here are our materials for our conversation:

Instructional Module Theory of Multiple Intelligences
http://www.edutopia.org/modules/mi/what.php

Howard Gardner on Multiple Intelligences and New Forms of Assessment:
http://www.edutopia.org/php/interview.php?id=Art_975

Conversation to begin on April 20

Welcome. We are Linda Fuller and Sarah Menu, eager to host this converation on GLEF materials from April 20-25. We will select materials for content closer to our date and post that here. We will also email interested people with instructions and how to get to our materials. Please join in!

Linda Fuller is an English teacher at the East Hampton Middle School.

Sarah Menu is a Social Studies teacher.