| Although many high school age students
| |
| | difficulty because "the sense of success
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| tend to think and learn in nontraditional
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| | in one area may make the student more
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| ways, American schools still base their
| |
| | likely to engage in areas where they feel
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| instruction primarily on the
| |
| | less comfortable." Since students are not
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| verbal-linguistic and
| |
| | made to feel as though they are stupid
|
| logical-mathematical intelligences. As a
| |
| | because they do not know something, a
|
| result, many students who are not strong
| |
| | change in attitude takes place which
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| in these traditional intelligences
| |
| | effectively removes the "block" which
|
| develop poor attitudes toward school and
| |
| | once prevented learning.
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| their academic achievement suffers.
| |
| | Multiple intelligences based instruction
|
| According to psychologist Howard
| |
| | is effective because it provides a
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| Gardner's theory of multiple
| |
| | comfort zone by allowing students to
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| intelligences, intelligences change with
| |
| | think in ways that are comfortable for
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| age and with experience. Since our
| |
| | them. It also helps them develop thought
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| culture places so much importance on the
| |
| | processes that they do not normally use
|
| traditional intelligences and since so
| |
| | by providing them with a positive
|
| many high school students have strengths
| |
| | environment in which they can experiment
|
| in the nontraditional intelligences, it
| |
| | without feeling that they are not
|
| makes sense to incorporate the multiple
| |
| | "intelligent." Students who are strong in
|
| intelligences into classroom instruction
| |
| | nontraditional intelligences often are
|
| in order to provide experiences that will
| |
| | made to feel that they don't measure up
|
| change students' intelligences for the
| |
| | to the rest of their classmates. Multiple
|
| better.
| |
| | intelligences based instruction provides
|
| This is not to say that the development
| |
| | all students with the opportunities they
|
| of linguistic and analytical skills
| |
| | need to succeed, and students who have
|
| should be abandoned in favor of
| |
| | been successful are better equipped to
|
| nontraditional approaches to education.
| |
| | attempt more challenging work.
|
| Rather, traditional and nontraditional
| |
| | In short, multiple intelligences based
|
| approaches should be combined to
| |
| | instruction has the potential to
|
| formulate a method of education that is
| |
| | eliminate (or at least reduce) the number
|
| best suited to the students who populate
| |
| | of American students who are currently
|
| our classrooms. The multiple
| |
| | stumbling blindly through our systems of
|
| intelligences offer a balance which
| |
| | education. These students can be provided
|
| teaches students what they need to know
| |
| | with the opportunities that they need in
|
| in order to be successful in our society
| |
| | order to succeed in school while they are
|
| in a way that compliments the unique
| |
| | improving the verbal-linguistic and
|
| abilities that each individual possesses.
| |
| | logical-mathematical intelligences that
|
| All students should have the opportunity
| |
| | they will require in order to be
|
| to not only further develop their
| |
| | successful in our society.
|
| dominant intelligences, but should also
| |
| | Look for multiple intelligences teaching
|
| have the opportunity to develop their
| |
| | ideas in The Writing Tutor's lesson plans
|
| weaker intelligences. Students who are
| |
| | section.
|
| weak in the verbal-linguistic and
| |
| | References:
|
| logical-mathematical intelligences will
| |
| | Chen, J. Q., & Gardner, H. (1997).
|
| certainly be at a disadvantage in a
| |
| | Alternative assessment from a multiple
|
| culture that places so much emphasis on
| |
| | intelligences perspective. In B. Torff
|
| the traditional intelligences. Despite
| |
| | (ed.), Multiple intelligences and
|
| their weaknesses, however, students who
| |
| | assessment: A collection of articles,
|
| are given the opportunity to succeed
| |
| | 27-54. Arlington Heights, IL: IRI
|
| using an intelligence in which they can
| |
| | Skylight Training and Publications, Inc.
|
| excel demonstrate that they are capable
| |
| | Gardner, H. (1983). Frames of mind: The
|
| of developing their verbal-linguistic and
| |
| | theory of multiple intelligences. New
|
| logical-mathematical intelligences.
| |
| | York: Basic Books.
|
| Because MI based instruction is designed
| |
| | Gardner, H. (1995a). Multiple
|
| to reach a combination of intelligences,
| |
| | intelligences as a catalyst. English
|
| the multiple intelligences classroom is
| |
| | Journal, 84 (8), 16-18.
|
| perceived by students as a place where
| |
| | Gardner, H. (1995b). Reflections on
|
| everyone can do something well, instead
| |
| | multiple intelligences: Myths and
|
| of as a place where some students are
| |
| | messages. Expanded Academic ASAP [on-line
|
| "smart" and others are not. MI focuses on
| |
| | database]. Original Publication: Phi
|
| students' strengths and uses those
| |
| | Delta Kappan, 77 (3).
|
| strengths to build up weaker areas.
| |
| | Teele, A. (1996). Redesigning the
|
| According to Jie-Qi Chen & Gardner the
| |
| | educational system to enable all students
|
| multiple intelligences can bridge the gap
| |
| | to succeed. NASSP Bulletin, (80) 583,
|
| from an area of success to an area of
| |
| | 65-75.
|
