Standard Intelligence vs. Multiple Intelligences

• Theories about g, or general intelligence, have been discussed since the early 20^th century. Psychologist Charles Spearman defined general intelligence in 1904 as the kind of intelligence that is used to an extent in all intellectual tasks.
• This type of general intelligence is supposedly what is measured by standardized tests, such as IQ tests and the SATs. In recent years, however, the validity of these types of standardized tests have been challenged on the basis that they do not cater to all types of people – people of different races, ethnicities, and classes especially. Rather, they seem to be greatly based on exposure and knowledge of ideas taught in formal schools.
• Howard Gardner challenges this notion of "standard" or general intelligence in his Theory of Multiple Intelligences. Much like the Nobel Prize is awarded in different categories, MI recognizes that intelligence may be grounded in specific areas. Gardner defines intelligence as the "ability to solve problems or fashion products that are of consequence in a particular setting or community."
• The key concept to understanding MI theory is relinquishing the notion that there is one mental ability, or standard intelligence. The different varieties of intelligences as defined by Gardner explain the range of talents, understanding, and knowledge found in dancers, doctors, conservationists, and poets.

• Much of MI's success in school is related to the parents' understanding of this concept. Teachers should explain this concept to parents, and ask them to reinforce this type of learning at home. For example, if a student is extremely talented in music, but his/her parents only focus on her 'C' average in math, the student will feel as though his/her talent is worthless. Both the teacher and the parents could instead focus on ways of incorporating the student's musical intelligence in learning algebra. Sounds weird, but it can be done! The student will learn more and probably thank you for it.
• Parents who are involved in their child's learning can easily be involved in MI. For instance, if there is a career day at school, jobs from each of the intelligences should be represented. Offer to come into your child's class and talk about the skills and intelligences you use in your job everyday. Students will be able to see the intelligences in action and value this type of instruction even more.

Parents can help teachers determine strengths at the beginning of the year. Teachers are unfamiliar with their students so early in the year, and parental input will help speed the process of identifying intelligences along.

MI in the Classroom

• Comprehending Gardner's theories is not the toughest thing about MI. It is taking the theories and applying them to the curriculum and everyday classroom activities.
• You've already taken the first step. You know what MI is, and you're ready to implement it in your classroom, but how do you do it?
• MI causes you to think about your own learning and teaching strategies. This is the first benefit of studying MI. Once you are conscious of your own learning and teaching strategies, you will become conscious of your students' distinct abilities and learning strengths. This, in turn, will allow you to incorporate different learning types and teaching strategies in your particular curriculum.
• At first, incorporating all 8 intelligences into your lessons may seem daunting. Past teachers have admitted that it is at first. But once you are comfortable with your comprehension of MI, you will feel more comfortable teaching with MI strategies.
• Here's a tip -- don't always try to teach every lesson 8 different ways. You will burn out, your students will burn out, and MI will end up being another teaching strategy thrown out the window. If you find that you can teach a lesson two different ways -- maybe linguistically and muscially -- just concentrate on those two ways. For the next lesson, incorporate two other intelligences.
• Setting up eight different centers is a good way to incorporate every intelligence into a lesson. For example, for a lesson about photosynthesis, a student could read about it at the linguistic center; watch the process, conduct experiments, and discuss it in a group (logical and interpersonal); explain how it fits into the grand scheme of nature (naturalist); create a sequence of movements to describe the process (bodily-kinesthetic); make up a rap about photosynthesis (musical); map out the stages (visual-spatial); and finally describe what learning about photosynthesis has meant to you, what previous knowledge you can connect it with, and identify what intelligence helped you learn the most about photosynthesis. Sounds like a lot of work for the teacher, but MI teachers say that it starts to come naturally very quickly.
• Another way of incorporating MI into lessons is to change up the intelligences weekly. Ask students to do their homework musically for one week and visually the next. Have musical reviews and design shows during the week so students can ‘turn in’ homework. Then one week have students pick what kind of intelligence they would like to use to do their homework.

• Gardner's original intent in publishing his theory of MI was to broaden the psychological notions of intelligence. However, MI was welcomed and acted upon by educators more so than psychological researchers and theorists. Classrooms and even entire schools have been reinvented in order to incorporate MI into curricula.
• Gardner credits the success of MI to its multifarious interpretations. He says MI allows teachers "too look more carefully at children, to examine their own assumptions about potential and achievement, to consider a variety of approaches to teaching, to try out alternative forms of assessment -- in short, to begin the fundamental kind of self-transformation that is necessary if schooling is to improve significantly."

Because of these attributes, MI theory will continue to be incorporated into classrooms everywhere. The current widespread desire for quality education creates an environment open to new ways of understanding learning processes and teaching styles. MI has found a place in open-minded classrooms, and it will continue to thrive as parents and educators develop ways of improving the education of students.

MI in Secondary Education
 

• MI's popularity has skyrocketed in the past 16 years since its conception. Yet, most of the concentration of study and implementation has happened at the elementary level. In order to find resources to help develop secondary level curricula using MI, you first have to wade through three times as much information pertaining to elementary levels. I believe that it is important to continue these strategies after elementary school and up through high school. Students feel better about their own intelligences and often learn more as a result. That shouldn't end with elementary school.
• Reality is a factor, however. Teachers must prepare students for either college or the "real-world." One can't always do their job correctly by taking a nature walk or get into college by singing their answers on the SAT. MI can still be involved in high school curriculum and assessment some of the time. Let students perform a play instead of taking a test over it. Allow students to pick their own projects, clear it with you, and they can continue to develop their own strengths. There are many opportunities left for high school students to learn with MI strategies.

See the Assessment information below for more ways of incorporating MI into secondary education.

MI and Assessment
 

• This is the area where MI can really be reinforced. Many students enjoy learning kinesthetically or musically, but it isn't truly reinforced or recognized in their eyes if they are only graded using essay tests or math problems. These types of tests are unavoidable in public school systems today, so what can be done?
• In my humble opinion, portfolios offer a great alternative to constant pen-and-paper quizzes and tests. Have students keep samples of their work throughout the semester or school year and let parents glimpse at these portfolios of work occasionally. Keep copies of writing assignments, drawings, tapes of plays or music performed for the class, ancollect anything creative that the student has worked on in the designated time period. Is their writing improving? Can they make up songs to help remember material? Are they developing interpersonal skills while working on a group project? Are they developing a love for a particular area of specialty, such as graphic design or journalism? Teachers should maintain comment logs in these portfolios as well. Many of these types of classroom interactions go unnoticed by parents and even teachers if they aren't aware. By using portfolios, teachers, students, and parents can identify, encourage, and foster the MI strengths of a particular student. Students can visibly see their strengths and weaknesses, and teachers can find out what they need to stress more in their lessons.
• Other ways of assessing MI are also possible. Students can make up a song to show that they remember the order of the planets, create a map to explain the details of a historic battle, or perform a graphic math equation outside on a grid with people as coordinates. The possibilities are endless, and creativity will abound as a result.
• Gardner himself has realized the difficulty in implementing MI types of assessment. He gave educators assessment tips in the following eight items as an alternative to standardizes testing:
• Emphasize assessment rather than testing. Has the student improved or recognized personal skills?
• Create  a definition of assessment as simple, natural, and occurring on a regular and reliable schedule.
• Make sure to assess valid, actual, and necessary knowledge.
• Use instruments, tools, and procedures that respect the multiple intelligences.
• Utilize many different ways of measuring intelligence.
• Be sensitive to individual differences, developmental levels, and forms of expertise.
• Use intrinsically interesting and motivating materials.
• Allow assessment to contain lots of feedback for the student.
• Follow this link for a printable version of MI assessment and strategies.

Howard Gardner and Project Zero

• Howard Gardner is a Professor of Cognition and Education at Harvard University and Co-Director of Harvard’s Project Zero. He is widely known for his Theory of Multiple Intelligences, introduced in his book Frames of Mind in 1983.
• The Harvard Graduate School of Education has maintained a research group called Project Zero for the past 32 years. Project Zero exists to conduct research on the development of children’s learning processes. Over time, the scope of Project Zero has expanded to include many more aspects of education – from individuals and classrooms to curricula, schools, and educational organizations.
• Howard Gardner became Co-Director if Project Zero along with David Perkins in 1972. During this time, Gardner and Project Zero have been focusing on performance-based assessments and education for understanding. His theory of MI is being further developed to help create more personalized curriculum, instruction, and assessment.