Learner Needs: Multiple Intelligences
Traditionally, someone who is intelligent is defined as an individual who can solve problems, use logic to answer questions, and think critically. However, psychologist Howard Gardner has created a much broader definition of intelligence called Multiple Intelligences, which is more focused on our areas of learning preferences. For this discussion, please complete the following:
Demonstrate an understanding of intelligence and learning in the framework of Gardner by comparing and contrasting the traditional definition of intelligence (IQ) with the multiple intelligences model.
Thinking critically about these difference, comment on how Gardner’s ideas about learning preferences might change the way some assess a person’s strengths and weaknesses.
Do these ideas significantly affect this type of evaluation?
Apply the principles of multiple intelligences (MI) to the following questions:
If you were to assign multiple intelligences to yourself, what would it be, would you assign yourself more than one area, and why?
Which of the MIs do you think are most valued by schools and society? Why?
On what evidence, including personal experiences, do you base your opinions?
If work environments recognized multiple intelligences, how might training, counseling, or classroom activities be revised to address these principles?
How might an understanding of multiple intelligences change the ways in which you view your own abilities or the abilities of your family members, peers, or co-workers?
Helpful material :
Gardner, H. (2008). Multiple intelligences: New horizons. New York, NY: Basic Books. Retrieved from Retrieved from https://library.ashford.edu/ezproxy.aspx?url=http%…
McFarlane, D. (2011). Multiple intelligences: The most effective platform for global 21st century educational and instructional methodologies. College Quarterly, 14(2). Retrieved from https://library.ashford.edu/ezproxy.aspx?url=http%…
This article provides a thorough explanation of multiple intelligences.
Gardner, H. (2008). Multiple intelligences: New horizons. New York, NY: Basic Books. Retrieved from https://library.ashford.edu/ezproxy.aspx?url=http%…
Chapter 2: The View After Twenty-five Years
Chapter 3: Beyond Intelligence: Other Valued Human Capacities
Chapter 4: The Bridge to Education
Ghazi, S. R., Shahzada, G., Gilani, U. S., Shabbir, M. N., & Rashid, M. (2011). Relationship between students’ self-perceived multiple intelligences and their academic achievement. International Journal of Academic Research, 3(2), 619-623. Retrieved from https://library.ashford.edu/ezproxy.aspx?url=http%…
This study aimed to investigate the relationship between students’ self-perceived multiple intelligences and their academic achievement. A significant correlation was found between self-perceived verbal/linguistic, logical/mathematical, interpersonal, intrapersonal, naturalistic intelligence and students’ academic achievement.
Singh, A., Dash, M., & Anand, V. (2011). Study of multiple intelligence among postgraduate management students. IUP Journal of Organizational Behavior, 10(4), 43-53. Retrieved from https://library.ashford.edu/ezproxy.aspx?url=http%…
This study focuses on the demographic patterns of multiple intelligence characteristics amongst postgraduate management students. It also considers the factor structure of multiple intelligence characteristics as a means to assess their interrelationships.
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