Every learner has their own intelligences. They have
their own learning style, different way in thinking and learning something new,
and different kinds of intelligences. People have to realize that they are
different from another, but the differences itself makes them to be special and
unique. As a learner, we should know about our intelligences. In which we are
the best and can do well, and in which part we are less concern about. Here are
seven intelligence that will help you to recognize yourself.
Seven Intelligences :
Gardner defines intelligence as "the
capacity to solve problems or to fashion products that are valued in one or
more cultural setting" (Gardner & Hatch, 1989). Using biological
as well as cultural research, he formulated a list of seven intelligences. This
new outlook on intelligence differs greatly from the traditional view which
usually recognizes only two intelligences, verbal and computational. The seven
intelligences Gardner defines are:
Logical-Mathematical Intelligence--consists of the ability to detect patterns, reason deductively
and think logically. This intelligence is most often associated with scientific
and mathematical thinking.
Linguistic Intelligence-- involves having a mastery of language. This intelligence
includes the ability to effectively manipulate language to express oneself
rhetorically or poetically. It also allows one to use language as a means to
remember information.
Spatial Intelligence-- gives one the ability to manipulate and create mental images
in order to solve problems. This intelligence is not limited to visual
domains-- Gardner notes that spatial intelligence is also formed in blind
children.
Musical Intelligence-- encompasses the capability to recognize and compose musical
pitches, tones, and rhythms. (Auditory functions are required for a person to
develop this intelligence in relation to pitch and tone, but it is not needed
for the knowledge of rhythm.)
Bodily-Kinesthetic Intelligence-- is the ability to use one's mental abilities to coordinate
one's own bodily movements. This intelligence challenges the popular belief
that mental and physical activity are unrelated.
The Personal Intelligences-- includes interpersonal intelligence -- the ability
to understand and discern the feelings and intentions of others-- and intrapersonal
intelligence --the ability to understand one's own feelings and
motivations. These two intelligences are separate from each other.
Nevertheless, because of their close association in most cultures, they are
often linked together.
Although the intelligences are
anatomically separated from each other, Gardner claims that the seven
intelligences very rarely operate independently. Rather, the intelligences are
used concurrently and typically complement each other as individuals develop
skills or solve problems. For example, a dancer can excel in his art only if he
has 1) strong musical intelligence to understand the rhythm and variations of
the music, 2) interpersonal intelligence to understand how he can inspire or
emotionally move his audience through his movements, as well as 3)
bodily-kinesthetic intelligence to provide him with the agility and
coordination to complete the movements successfully.
Basis for Intelligence
Gardner argues that there is both a
biological and cultural basis for the multiple intelligences. Neurobiological
research indicates that learning is an outcome of the modifications in the
synaptic connections between cells. Primary elements of different types of
learning are found in particular areas of the brain where corresponding
transformations have occurred. Thus, various types of learning results in
synaptic connections in different areas of the brain. For example, injury to
the Broca's area of the brain will result in the loss of one's ability to
verbally communicate using proper syntax. Nevertheless, this injury will not
remove the patient's understanding of correct grammar and word usage.
In addition to biology, Gardner
(1983) argues that culture also plays a large role in the development of the
intelligences. All societies value different types of intelligences. The
cultural value placed upon the ability to perform certain tasks provides the
motivation to become skilled in those areas. Thus, while particular
intelligences might be highly evolved in many people of one culture, those same
intelligences might not be as developed in the individuals of another.
Using Multiple Intelligences in the
Classroom
Accepting Gardner's Theory of
Multiple Intelligences has several implications for teachers in
terms of classroom instruction. The theory states that all seven intelligences
are needed to productively function in society. Teachers, therefore, should
think of all intelligences as equally important. This is in great contrast to
traditional education systems which typically place a strong emphasis on the
development and use of verbal and mathematical intelligences. Thus, the Theory
of Multiple Intelligences implies that educators
should recognize and teach to a broader range of talents and skills.
Another implication is that teachers
should structure the presentation of material in a style which engages most or
all of the intelligences. For example, when teaching about the revolutionary
war, a teacher can show students battle maps, play revolutionary war songs,
organize a role play of the signing of the Declaration of Independence, and
have the students read a novel about life during that period. This kind of
presentation not only excites students about learning, but it also allows a
teacher to reinforce the same material in a variety of ways. By activating a
wide assortment of intelligences, teaching in this manner can facilitate a
deeper understanding of the subject material.
Everyone is born possessing the
seven intelligences. Nevertheless, all students will come into the classroom
with different sets of developed intelligences. This means that each child will
have his own unique set of intellectual strengths and weaknesses. These sets
determine how easy (or difficult) it is for a student to learn information when
it is presented in a particular manner. This is commonly referred to as a
learning style. Many learning styles can be found within one classroom.
Therefore, it is impossible, as well as impractical, for a teacher to
accommodate every lesson to all of the learning styles found within the
classroom. Nevertheless the teacher can show students how to use their more
developed intelligences to assist in the understanding of a subject which
normally employs their weaker intelligences (Lazear, 1992). For example, the
teacher can suggest that an especially musically intelligent child learn about
the revolutionary war by making up a song about what happened.
Toward a More Authentic Assessment
As the education system has stressed
the importance of developing mathematical and linguistic intelligences, it
often bases student success only on the measured skills in those two
intelligences. Supporters of Gardner's Theory of Multiple Intelligences
believe that this emphasis is unfair. Children whose musical intelligences are
highly developed, for example, may be overlooked for gifted programs or may be
placed in a special education class because they do not have the required math
or language scores. Teachers must seek to assess their students' learning in
ways which will give an accurate overview of the their strengths and weaknesses.
As children do not learn in the same
way, they cannot be assessed in a uniform fashion. Therefore, it is important
that a teacher create an "intelligence profiles" for each student.
Knowing how each student learns will allow the teacher to properly assess the
child's progress (Lazear, 1992). This individualized evaluation practice will
allow a teacher to make more informed decisions on what to teach and how to
present information.
Traditional tests (e.g. multiple
choice, short answer, essay. . .) require students to show their knowledge in a
predetermined manner. Supporters of Gardner's theory claim that a better
approach to assessment is to allow students to explain the material in their
own ways using the different intelligences. Preferred assessment methods
include student portfolios, independent projects, student journals, and
assigning creative tasks. An excellent source for a more in-depth discussion on
these different evaluation practices is Lazear (1992).
After read this, I hope that you
will learn that you need to improve yourself and the way it is not always the
same as people do. We are human, and we are special. Encourage yourself and do
your best to learn.
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