The theory of
Multiple Intelligences was developed by Dr. Howard Gardner, a
psychologist, and professor of neuroscience from Harvard University. Dr.
Gardner explains that every human possesses a unique profile of several
intelligences in varying degrees.
Recent advances in developmental psychology, cognitive science, and
neuroscience suggest that each person's level of intelligence is
actually made up of autonomous faculties that can work individually or
in concert with other faculties.
At present, Dr. Gardner
has identified eight intelligences and is conducting research on the
ninth, Existential Intelligence.
Over the past
several years, educators have recognized that students respond well to a
variety of teaching strategies that accommodate differences in
individuals' learning preferences. Teachers can help children identify and strengthen their
learning modalities and talents as well as include strategies and
activities that foster the intelligences.
One way to design
lessons or units for a multiple intelligences learning environment is to
reflect on the concept to be taught and identify the intelligences that
seem most appropriate for communicating the content. Some teachers use
learning centers to focus on different approaches for the same concept;
others use student projects, WebQuests, technology, or a combination of
activities to engage all or many of the intelligences during the
learning process.
Technology not only
extends and enhances the ways in which the multiple intelligences can be
activated; it
actively involves students in their learning. In a study at NCREL,
researchers noted that:
"Technology offers
opportunities for learner-control, increased motivation, connections to
the real world, and data-driven assessments tied to content standards
that, when implemented systemically, enhance student achievement as
measured in a variety of ways, including, but not exclusively limited
to, standardized achievement tests." Researchers concluded that
technology makes learning more interactive, enhances the enjoyment of
learning, allows for individualization and customization of of
curriculum to match learners' needs, and enhances collaboration. [Computer-Based
Technology and Learning: Evolving Uses and Expectations at
Learning Point.
As Walter McKenzie
indicates, "With the Information Age evolving so rapidly, how do schools
adopt a new model of thinking and learning that adequately parallels
society's demands? The change is already taking place in classrooms
across the country. But if as teachers we tend to teach in the same
ways that we ourselves were taught, how then do we break away from the
standardized, homogeneous approach to schooling that we knew as
students? On what sound theory can those innovators in the classroom who
have already recognized the changing needs of society base their
evolving instructional practices?" [Multiple Intelligences and
Instructional Technology: A Manual for Every Mind by Walter
McKenzie, p. 5. To purchase, visit
ISTE Publications.
