FREE ESSAY ON MULTIPLE INTELLIGENCE

MULTIPLE INTELLIGENCE

Harold Gardner (1983) of Harvard University has identified several kinds of intelligence
people possess. Particularly, this finding poses significant implications in classroom
instructions. More often than not, children and even adults (who are grown up children)
are labeled negatively if and when they manifest either a very fast, slow or no
understanding at the entire subject matter. Identifying children's various strengths
among these intelligences will direct the teachers toward more successful teaching
strategies, curriculum, and assessment planning that can accommodate different students
more effectively based on their orientation to learning.
It is the objective of this paper to enumerate and describe each of the nine
intelligences according to Gardner (2000) and the teaching strategies that a savvy
instructor must utilize in teaching Social Studies to 4th graders at St. Joseph School in
Pomona. This study investigates the effectiveness of multi learning centers leading to
the mastery of scope and sequence of the aforementioned branch of learning. Research
findings based on the writings of Schurr (undated), McKenzie (2000) and Dickinson (1998)
provide a variety of alternatives and ideas in reaching out to students of multiple
intelligences (MI) to enhance their performance and learning. Additional information on
possible careers that these children can pursue is highlighted in this work (Schurr,
undated). 
Although Gardner (2000) has identified nine intelligences thus far, he hypothesizes that
there could be more yet to be recognized. Subsequent studies will determine just that.
Currently, the following known intelligences among students pave the path for teachers to
implement teaching stratagem in their classrooms. To enumerate, they are:
Verbal/Linguistic Intelligence. Children exhibiting this type of intelligence are
excellent in both oral and written expressions and often are outstanding readers and
listeners. Traditional instruction is the best method for them in a traditional
classroom. Such include reading of interesting books, playing word board or card games,
listening to recordings, using various kinds of computer technology, journal writing,
making speeches, storytelling and participating in conversation and discussion. Allowing
children, who use a second language in communication, to converse in their native tongue
add more to their interest in learning and involvement (Dickinson, 1998). Possible
careers for this group of learners include novelists, comedians and journalists. 
Visual/Spatial Intelligence. This type of intelligence are found in children who learn
best visually and organizing materials spatially. They understand when they see what
teachers talk about in class. Students belonging to this group of intelligence perceive
the environment in a visual manner. They are able to create and manipulate mental images.
The orientation of their body is in space. Positively, they respond to charts, graphs,
maps, tables, illustrations, art, puzzles, costumes, pictures, sight and anything that
captivates the fancy of their eyes. This intelligence may be developed through
experiences in the graphic and plastic arts, sharpening observation skills, solving mazes
and other spatial tasks, and exercises in imagery and active imagination (Dickinson,
1998). Architects, mechanical engineers, mapmakers and the like occupations will most
likely be for this type of intelligence.
Logical/Mathematical Intelligence. Students who display an aptitude for numbers, logic or
inductive reasoning and problem solving belong to this intelligence. Just like
verbal/linguistic intelligence, this group does well in a typical traditional classroom
where instruction is logically sequenced and students are asked to conform (McKenzie,
2000). Their learning can be enhanced by number and computing skills, recognizing
patterns and relationships, timeliness and order, the ability to solve a variety of
problems through logic, developing outlines, creating codes, and calculating (Dickinson,
1998; Schurr, undated.) Activities suggested for this sort of learners include
classifying and sequencing, playing number and logic games, and solving various kinds of
puzzles. Professionals of this category of intelligence are accountants, lawyers, and
computer programmers.
Bodily/Kinesthetic Intelligence. Label for this manner of intelligence include "overly
active" in traditional classroom where they are often the subjects of discipline
(McKenzie 2000). Bodily or kinesthetic learners indulge in physical self, control of
one's mind and learning by doing (Schurr, undated). They involve in physical coordination
and deftness, using fine and gross motor skills, and expressing oneself or learning
through physical activities (Dickinson, 1998). Such activities are games and other active
sports, movement, hands-on tasks, constructing, role-playing or make-believe, dancing,
and using manipulative like blocks and other construction materials. Needless to say,
athletes, inventors and mechanics fall under this grouping of intelligence (Schurr,
undated). 
Musical/Rhythmic Intelligence. These are the children who learn most through recognition
and use of rhythmic or tonal patterns, sensitivity to sounds of instruments and musical
expression. Traditional education hardly caters to this intelligence. Singing, dance
performing, writing compositions, playing musical instruments, performing coral readings,
conducting music, listening to a variety of recordings, and engaging in rhythmic games
and activities promote learning and performance for this group of students. Their careers
can be musicians, advertising designers, and composers. 
Intrapersonal Intelligence. Intelligences of this nature thrive in understanding the
inner world of emotions, thoughts, and intuition. They grow in their ability to control
and work with them consciously. Children are in touch with their own feelings, values and
ideas. Albeit they have the tendency to be reserved, in reality, they are quite intuitive
about what they learn and how it affects their personal lives. Strategies to promote
learning constitute learning centers, participating in learning tasks independently,
using higher-order reasoning, reading enlightening books, journal-writing, imaginative
activities and games, and discovering quiet places for reflection. Careers for this
intelligences lead to psychiatry, counseling, and entrepreneurs. 
Interpersonal Intelligence. This is the intelligence of people skills, communication
skills, and collaborative skills. The students learn how to communicate with and
understand other people and how to work collaboratively. All these can be achieved
through working with mentors and tutors, participating in interactive projects, using
cooperative learning and games, team projects and discussions, multicultural books and
materials, dramatic activities and role-playing. Teachers, politicians and religious
leaders fall under this category of intelligences.
Naturalist Intelligence. Learners of this intelligence are nature lovers. They enjoy
outdoors, field trips and sciences dealing with biology, zoology, botany, physics and
chemistry. Moreover, these students love to pick up on subtle differences in meanings.
Again, this group plays victim to a traditional classroom. Their needs in education can
be aided by conducting guided tours in farms, plantations, dairies, laboratories,
conducting experiments with hands-on exercises and first-hand samples of subject matter
contents like plants, animals, and other observable and tangible scientific phenomena. As
the term suggests, people of this intelligence can become scientists, astronauts, and
farm owners and operators.
Existentialist Intelligence. This is the most recent and least popular discovery of
multiple intelligences. Children who learn in the milieu of humankind and their position
in the hierarchy of existence fall in this category. The questions they raise include
"Why are we here?" and "What is our role in the world?" (McKenzie, 2000) Strategies in
this style of learning most probably include guided reading of philosophical books with
question and answer portions, citing or sharing of stories as examples of real life
situations, watching movies teaching about humanity and purpose for living, human
evolution and achievement and the like topics. The career that this type of intelligence
might enjoy is teaching ethics and philosophy, priesthood, and court judges.
Integrating this knowledge into the teaching strategies anticipates providing for
learning, understanding and retention of materials of study. This research paper aspires
to measure the effectiveness of implementing MI centers along with other suggested plan
of attack in classroom instructions. The various learning centers will be named after the
MI namely: visual/spatial learning center; verbal/linguistic learning center;
mathematical/logical learning center; bodily/kinesthetic learning center;
musical/rhythmic learning center; intrapersonal learning center; interpersonal learning
center; naturalist learning center; and existentialist learning center. Although it is
premature to conclude that these measures are all successful in achieving desired
knowledge in academic areas, the traditional method of instruction faces major revision
in its approach. It is time for educators to teach each child according to his or her
unique intelligence and individuality relative to the mundane world in which he or she
lives.
Bibliography
McKenzie, W. (2000). It's not how smart you are - it's how you are smart! "I
Think...Therefore..
M.I.!" 1-2. Retrieved June 2, 2000 from the World Wide Web:
http://www.surfaquarium.com/im.htm 
Dickinson, D. (1998). Learning through many kinds of intelligence. New Horizons for
Learning
Electronic Journal,1-2. Retrieved June 2, 2000 from the World Wide Web:
http://www.newhorizons.org/art_lrnthrumi.html
Multiple Intelligences (undated) Topics from Middle School Matters. [Brochure]. (No place
cited.):Schurr.