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A Case For Multiple Intelligences Based Instruction
By Michele R. Acosta, Sat Dec 10th
Although many high school age students tend to think and learnin nontraditional ways, American schools still base theirinstruction primarily on the verbal-linguistic andlogical-mathematical intelligences. As a result, many studentswho are not strong in these traditional intelligences developpoor attitudes toward school and their academic achievementsuffers. According to psychologist Howard Gardner's theory of multipleintelligences, intelligences change with age and withexperience. Since our culture places so much importance on thetraditional intelligences and since so many high school studentshave
strengths in the nontraditional intelligences, it makessense to incorporate the multiple intelligences into classroominstruction in order to provide experiences that will changestudents' intelligences for the better. This is not to say that the development of linguistic andanalytical skills should be abandoned in favor of nontraditionalapproaches to education. Rather, traditional and nontraditionalapproaches should be combined to formulate a method of educationthat is best suited to the students who populate our classrooms.The multiple intelligences offer a balance which teachesstudents what they need to know in order to be successful in oursociety in a way that compliments the unique abilities that eachindividual possesses. (Article continued below)
All students should have the opportunity to not only furtherdevelop their dominant intelligences, but should also have theopportunity to develop their weaker intelligences. Students whoare weak in the verbal-linguistic and logical-mathematicalintelligences will certainly be at a disadvantage in a culturethat places so much emphasis on the traditional intelligences.Despite their weaknesses, however, students who are given theopportunity to succeed using an intelligence in which they canexcel demonstrate that they are capable of developing theirverbal-linguistic and logical-mathematical intelligences. Because MI based instruction is designed to reach a combinationof intelligences, the multiple intelligences classroom isperceived by students as a place where everyone can do somethingwell, instead of as a place where some students are "smart" andothers are not. MI focuses on students' strengths and uses thosestrengths to build up weaker areas. According to Jie-Qi Chen &Gardner the multiple intelligences can bridge the gap from anarea of success to an area of difficulty because "the sense ofsuccess in one area may make the student more likely to engagein areas where they feel less comfortable." Since students arenot made to feel as though they are stupid because they do notknow something, a change in attitude takes place whicheffectively removes the "block" which once prevented learning. Multiple intelligences based instruction is effective because itprovides a comfort zone by allowing students to think in waysthat are comfortable for them. It also helps them developthought processes that they do not normally use by providingthem with a positive environment in which they can experimentwithout feeling that they are not "intelligent." Students whoare strong in nontraditional intelligences often are made tofeel that they don't measure up to the rest of their classmates.Multiple intelligences based instruction provides all studentswith the opportunities they need to succeed, and students whohave been successful are better equipped to attempt morechallenging work. In short, multiple intelligences based instruction has thepotential to eliminate (or at least reduce) the number ofAmerican students who are currently stumbling blindly throughour systems of education. These students can be provided withthe opportunities that they need in order to succeed in schoolwhile they are improving the verbal-linguistic andlogical-mathematical intelligences that they will require inorder to be successful in our society. Look for multiple intelligences teaching ideas in The WritingTutor's lesson plans section. References: Chen, J. Q., & Gardner, H. (1997). Alternative assessment from amultiple intelligences perspective. In B. Torff (ed.), Multipleintelligences and assessment: A collection of articles, 27-54.Arlington Heights, IL: IRI/Skylight Training and Publications,Inc. Gardner, H. (1983). Frames of mind: The theory of multipleintelligences. New York: Basic Books. Gardner, H. (1995a). Multiple intelligences as a catalyst.English Journal, 84 (8), 16-18. Gardner, H. (1995b). Reflections on multiple intelligences:Myths and messages. Expanded Academic ASAP [on-line database].Original Publication: Phi Delta Kappan, 77 (3). Teele, A. (1996). Redesigning the educational system to enableall students to succeed. NASSP Bulletin, (80) 583, 65-75. About the author:Michele R. Acosta is a writer, a former English teacher, and themother of three boys. She spends her time writing and teachingothers to write. Visit TheWritingTutor.biz for writing & educationalresources for young authors, teachers, & parents. Copyright (c)2004-2005 The Writing Tutor & Michele R. Acosta. All rightsreserved. | 