Teaching Colonial Times Using Multiple Intelligence Theory

Overview of Multiple Intelligence Theory

The multiple intelligence theory was developed in 1983 by Howard Gardner, whose professional experience in the education department at Harvard galvanized him to inspect the world of thought and its relation to academia from a different perspective. Through his multifaceted approach to intelligence, he suggested that the standard form of analysis — I.Q. testing — was far too limited to accurately assess a person's intellectual capacity. Instead, he proposed eight different intelligences to account not only for the broader range of adult success, but also for the corresponding potential of children.

As a neuropsychologist, Gardner examined the biological activity of the human brain, uncovering the reality of a modular configuration rather than the presumed unitary mental organization. Through careful research, he found that different aspects of mental function were governed by specific physical realities. For example, a person who develops a tumor in the central area of the left cortex will have difficulty reading, writing, and speaking, yet will still do well singing a tune, relating to other people, or following a map. Applying this physical construction of the brain to learning, Gardner began exploring a broader definition of intelligence to include the mental abilities of differing individuals, asking: Is this ability impaired by damage to part of the brain while other abilities remain intact? Does the ability have an evolutionary history or demonstrable usefulness? Can prodigies and expert performances in the ability be observed? Is the ability supported by psychological research?

As he studied the abilities of individuals of all ages, Gardner's definition of intelligence expanded to encompass the many talents he observed. His modern definition is broad and all-encompassing, defining intelligence as "a biopsychological potential to process information that can be activated in a cultural setting to solve problems or create products that are of value in a culture." Gardner originally identified seven intelligences but recently expanded the list to what he jokingly refers to as "8½." Some occupations that possibly draw predominantly on one type of intelligence are used to illustrate the distinctions among them.

The Eight Intelligences and Their Implications

The varied forms of intelligence Gardner recognized are: linguistic intelligence ("word smart"), logical-mathematical intelligence ("number/reasoning smart"), spatial intelligence ("picture smart"), bodily-kinesthetic intelligence ("body smart"), musical intelligence ("music smart"), interpersonal intelligence ("people smart"), intrapersonal intelligence ("self smart"), and naturalist intelligence ("nature smart"). Gardner notes that Americans focus most of their attention on linguistic and logical-mathematical intelligence, esteeming the highly articulate or logical people of their culture. As an educator, however, he insists that a necessary societal shift must occur — particularly on the part of educators. While not in keeping with current norms, society needs to recognize individuals who show gifts in the other intelligences.

The success of other intelligences is widely recognized in the corporate world; artists, architects, designers, dancers, entrepreneurs, musicians, naturalists, therapists, and others are the beneficiaries of admiration and respect both within their own industries and beyond. Gardner notes with concern that many children who reveal these talents at an early age fail to receive reinforcement for them in school. He stresses the worry that these children may end up being misidentified as learning disabled, underachievers, or as suffering from a condition such as ADD/ADHD. While they are enormously gifted in their own right, a school system that fails to address their strengths — and tries to confine them within math and language — not only ignores their unique ways of thinking, but also fails to serve the public purpose of educating and advancing the intellectual life of America's youth.

One of the most powerful aspects of the multiple intelligence theory is how it provides eight different potential pathways to learning. If a teacher is having difficulty reaching a student through the more traditional linguistic or logical modes of instruction, the theory offers several other ways in which material might be presented to facilitate more effective learning. Regardless of ability level, the dynamic intellectual makeup of a classroom remains resolutely diverse; finding a way to reach each student is the responsibility of the teacher, and Gardner provides a roadmap of suggestions for doing so.

Gardner and his followers propose a major transformation in standard ideas of schooling to address this systematic problem. To address the needs of all students, teachers must be trained to present their lessons in a wide variety of ways, including through music, cooperative learning, art activities, role-play, multimedia, field trips, inner reflection, and apprenticeship. Since its original publication, Gardner's most decisive work on multiple intelligences has garnered national attention, spawning movements in educational circles around the country, with hundreds of schools revamping their philosophies to address the needs of all children.

Gardner carefully defines intelligence as distinct from morality, character, creativity, motivation, and other critical personal qualities. Having intelligence alone is not enough, because it can be used — or not used — to do good or bad things. He quotes Ralph Waldo Emerson: "Character is more important than intellect." Ultimately, it is through the recognition of each child's individual character that his or her intellect can be further developed; to Gardner, that child's own character is the key to providing the fuel to feed the hungry intellect of youth. According to Gardner, "we each have a unique blend of intelligences… We can choose to ignore this uniqueness, strive to minimize it, or revel in it."

Statement of the Problem

In order to devise a careful lesson plan for a third-grade unit on colonial times, a teacher must address the intellectual needs of all students. Applying Gardner's theory of multiple intelligences, the educator must create an inclusive plan replete with a variety of multimedia to engage and stimulate children across all intelligence types. "[A]lmost any number of educational programs can be crafted in the shadow of MI theory. However, there is one form of education that is antagonistic in spirit to MI — the uniform school."

Because education is not a one-size-fits-all program, teachers need to devise lesson plans that incorporate many approaches simultaneously. A personalized lesson plan that takes into account the intellectual needs of not only all types of intelligence but also all the individual children in the room demands a teacher who "takes individual differences seriously, and insofar as possible, crafts practices that serve different kinds of minds equally well… The crucial ingredient is a commitment to knowing the minds — the persons — of individual students… [keeping] an up-to-date profile of [each] student."

Because the act of learning involves a student using his or her own talents to engage with material, non-standard, experiential, and hands-on activities — such as storytelling, drama, dance, music, art, observation, experiment, constructing, problem-solving, discussion, reading, and writing — are all important. "[A]ny rich, nourishing topic — any concept worth teaching — can be approached in at least five different ways." Any lesson plan needs to encompass these varied intellectual needs, strengths, and abilities.