Share your feelings about this Article. Multiple Intelligences Howard Gardner of Harvard has identified seven distinct i

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Share your feelings about this Article.
Multiple Intelligences
Howard Gardner of Harvard has identified seven distinctintelligences. This theory has emerged from recent cognitiveresearch and "documents the extent to which students possessdifferent kinds of minds and therefore learn, remember, perform,and understand in different ways," according to Gardner (1991).According to this theory, "we are all able to know the worldthrough language, logical-mathematical analysis, spatialrepresentation, musical thinking, the use of the body to solveproblems or to make things, an understanding of other individuals,and an understanding of ourselves. Where individuals differ is inthe strength of these intelligences - the so-called profile ofintelligences -and in the ways in which such intelligences areinvoked and combined to carry out different tasks, solve diverseproblems, and progress in various domains."
Gardner says that these differences "challenge an educationalsystem that assumes that everyone can learn the same materials inthe same way and that a uniform, universal measure suffices to teststudent learning. Indeed, as currently constituted, our educationalsystem is heavily biased toward linguistic modes of instruction andassessment and, to a somewhat lesser degree, towardlogical-quantitative modes as well." Gardner argues that "acontrasting set of assumptions is more likely to be educationallyeffective. Students learn in ways that are identifiablydistinctive. The broad spectrum of students - and perhaps thesociety as a whole - would be better served if disciplines could bepresented in a numbers of ways and learning could be assessedthrough a variety of means." The learning styles are asfollows:
Visual-Spatial - think in terms ofphysical space, as do architects and sailors. Very aware of theirenvironments. They like to draw, do jigsaw puzzles, read maps,daydream. They can be taught through drawings, verbal and physicalimagery. Tools include models, graphics, charts, photographs,drawings, 3-D modeling, video, videoconferencing, television,multimedia, texts with pictures/charts/graphs.
Bodily-kinesthetic - use the bodyeffectively, like a dancer or a surgeon. Keen sense of bodyawareness. They like movement, making things, touching. Theycommunicate well through body language and be taught throughphysical activity, hands-on learning, acting out, role playing.Tools include equipment and real objects.
Musical - show sensitivity to rhythm andsound. They love music, but they are also sensitive to sounds intheir environments. They may study better with music in thebackground. They can be taught by turning lessons into lyrics,speaking rhythmically, tapping out time. Tools include musicalinstruments, music, radio, stereo, CD-ROM, multimedia.
Interpersonal - understanding, interactingwith others. These students learn through interaction. They havemany friends, empathy for others, street smarts. They can be taughtthrough group activities, seminars, dialogues. Tools include thetelephone, audio conferencing, time and attention from theinstructor, video conferencing, writing, computer conferencing,E-mail.
Intrapersonal - understanding one's owninterests, goals. These learners tend to shy away from others.They're in tune with their inner feelings; they have wisdom,intuition and motivation, as well as a strong will, confidence andopinions. They can be taught through independent study andintrospection. Tools include books, creative materials, diaries,privacy and time. They are the most independent of thelearners.
Linguistic - using words effectively.These learners have highly developed auditory skills and oftenthink in words. They like reading, playing word games, making uppoetry or stories. They can be taught by encouraging them to sayand see words, read books together. Tools include computers, games,multimedia, books, tape recorders, and lecture.
Logical -Mathematical - reasoning,calculating. Think conceptually, abstractly and are able to see andexplore patterns and relationships. They like to experiment, solvepuzzles, ask cosmic questions. They can be taught through logicgames, investigations, mysteries. They need to learn and formconcepts before they can deal with details.
At first, it may seem impossible to teach to all learningstyles. However, as we move into using a mix of media ormultimedia, it becomes easier. As we understand learning styles, itbecomes apparent why multimedia appeals to learners and why a mixof media is more effective. It satisfies the many types of learningpreferences that one person may embody or that a class embodies. Areview of the literature shows that a variety of decisions must bemade when choosing media that is appropriate to learning style.
Visuals: Visual media help studentsacquire concrete concepts, such as object identification, spatialrelationship, or motor skills where words alone areinefficient.
Printed words: There is disagreementabout audio's superiority to print for affective objectives;several models do not recommend verbal sound if it is not part ofthe task to be learned.
Sound: A distinction is drawn betweenverbal sound and non-verbal sound such as music. Sound media arenecessary to present a stimulus for recall or sound recognition.Audio narration is recommended for poor readers.
Motion: Models force decisions amongstill, limited movement, and full movement visuals. Motion is usedto depict human performance so that learners can copy the movement.Several models assert that motion may be unnecessary and providesdecision aid questions based upon objectives. Visual media whichportray motion are best to show psychomotor or cognitive domainexpectations by showing the skill as a model against which studentscan measure their performance.
Color: Decisions on color display arerequired if an object's color is relevant to what is beinglearned.
Realia: Realia are tangible, realobjects which are not models and are useful to teach motor andcognitive skills involving unfamiliar objects. Realia areappropriate for use with individuals or groups and may be situationbased. Realia may be used to present information realistically butit may be equally important that the presentation corresponds withthe way learner's represent information internally.
Instructional Setting: Design shouldcover whether the materials are to be used in a home orinstructional setting and consider the size what is to be learned.Print instruction should be delivered in an individualized modewhich allows the learner to set the learning pace. The ability toprovide corrective feedback for individual learners is importantbut any medium can provide corrective feedback by stating thecorrect answer to allow comparison of the two answers.
Learner Characteristics: Most modelsconsider learner characteristics as media may be differentiallyeffective for different learners. Although research has had limitedsuccess in identifying the media most suitable for types oflearners several models are based on this method.
Reading ability: Pictures facilitatelearning for poor readers who benefit more from speaking than fromwriting because they understand spoken words; self-directed goodreaders can control the pace; and print allows easier review.
Categories of Learning Outcomes:Categories ranged from three to eleven and most include some or allof Gagne's (1977) learning categories; intellectual skills, verbalinformation, motor skills, attitudes, and cognitive strategies.Several models suggest a procedure which categorizes learningoutcomes, plans instructional events to teach objectives,identifies the type of stimuli to present events, and media capableof presenting the stimuli.
Events of Instruction: The externalevents which support internal learning processes are called eventsof instruction. The events of instruction are planned beforeselecting the media to present it.
Performance: Many models discusseliciting performance where the student practices the task whichsets the stage for reinforcement. Several models indicate that theelicited performance should be categorized by type; overt, covert,motor, verbal, constructed, and select. Media should be selectedwhich is best able to elicit these responses and the responsefrequency. One model advocates a behavioral approach so that mediais chosen to elicit responses for practice. To provide feedbackabout the student's response, an interactive medium might bechosen, but any medium can provide feedback. Learnercharacteristics such as error proneness and anxiety shouldinfluence media selection.
Testing which traditionally is accomplished through print, maybe handled by electronic media. Media are better able to assesslearners' visual skills than are print media and can be used toassess learner performance in realistic situations.