Multiple Intelligences: Best Ideas from Research and Practice

Kornhaber, M.L., Fierros, E.G. & Veenema, S.A. (2004) Multiple Intelligences: Best Ideas from Research and Practice. Boston: Pearson.

Summary:

This summary reviews chapter 1 called Tools for Putting MI into Practice. The theory of multiple intelligences and two other frameworks are discussed. These frameworks are used as tools for building learning environments that allow MI to be used to strengthen learning outcomes.

H. Gardner developed the theory of MI in 1983 as a response to the idea that intelligence cannot be measured solely by mental ability; rather that intelligence is “defined as a psychobiological potential to solve problems or fashion products that are valued in one or more cultures.” (Gardner, 1999) He has identified eight intelligences: linguistic, logical-mathematical, spatial, musical, bodily-kinesthetic, interpersonal, intrapersonal, and naturalist. Understanding MI is one tool teachers can use to improve student learning. Garner states that all human beings (besides those with brain damage) have all the intelligences; it is the relative strengths of each intelligence that differs.

After MI was put into practice Gardner developed a framework that would be more appropriate for building curriculum. He looked at the different ways people learn and devised the Entry Points Framework tool. This framework gives educators different doors for students to enter to accomplish the subject being taught. All doors lead to the same room, but how they get there differs. This allows students to use their intellectual strength to accomplish the task; it also allows them to gain different perspectives.

Another tool discussed are the Compass Point Practices. Following these engages students’ multiple intelligences and can increase student outcomes. The practice includes looking at: culture, readiness, tools, collaboration, choice, and the arts. It is through understanding and using these practices educators can better meet the needs of students with different intellectual strengths.

Evaluation:

This chapter successfully outlines the three tools that can help educators in their classroom. It is well researched and presented in a way that makes it easy to gather the information, synthesize, and think about how to apply it in the classroom.

Reflection:

Although I have been familiar with Gardner’s Multiple Intelligences for some time, I have not always used the information for the benefit of the students I teach. Lessons are developed that touch on MI, but don’t give as much choice to the students. I tend to rotate the way lessons are presented or taught and yet as I read, I realized some intelligences are not given enough opportunities. As I do my lesson planning, I need to focus on meeting the differing intelligences in my classroom so that I have increased learning outcomes.