Antworten für [Recent Tests- VOL] - Multiple intelligences

The Implications of Multiple Intelligence Theory for Teachers

The first intelligence test was developed in France by Alfred Binet early in the 20th century. 1By the 1920s and 1930s, intelligence tests and their product, an individual's IQ (Intelligence Quotient), had become widely used in many societies around the world. Tests of this type, however, have now fallen into disrepute. 2All they test is linguistic and logical-mathematical intelligence, and this traditional definition of intelligence is now regarded as narrow.

4We now know that 75% of teachers are sequential, analytical presenters, but 70% of students do not actually learn this way. A number of investigators now believe that the mind consists of several independent modules or intelligences. The educational psychologist responsible for this change of attitude is Howard Gardner, professor of education at Harvard University in the United States and the creator of the Multiple Intelligence theory.

3Multiple Intelligence theory, according to Gardner, is an endorsement of three key propositions:

• We are not all the same.
• We do not all have the same kinds of minds.
• 3Education works most effectively if these differences are taken into account.

Gardner argues that there are at least eight kinds of intelligence that are important to fuller human development and that are available for almost everyone to develop. These intelligences are:

• Linguistic intelligence
• Logical-mathematical intelligence
• Musical intelligence
• Spatial intelligence
• Bodily-kinesthetic intelligence
• Interpersonal intelligence
• Intrapersonal intelligence
• Naturalist intelligence

Gardner also speculates on the possibility of there being both a spiritual intelligence and an existential intelligence but comes to no definite conclusions.

Characteristics and Development of the Intelligences

Following are some characteristics of the different intelligences, along with ways to exercise and develop them:

5Linguistic Intelligence:

Involves reading, writing, speaking, and conversing in one's own or foreign languages. 5It may be exercised through reading interesting books, listening to recordings, using various kinds of computer technology, and actively participating in discussions.

Logical-Mathematical Intelligence:

Involves number and computing skills, developing an awareness of patterns, and the ability to solve different kinds of problems through logic. It may be exercised through playing number and logic games and solving various kinds of puzzles.

6Musical Intelligence:

Involves understanding and expressing oneself through music and rhythmic movements or dance. 6It may be exercised through exposure to a variety of recordings, engaging in rhythmic activities, and singing, dancing, or playing various instruments.

7Spatial Intelligence:

Involves the ability to create and manipulate mental images and the orientation of the body in space. 7It may be developed through sharpening observation skills, solving mazes and other spatial tasks, and using imagery and active imagination.

Bodily-Kinesthetic Intelligence:

Involves physical skills and learning through bodily sensations. It may be exercised through performing, playing sports, and tasks requiring imagination.

8Interpersonal Intelligence:

8Involves understanding how to communicate with and understand other people collaboratively. It may be exercised through cooperative games, group projects, dramatic activities, or role-playing.

9Intrapersonal Intelligence:

9Involves comprehending our emotions and growing in the ability to control and work with them consciously. It may be exercised through participating in independent projects, journal-writing, and finding quiet places for reflection.

10Naturalist Intelligence:

Involves understanding nature and the world around us. 10It may be exercised through exploration of nature and organizing collections of items.

Applying Multiple Intelligence Theory to the Classroom

Gardner proposes that the eight intelligences identified are independent in that they develop at different times and to different degrees in different individuals. 11They are, however, closely related, and many teachers and parents are finding that when an individual develops proficiency in one area, the whole constellation of intelligences may be enhanced.

Gardner refers to intelligences as potentials that will or will not be activated, depending upon the values of a particular society and the personal decisions made by individuals and/or their families. A student who believes that intelligence can be developed is likely to be persistent and adventurous. 12However, a learner who thinks they have no control over their ability level is more likely to get upset when faced with failure, as it can only be construed as evidence of inadequate ability.

The fluid theory of intelligence advocated by Gardner encourages students to stretch themselves. Does the fact that we each have a unique profile mean that teachers should plan individual lessons for every student in the class to take this into account? Clearly, this would be impractical, and the solution lies in including classroom activities designed to appeal to each of the intelligence types. Gardner suggests that the challenge of the coming decades is to stop treating everyone in a uniform way. 13He proposes individually configured education - an education that takes individual differences seriously and creates practices that serve different kinds of minds equally well.