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A Case for Multiple Intelligences Based Classroom Instruction
Although many high school age students tend to think and learn in nontraditional ways, American schools still base their instruction primarily on the verbal-linguistic and logical-mathematical intelligences. As a result, many students who are not strong in these traditional intelligences develop poor attitudes toward school and their academic achievement suffers. According to psychologist Howard Gardner's theory of multiple intelligences, intelligences change with age and with experience. Since our culture places so much importance on the traditional intelligences and since so many high school students have strengths in the nontraditional intelligences, it makes sense to incorporate the multiple intelligences into classroom instruction in order to provide experiences that will change students' intelligences for the better. This is not to say that the development of linguistic and analytical skills should be abandoned in favor of nontraditional approaches to education. Rather, traditional and nontraditional approaches should be combined to formulate a method of education that is best suited to the students who populate our classrooms. The multiple intelligences offer a balance which teaches students what they need to know in order to be successful in our society in a way that compliments the unique abilities that each individual possesses. All students should have the opportunity to not only further develop their dominant intelligences, but should also have the opportunity to develop their weaker intelligences. Students who are weak in the verbal-linguistic and logical-mathematical intelligences will certainly be at a disadvantage in a culture that places so much emphasis on the traditional intelligences. Despite their weaknesses, however, students who are given the opportunity to succeed using an intelligence in which they can excel demonstrate that they are capable of developing their verbal-linguistic and logical-mathematical intelligences. Because MI based instruction is designed to reach a combination of intelligences, the multiple intelligences classroom is perceived by students as a place where everyone can do something well, instead of as a place where some students are "smart" and others are not. MI focuses on students' strengths and uses those strengths to build up weaker areas. According to Jie-Qi Chen & Gardner the multiple intelligences can bridge the gap from an area of success to an area of difficulty because "the sense of success in one area may make the student more likely to engage in areas where they feel less comfortable." Since students are not made to feel as though they are stupid because they do not know something, a change in attitude takes place which effectively removes the "block" which once prevented learning. Multiple intelligences based instruction is effective because it provides a comfort zone by allowing students to think in ways that are comfortable for them. It also helps them develop thought processes that they do not normally use by providing them with a positive environment in which they can experiment without feeling that they are not "intelligent." Students who are strong in nontraditional intelligences often are made to feel that they don't measure up to the rest of their classmates. Multiple intelligences based instruction provides all students with the opportunities they need to succeed, and students who have been successful are better equipped to attempt more challenging work. In short, multiple intelligences based instruction has the potential to eliminate (or at least reduce) the number of American students who are currently stumbling blindly through our systems of education. These students can be provided with the opportunities that they need in order to succeed in school while they are improving the verbal-linguistic and logical-mathematical intelligences that they will require in order to be successful in our society. References: Chen, J. Q., & Gardner, H. (1997). Alternative assessment from a multiple intelligences perspective. In B. Torff (ed.), Multiple intelligences 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 multiple intelligences. 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 enable all students to succeed. NASSP Bulletin, (80) 583, 65-75. Michele R. Acosta is a writer, a former English teacher, and the mother of three boys. She spends her time writing and teaching others to write. Visit http://www.TheWritingTutor.biz/articles for more articles, http://www.TheWritingTutor.biz/writing_editing_service for professional writing and editing services, or http://www.TheWritingTutor.biz for writing and educational resources for young authors, teachers, and parents. Copyright (c) 2004-2005 The Writing Tutor & Michele R. Acosta. All rights reserved.
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Alternative Medicine Four Cognitive Skills for Successful Learning The word "cognition" is defined as "the act of knowing" or "knowledge." Cognitive skills therefore refer to those skills that make it possible for us to know. Eating Disorders and the Narcissist Patients suffering from eating disorders binge on food and sometimes are both anorectic and bulimic. This is an impulsive behaviour as defined by the DSM (particularly in the case of BPD and to a lesser extent of Cluster B disorders in general). Some patients develop these disorders as a way to self-mutilate. It is a convergence of two pathological behaviours: self-mutilation and an impulsive (rather, compulsive or ritualistic) behaviour. On Dis-ease We are all terminally ill. It is a matter of time before we all die. Aging and death remain almost as mysterious as ever. We feel awed and uncomfortable when we contemplate these twin afflictions. Indeed, the very word denoting illness contains its own best definition: dis-ease. A mental component of lack of well being must exist SUBJECTIVELY. The person must FEEL bad, must experience discomfiture for his condition to qualify as a disease. To this extent, we are justified in classifying all diseases as "spiritual" or "mental". Parapsychology: Maximizing Effectivity Of Targeted Controlled Remote Viewing Techniques Individuals with a solid working knowledge of Controlled Remote Viewing (CRV) have undoubtedly encountered the "plateaus" experienced at various levels throughout the ability's development. Key Solution Focus Interviewing Skills There are several key Solution Focus interviewing skills that are indispensable in moving individuals from problem focus to solution focus. Rediscovering the Mind From the viewpoint of a modern microbiologist, we hear the call for integration and common sense in sciences that are all too often devising separate stakes and battlements to pontificate from, on high. 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Why Does It Seem That There Are More Children With ADHD Than Ever Before? Even though the percentage of people with Attention Deficit Hyperactivity Disorder is likely the same as in the past, there are three likely reasons why it seems that "there is more ADHD" than ever before: Are All Dementias Alzheimer's ? I'm surprised when some patients and caregivers confuse dementia and Alzheimer's as one and the same. Each time a family member is suffering from memory loss, the conclusion is always Alzheimer's. Is it reasonable to label all dementias as Alzheimer's? The Diagnosis Myth Although I risk dissension by doing so, I must say something that I think many of us in the mental health community have acknowledged for quite some time: every single diagnosis of a mental disorder is fallible. The 5 Hindrances of the Mind: Are They Blocking Your Self-Esteem? The issue of self-esteem is perhaps one of the greatest determinates in creating a life of freedom and abundance, or feeling inhibited and "just getting by". Self-esteem is defined as "a feeling of pride in oneself". It is how you feel in relation to yourself rather than how others see you. It's between you and, well? you. Therefore, it's not necessary to be so concerned about what others think to determine your level of self -esteem, as the definition does not include any "others", just you. So where can you help yourself to better understand you? There are so many aspects of you but one that is of great importance is that of your mind. Psychological Tips for Effective Studying STUDY STRATEGIES Hypnotic Myths Even though hypnosis has been around officially since the 1700s (Franz Anton Mesmer), there are still questions as to its validity and benefits. For the most part, these questions stem from fear and ignorance. Regarding this subject, it is generally assumed that what you don't know can hurt you. People's viewpoints on hypnosis vary according to what their experiences have been and what they've heard. Fallacies About the Inner Child Over the past 10 years I have helped individuals who have been plagued by the memories of past events to permanently release the disruptive energy imprints of such memories from their energy bio-fields. Intuition I. The Three Intuitions The Cultural Narcissist - Lasch In An Age Of Diminishing Expectations "The new narcissist is haunted not by guilt but by anxiety. He seeks not to inflict his own certainties on others but to find a meaning in life. Liberated from the superstitions of the past, he doubts even the reality of his own existence. Superficially relaxed and tolerant, he finds little use for dogmas of racial and ethnic purity but at the same time forfeits the security of group loyalties and regards everyone as a rival for the favors conferred by a paternalistic state. His sexual attitudes are permissive rather than puritanical, even though his emancipation from ancient taboos brings him no sexual peace. Fiercely competitive in his demand for approval and acclaim, he distrusts competition because he associates it unconsciously with an unbridled urge to destroy. Hence he repudiates the competitive ideologies that flourished at an earlier stage of capitalist development and distrusts even their limited expression in sports and games. He extols cooperation and teamwork while harboring deeply antisocial impulses. He praises respect for rules and regulations in the secret belief that they do not apply to himself. Acquisitive in the sense that his cravings have no limits, he does not accumulate goods and provisions against the future, in the manner of the acquisitive individualist of nineteenth-century political economy, but demands immediate gratification and lives in a state of restless, perpetually unsatisfied desire." Christian Psychotherapy for Convicts? Repeated research studies have revealed that secular efforts at rehabilitation have been unsuccessful in preventing recidivism. Not one of the various approaches to psychological counseling has been able to demonstrate success statistically in helping inmates rehabilitate. Among nearly 300,000 prisoners released in 15 states in 1994, 67.5% were re-arrested within 3-years. A study of 1983 releases estimated 62.5% (Langan and Levin, Bureau of Justice Statistics, June 2002). The Special Secret of Intuition The limbic system What Is Attention Deficit Hyperactivity Disorder? Attention Deficit Hyperactivity Disorder is a medical condition. It is caused by genetic factors that result in certain neurological differences. Attention Deficit Hyperactivity Disorder comes in various forms, and there are five or six different types of ADHD. What Causes Attention Deficit Hyperactivity Disorder? The most recent models that attempt to describe what is happening in the brains of people with Attention Deficit Hyperactivity Disorder suggest that several areas of the brain may be affected by the disorder. They include the frontal lobes, the inhibitory mechanisms of the cortex, the limbic system, and the reticular activating system. Each of these areas of the brain is associated with various neurological functions.
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