Application of Multiple Intelligence

Applications of Multiple Intelligences Paper

EDL 520
January 20, 2014

Applications of Multiple Intelligences Paper
Every human possess visual, auditory, and kinesthetic capabilities in, which Howard Gardner did much of his research as a neuroscientist. Every individual have multiple intelligences although he or she may not share the same ones. Before anyone can state what intelligence he or she have, one must take the test to know which intelligence they have. These intelligences can also identify strength in the individual characteristic as well as their learning capabilities.
Multiple Intelligence Concepts
Howard Gardner identified eight theories about human abilities and intelligence, which are identified as “linguistic (verbal), musical, spatial-visual, logical-mathematical, bodily-kinesthetic (movement), interpersonal (understanding others), intrapersonal (understanding yourself), and naturalistic (observing, and understanding natural, and human made patterns, and systems). Intelligence is defined as the ability to solve problems, and to create product outcomes in various cultures” (Hoy & Hoy, 2009, p. 58).
Multiple intelligences are defined as the following according to Howard Gardner; Verbal-linguistic intelligence is having a sophisticated oral proficiencies, and sensitivity to the noises, meanings, and sequences of terms. Logical-mathematical intelligence is having the adeptness to deliberate theoretically and practically, and aptitude to discern logical, and numerical patterns. Spatial-visual intelligence is the capacity to consider in images and print, to visualize precisely, and abstractly. Bodily-kinesthetic intelligence is the competence to regulate one’s body actions and to hold objects skillfully. Musical intelligences are the skill to create, and appreciate tempo, tone, and timbre. Interpersonal intelligence is the gift to identify, and answer applicably to the moods, motivations, and petition of others. Intrapersonal is the ability to be attentive, and in harmony with inner emotions, morals, principles, and thinking processes. Naturalist intelligence is the skill to identify, and classify plants, animals, and other objects in nature. Interpersonal and Intrapersonal is also known as the emotional intelligence. Not everyone who has this intelligence have the same strength in these abilities (Campbell, 2010). An individual can share in more than one of these abilities.
Effective uses in the classroom of Multiple Intelligence
Effective uses in the classroom in where multiple intelligences can be valuable are when educators create a cohesive environment for learning with the different capability strength each student possesses. If there are 10 students who share strong capabilities, and have several culture beliefs these students combine strategies to reach other students who are not mastering in this subject (2010). Cultivation of desired capabilities can be utilized in the classroom when grouping students together to build a positive reinforcement in student self-esteem. Some students will have the desire to emulate other positive students who are in their surroundings.
Educators who teach different disciplines should use the various approach to teach students instead of covering the material in an extensive manner. Use key concepts to generate ideas, and pose questions, which will intrigue the imagination, and minds of the students. Once this has been accomplished the key concepts should motivate the students and allow each capability in the students to generate a positive discussion within the classroom.
Educators should take the difference in their student’s capabilities seriously because the culture sensitivity will broaden within the group and should freely allow the students to speak about curricula topics with ease. Multiple intelligences are identified because educators should allow these capabilities to be beneficial for him or her to use different strategies within the classroom. According Wilson, (2012), “Multiple Intelligences approach assists teachers in creating a more personalized and diversified instructional experience. Assist teachers and help students to become empowered learners by promoting cognitive bridges technique base on the intelligence and skill as well obtaining a diversified study” (para. 2).
Multiple Intelligence ineffective uses
Educators should never try to teach every concept by trying to measure each approach according to Multiple Intelligence because the teacher will be wasting his or her time. A teacher cannot measure what is retained within the minds of the student. Just because a student has random muscle movements, which is attributed to bodily-kinesthetic does not mean this approach is cultivating the mind of the students. Emotional intelligences are not good strategies for grouping students together because this does not allow student to draw from one another. Mixing intelligence with other qualities is not beneficial for cultivating the mind nor will it work for self-esteem building.
There is no guarantee of grading students’ intelligence because it has to context to it. Cross grade grouping is beneficial to students because this allow students who are struggling in a subject. This will provide an enrich environment base for learning. According to Wahl (2012), children who are not strong in linguistic and mathematical methods of learning could still use other subject matter to grasp another learning technique (para 3). This belief can be positive as well as negative depending on what mechanic approach a teacher is allowed to use in the classroom. Without the conscious approach to teaching students, students are not able to transfer skills or content knowledge viably for comprehension. Difficult challenges for students to gain a deeper and wider understanding can be lost if educators do not take an effective role in preparing materials enriched with details.
Conclusion
Multiple Intelligence approach has its positive and negative reviews toward teaching. It is in the educator best interests to instruct students according to the curricula. Attempting to meet the desired need of students should always be a priority. When the students have shown no substantial memory of the assignment then another approach should be used. Finding a strategy which will work in combination of each specific curriculum will be rewarding for the student and the teacher. It is solely up to the educator to present intriguing and challenging information where the student mind can be open to a new adventure. If information which is used is boring to the student the educator has lost the focus of the students.

References
Campbell, B. (2010). Multiple Challenges in the Classroom. Retrieved from http://www.content.org/iclib/ic27/campbell
Hoy, A. W., & Hoy, W. K. (2009). Instructional leadership: A research-based guide to learning in schools (3rd ed.). Boston, MA: Pearson Education.
North Illinois University Education. (2010). Howard Gardner 's Theory Multiple Intelligences. Retrieved from http://www.niu.edu/facedev/resources/guide/learning/howard_gardner_multiple_intelligences
Wilson, L. O. (2012). What 's the big attraction? Why teachers are Drawn to using Multiple Intelligence theory in their classroom. Retrieved from http://education.jhu.edu/pd/newhorizons/strategies/topics/mi/wilson1.htm

References: Campbell, B. (2010). Multiple Challenges in the Classroom. Retrieved from http://www.content.org/iclib/ic27/campbell Hoy, A. W., & Hoy, W. K. (2009). Instructional leadership: A research-based guide to learning in schools (3rd ed.). Boston, MA: Pearson Education. North Illinois University Education. (2010). Howard Gardner 's Theory Multiple Intelligences. Retrieved from http://www.niu.edu/facedev/resources/guide/learning/howard_gardner_multiple_intelligences Wilson, L. O. (2012). What 's the big attraction? Why teachers are Drawn to using Multiple Intelligence theory in their classroom. Retrieved from http://education.jhu.edu/pd/newhorizons/strategies/topics/mi/wilson1.htm