Education: Multiple Intelligences in the Elementary Classroom

Expository Essay Final Project

Education: Multiple Intelligences in the Elementary Classroom Some of us are born with an inherited intelligence and others will find their level of learning as they grow from an early age in life through training from educators and parents. There seems to be evidence that shows signs of different levels of learning and multiple intelligences within each of us, especially in early childhood, that need to be recognized. It is important that schools, administrators, special educators, elementary teachers and all others who believe that an education is not only responsible for improving academic excellence, but for also developing the many different potentials within each of us according to our intelligence learning level.
Elementary school is where most of our deep conditioning learning starts. From the very early stages in life we become students of learning. Each of us is expected to obtain an education starting from Preschool and continuing through High School. As we enter the workforce later in life, if you want to have any kind of successful career, then you will need to further your education with additional learning in college or University. Most employers nowadays are requiring a higher education, or at least a two to four year degree to be considered for job openings. Your earliest learning years and the most important of all education starts in elementary school. Although we are very young, our minds are the most absorbent and open to learning and growing, and this is where we will start to develop our specific skills and intelligences. The relationship between a teacher and student starts to develop during this time and is essential in personal growth, achieving knowledge, and developing and mastering our individual learning level. Teachers, and special educators are trained to recognize how each child learns and at what level they learn so they can help even the youngest of scholars to reach success. The teachers and educators, during these valuable years, may not necessarily be remembered as we get older, but the intelligence we gained from their teachings will never leave us. During our elementary school years we are taught that improving ourselves for personal growth daily is the key to self-confidence, which leads to academic excellence and success for the future.
Intelligence comes in all shapes and sizes. As we grow and develop throughout our childhood years we start to show distinct signs of our own intelligences and separate ways of learning compared to other people. According to author Bruce Campbell (1979-2012), "In recent years, new definitions of intelligence have gained acceptance and have dramatically enhanced the appraisal of human competences” (Campbell, 1979-2012, Introduction). Howard Gardner, a Hobbs Professor of Cognition and Education at the Harvard Graduate School of Education (1986-Present), adjunct professor of neurology at the Boston University School of Medicine, and author of the classic works The Shattered Mind (1975), and Frames of Mind: The theory of multiple intelligences (1983) viewed intelligence as “the capacity to solve problems or to fashion products that are valued in one or more cultural settings” (Gardner & Hatch, 1989) (Smith, 2002, 2008). Gardner developed the Multiple Intelligence Theory (MIT) and formulated an initial list of seven intelligences (Smith, 2002, 2008). His listing was provisional to recognizing “an intelligence” within each child in the studies (Smith, 2002, 2008). The first two intelligences are highly valued in schools, the next three are associated with the Arts, and the final two are considered “personal intelligences” (Smith, 2002, 2008). The initial seven intelligences are broken down separately to give you an idea of the different learning levels studied and recognized. Linguistic intelligence involves an ability to learn through languages, written or spoken, to accomplish goals (Smith, 2002, 2008). Logical-mathematical intelligence consists of using scientific and mathematical applications for thinking (Smith, 2002, 2008). Musical intelligence involves having skills in the performing arts like performance, composition and musical patterns (Smith, 2002, 2008). Bodily-kinesthetic intelligence involves using one’s whole body or specific body parts for learning or solving problems (Smith, 2002, 2008). Spatial intelligence consists of recognizing and using patterns of wide space or possibly more confined areas for learning (Smith, 2002, 2008). Interpersonal intelligence involves understanding and recognizing the intentions, motivations and desires of the other people around you to help you solve problems (Smith, 2002, 2008). Intrapersonal intelligence involves understanding oneself and appreciating our own feelings, fears and motivations to help regulate our lives (Smith, 2002, 2008). Years later an eighth intelligence level was added after more research was completed, the Naturalist intelligence enables people to recognize, categorize and learn through certain features of the environment (Smith, 2002, 2008). These recognized intelligence levels affect students in different ways according to multiple studies done in different elementary school classrooms. In Howard Gardner’s book Frames of Mind, Gardner claimed that these seven intelligences are rarely used or practiced independently, but tend to complement each other by using them at the same time (Smith, 2002, 2008). There is evidence of higher intelligence and lower intelligence, but it all depends on where the student fits in and how they learn the best.
Classroom management is the key to higher teaching and learning success. In order to integrate proper learning in an elementary school classroom the administrators, teachers and special educators have separated students into eight learning groups. These learning centers consist of a Personal Work Center (Intrapersonal Intelligence) for exploring studies through individual projects (Campbell, 1979-2012), a Working Together Center (Interpersonal Intelligence) for solving problems, answering questions, and brainstorming ideas (Campbell, 1979-2012), a Music Center (Musical Intelligence) for composing music and singing songs (Campbell, 1979-2012), an Art Center (Spatial Intelligence) for exploring diverse art, puzzles, and pictures (Campbell, 1979-2012), a Building Center (Kinesthetic Intelligence) where they can build models, dramatize events and dance (Campbell, 1979-2012), a Reading Center (Verbal/Linguistic Intelligence) where students read, write and learn in a traditional manner (Campbell, 1979-2012), a Math & Science Center (Logical/Mathematical Intelligence) where they work with math games, do science experiments, and complete deductive reasoning in problem solving (Campbell, 1979-2012), and a Nature Center (Naturalist Intelligence) where students can observe, participate in, and document learning through the environment. The individual centers are used for group learning and then once the students have completed their group time they are able to attend more one-on-one teachings and can also have time to present their accomplishments to the class. The goal of these groups is to allow each student to reach their individual potential and for the teachers to observe and recognize where each student fits in the best, therefore it allows the correct placement for the student according to their intelligence level. Every day the students participate in these different learning groups so as to gain knowledge in every area of study. During these studies the teachers are instructed to keep journals of their own time, and each students group time. Some of the top effects on the students from these studies include:
1.) A daily evaluation of how the students have become more focused in their studies (Campbell, 1979-2012).
2). The noticeable ease of transition between groups (Campbell, 1979-2012).
3). Any disciplinary problems addressed (Campbell, 1979-2012).
4). A self-assessment of how the teacher’s time was used (Campbell, 1979-2012).
Many students needs have been met or exceeded through the use of the Multiple Intelligence Theory programs. The ultimate goal in these studies and programs is for the students to reach their individual potential through focused learning at their preferred intelligence level. Whether it is in a group setting or a one-on-one teaching environment, these students have the opportunity available to them to develop their intelligence to the best of their ability.
As with all scientific research there are bound to be questions that arise and issues brought forth to question. For example, one issue that has been raised in debates frequently is, if there are specific tests that can be done to detect the different intelligences, or is it based solely on group learning and observation within the classroom, and how accurate is that considered to be (Smith, 2002, 2008). Gardner has admitted that for the moment there is not a set of tests available to identify and measure the different intelligences (Smith, 2002, 2008). His main concern regarding testing is that is would lead to labeling, stereotyping, and stigmatization of the child (Smith, 2002, 2008). Yes, these intelligences can be used in either a constructive or destructive way, but so far the success outweighs the problems or issues that have arose, and Howard Gardner’s Multiple Intelligence Theory seems to be widely practiced and followed by more schools and educators every year across the globe (Smith, 2002, 2008).
As a parent of two boys, I not only want my children to understand the world, but to be able to participate in making the world a better place for us all. I want to know that my children will go into the world and become successful in all that they attempt to do, that they will reach their goals without disappointment or regret, and they will ultimately be confident in where they came from, and who they are now as an individual person contributing to the world around them no matter what intelligence level of learning they experienced throughout life.
References
Campbell, B. a. L. (1999). Scribd.. Retrieved from http://www.scribd.com/doc/88144454/Linda-Campbell-Bruce-Campbell-Multiple-Intelligences-and-Student-Achievement-Success-Stories-From-Six-Schools-Association-for-Supervision-Curriculum
Campbell, B. (1979-2012). Context Institute. Retrieved from http://www.context.org/iclib/ic27/campbell/
Smith, M. K. (2002, 2008), InFed, Retrieved from http://www.infed.org/thinkers/gardner.htm

References: Campbell, B. a. L. (1999). Scribd.. Retrieved from http://www.scribd.com/doc/88144454/Linda-Campbell-Bruce-Campbell-Multiple-Intelligences-and-Student-Achievement-Success-Stories-From-Six-Schools-Association-for-Supervision-Curriculum Campbell, B. (1979-2012). Context Institute. Retrieved from http://www.context.org/iclib/ic27/campbell/ Smith, M. K. (2002, 2008), InFed, Retrieved from http://www.infed.org/thinkers/gardner.htm