Multiple intelligence theory
|Topics:||Cognitive Psychology, Adolescence, High School, Teaching Philosophy|
The theory of multiple intelligence theory makes important provisions on the ways of promoting efficiency in the learning activities among the students. Knowledge of the multiple intelligence theory has been highly applicable to the current shifts in the running of management of institutions. The approach has provided a baseline on the transformative and inclusive objectives of learning. There is an emphasis on giving students a learning experience that makes them develop an all-round personality that will make them fit in the various sectors of the society.
Educators in the various teaching levels have embraced the multiple intelligence theory due to its effectiveness in the learning activity among the students. Teachers present their lessons in multiple ways to ensure that the students attain the required competencies. Examples of methods through which teachers present their lessons to incorporate the multiple intelligence theory include role play, collaborative learning, reflections, and arts activities. A recent assessment of outcomes of classroom learning reveals attainability on the objectives of the theory of multiple intelligences. Notably, Howard Gardener developed the approach to overcome the shortcomings of traditional learning on intelligence. Multiple intelligence theory marked a departure from the conventional method of education whereby the teacher would deposit knowledge into the student’s mind and then put a requirement on the learner to replicate the same in the future (Frames of mind 13). Therefore, Gardener used the theory to explain the eight intelligence of learning and stipulated that each person has a minimum of one dominant intelligence that guides personal learning.
The three of Gardener’s multiple intelligences include linguistic, logical-mathematical, and spatial. A teacher can employ the three intelligences to improve the learning experiences in the classroom. Most learning experiences are inclined towards linguistic and logical-mathematical intelligences (Frames of mind 17). This has made educators have a high preference for the two intelligences over the others.
The linguistic intelligence entails the sensitivity that educators instill to learners on spoken and written language and ability to use the language to accomplish specific goals. Moreover, the intelligence covers the capacity for rhetorical expression and use of language as a means of remembering information (Frames of mind 18). In a nutshell, linguistic intelligence highlights on the verbal expression of learners. Therefore, the teacher is under obligation to sharpen the auditory skills of learners as well as enable the learners to think in words.
A teacher can implement and instill linguistic intelligence when working with a student on the topic of demand and supply in economics. Introduction of the new terms is the fundamental consideration for the educator when demonstrating the topic using linguistic intelligence. The teacher can read the words aloud and proceed to write the terms on the board. Notably, the lesson should start with an introduction to the terms “demand” and “supply” to give the student a hint of the topic under discussion (Armstrong 40). A short explanation on the subject follows, and the teacher can proceed to explain other essential terms in the topic. Examples of other words on the topic that require a linguistic intelligence approach include equilibrium point, the elasticity of demand, and the supply function. Additionally, the teacher will incorporate a semantic approach to the topic of demand and supply by guiding the students in the verbal pronunciation of various terms in the topic. The teacher will test the linguistic intelligence of students by requiring them to write an essay that explains the movements of demand curve and supply curve.
The logical-mathematical intelligence covers the aspects of logical reasoning, abstractions, critical thinking, and numbers. The educator seeks to establish that the students think conceptually as well as get the capacity to distinguish between logical and numerical patterns. Howard Gardner stipulates that logical-mathematical intelligence is about the ability to understand trends, reason in a deductive manner and think logically (Multiple intelligences 7). In this case, the teacher assesses the scientific and mathematical thinking capability of the student.
Specific ways exemplify the use of logical-mathematical intelligence to demonstrate learning in the economics topic of demand and supply. The teacher can use mathematical formulas to help the student get a good glimpse of the topic. For example, mathematical formulas are applicable when deriving the demand function and supply function. The student will be obliged to follow the exact steps in the formula to understand the whole concept on the way the function is derived (Armstrong 45). The learning process would proceed by teaching the students to solve quantitative problems that apply the concepts of demand and supply using the derived functions. Finally, the teacher can impart knowledge on logical reasoning by helping the student in the utilization of quantitative values to make logical decisions and conclusions.
Spatial intelligence incorporates visual judgment and the ability to develop a clear picture in an individual’s mind. This intelligence gives the learner the ability to think in images and pictures hence enhancing accurate visualization. As a result, the learner gains recognition over the utilization of patterns in critical thinking. The learners with spatial intelligence understand the subject through visuals such as charts, tables, and graphs (Multiple intelligences 12). A teacher can use the illustration of the graphs of demand and supply to enhance the visual intelligence of students. Similarly, tables on variables of demand and supply can provide clear demonstrations on the topic (Armstrong 52). Finally, the teacher can evaluate the understanding of students by instructing them to draw graphs that indicate the equilibrium demand and supply.
Conclusively, the discussion has indicated on the way multiple intelligence theory promote effectiveness in the learning activities among students. Educators have adopted requirements of the theory to ensure that students get all-around personality from the learning experience. The three of Gardener’s multiple intelligences which have been discussed include linguistic intelligence, logical-mathematical intelligence, and spatial intelligence. Finally, applications of the three intelligences in demonstrating demand and supply has been explored.
- Armstrong, Thomas. Multiple intelligences in the classroom. Ascd, 2009.
- Gardner, Howard. Frames of mind: The theory of multiple intelligences. Basic books, 2011.
- Multiple intelligences: New horizons in theory and practice. Basic books, 2008.