Of course when we think of MI [Multiple Intelligences], we think of Prof. Howard Gardner, Graduate School of Education at Harvard University. I was fortunate enough to attend Project Zero at Harvard a few years ago and listened with great interest to Howard Gardner speak on Multiple Intelligences. I was first in great awe of the man, then grew a very deep respect for his knowledge and his dedication to education. I was a bit concerned that MI was not for me and our phsychologist did not really espouse it...but the more I listened to Dr. Gardner the more I am convinced that many psychologist do not care for it because you cannot quantify it with one score. We like things neat and tidy. One score really tells it all.....or does it? Do the standard IQ tests really test how someone will do in school...it that what it is for? I believe so.
MI is all inclusive and does recognize the student in school along with many other "real" intelligence qualities. If you think very deeply about MI and the categories that Dr. Gardner as setforth to this point, you will see how these intelligences cover the cognitive, experiential, and other kinds of learning bases.
Did you ever have test a special needs child with MI.....Probably not...at school. I have never seen a public or private agency like a school who is so concerned with labels that if they were physicians they would grade an appendicitis rather than remove or treat it...and I still consider myself part of the best profession in the world...teaching.
I have real problems with texts coming out under many different authors who describe MI and what Dr. Gardner is all about..[I will watch it]. Really if you read about MI, it should come from the person who really knows it backwards and forwards and that is Howard Gardner.
A good interview with Professor Howard Gardner is available at this URL: Retrieved July 24, 2004 This is a cut and past URL and must register with Annenberg. Do it and follow their rules...they have great material for
teachers. [url]http://www.learner.org/vod/vod_window.html?pid=1264
Best
Rob
Gardner's Reflections
Please see Howard Gardner's reflections on "intelligence" and multiple intelligences:
http://www.newhorizons.org/future/Creati...rdner.html
Seven Intelligences
Verbal/Linguistic
This intelligence, which is related to words and language--written and spoken--dominates most Western educational systems.
Logical/Mathematical Intelligence
Often called "scientific thinking," this intelligence deals with inductive and deductive thinking/reasoning, numbers and the recognition of abstract patterns.
Visual/Spatial Intelligence
This intelligence, which relies on the sense of sight and being able to visualize an object, includes the ability to create internal mental images/pictures.
Body/Kinesthetic Intelligence
This intelligence is related to physical movement and the knowing/wisdom of the body, including the brain's motor cortex, which controls bodily motion.
Musical/Rhythmic Intelligence
This intelligence is based on the recognition of tonal patterns, sounds, and on a sensitivity to rhythm and beats.
Interpersonal Intelligence
This intelligence operates primarily through person-to person relationships and communication.
Intrapersonal Intelligence
This intelligence relates to inner states of being, self-reflection, metacognition (i.e., thinking about thinking) and awareness of spatial realities.
Multiple Intelligences: Theory Into Practice...
Key schools are designed based upon Howard Gardner’s Theory of Multiple Intelligence. You can read about them at the following site:
http://www.ed.psu.edu/insys/ESD/Key/Keys...sysweb.htm
Chistina
I like the intelligences that you added. They are well done and guests and members will enjoy them. Let me add the eighth...NATURE... Thank you.
By the way, the next time you see, Howard Gardner or David Perkins, please remind them that they have not suffiently answered my question....This is the question:
Please describe the point in time when a person(s) transitions from being affluent to opulent. What accumulation of wealth is necessary from high affluence to opulence. In other words, how does one know at the exact moment that this happens. Winning the lottery will not do. They both have not given me a lucid answer yet.
Did you see his video at Annenberg? It is good.
Be well,
Rob
Hi Rob, Please describe more what you mean by Nature? Are you exploring a spiritual dimension?
Hi Rob and Christina,
Thanks for letting me know about Prof Gardner and Multiple Intelligences!
I'm really impressed with how he has put it all together in such a clear and comprehensable way.
Though the crucial element to me, is the section: Seven Styles of Learning.
Which highlights the different ways of learning.
The overarching issue in relation to learning, is that each individual uses these 7 Styles in varying degrees of importance in processing information.
As well as in different combinations.
It also provides a simpler way to understand the multitude of different learning disorders.
Where most LD's can be identified more precisely as effecting one or more of these learning styles.
Whilst each Learning Style can be sub-divided further.
Such as Linguistic Learner: Audio-Linguistic/ Visual-Linguistic.
Or Visual/Tactile Linguistic.
Crucially it provides an easy to understand overview of the variations in the way in each and every Student/ person learns.
Here's the page : Seven Styles of Learning:
Seven Styles of Learning
Linguistic Learner
* likes to: read, write and tell story.
* is good at: memorizing names, places, dates and trivia.
* learns best by: saying, hearing and seeing words.
Logical/Mathematical Learner
* likes to: do experiments, figure things out, work with numbers, ask questions and explore patterns and relationships.
* is good at: math, reasoning, logic and problem solving.
* learns best by: categorizing, classifying and working with abstract patterns/relationships.
Spatial Learner
* likes to: draw, build, design and create things, daydream, look at pictures/slides, watch movies and play with machines.
* is good at: imagining things, sensing changes, mazes/puzzles and reading maps, charts.
* learns best by: visualizing, dreaming, using the mind's eye and working with colors/pictures.
Musical Learner
* likes to: sing, hum tunes, listen to music, play an instrument and respond to music.
* is good at: picking up sounds, remembering melodies, noticing pitches/rhythms and keeping time.
* learns best by: rhythm, melody and music.
Bodily/Kinesthetic Learner
* likes to: move around, touch and talk and use body language.
* is good at: physical activities (sports/dance/acting) and crafts.
* learns best by: touching, moving, interacting with space and processing knowledge through bodily sensations.
Interpersonal Learner
* likes to: have lots of friends, talk to people and join groups.
* is good at: understanding people, leading others, organizing, communicating, manipulating and mediating conflicts.
* learns best by: sharing, comparing, relating, cooperating and interviewing.
Intrapersonal Learner
* likes to: work alone and pursue own interests.
* is good at: understanding self, focusing inward on feelings/dreams, following instincts, pursuing interests/goals and being original.
* learns best by: working alone, individualized projects, self-paced instruction and having own space.
Geoff.
Multiple Intelligences is definitely Harvard Prof. Howard Gardner's piece of art in inclusion. He really needs to be the one to speak regarding his MI program.
Please view the article:
Multiple Intelligences after twenty years.
URL:
http://www.pz.harvard.edu/PIs/HG.htm
I think you will get a great deal from this. Retrieved July 26, 2005 internet.
Be well,
Rob
Multiple Intelligences has been around for a bit. But nothing is coming so quickly and so profoundly and with such professional acumen along with in depth serious study as Prof. Howard Gardner's MI. Why?...the world is changing....the regular IQ score is really for school criteria. Today we need the flexiblity of the Eight Intelligences of Dr. Gardner. We need it because we are intelligent at more than the narrow interpretations of a quantifiable IQ score.
Even special needs children and adults with William's syndrome tend to have a strong propensity for
music...which we all admire and is one of the eight MI intelligences. The eight intelligences includes those quantifiable items of an IQ but gives so much more...and represent the environment and changes in our value system.
More inclusive .....
More representative.....
Real Life
Best,
Rob
Retrieved August 2, 2005 Eight Mutiple Intelligences.....
URL:
http://www.multi-intell.com/MI_chart.html
It seems that the IQ is ensconced in the Grey matter....so are we talking about IQ such as the Binet, etc. Well what about multiple intelligences? The eight mutiple Intelligences are they all in the grey matter? Special needs kids....what matter....grey or white.....what assessment IQ or MI? I will take a look at this. URL found 8-24-05 on the internet.
Best,
Rob
URL:
http://news.bbc.co.uk/1/hi/sci/tech/1638755.stm
Thanks for this clever connection. Your question about multiple intelligences reveals an important assumption of this article. The article assumes that IQ is indicative of intelligence. This, of course, is controversial.
It is also important to remember that correlation does not imply causation. The correlation between gray matter and IQ does not necessarily indicate that IQ is contained within gray matter. It is more likely the processes underlying IQ involve gray matter.
I would be interested to hear from forum members... What are your personal definitions of intelligence?
Happy to be back,
Christina
Well, I believe that we have been sold and purchased the Intelligence Quotient years ago. I believe it is sort of like climbing a long and arduous ladder just to find out that it was leaning against the wrong wall.
When you look at
self-efficacy as defined by Bandura and
thinking dispositions as found in Ron Ritchhart's book:
Intellectual character; What is it, why it matters, and how to get it.
I believe there is a place for testing...but not one so set in granite. We are finding out...and really have for a long time that the highest IQ students are not necessarily the most successful in business and family life. Dr. Ritchhart's explores the dispositional views of intelligence. We are born and we live and we die....what we do in between is dispositional not IQ.
Best,
Rob
IQ Tests play a important role in every Classroom, in that they help many Students come to the conclusion that: "I am too dumb to learn! So I shouldn't bother trying too much?"
Though this is paralleled in the general area of Assessments.
What I would suggest as more effective? Is a range of Tests which test separately the spectrum of ' Brain Processes' that enable/support learning and thinking. So that the developmental level across this spectrum is identified.
Where the focus of Education, becomes the effective development of the spectrum of 'Brain Processes'.
This could also inform and guide Teachers in their instruction.
The idea that Students form that they are 'bad at a Subject/s' is absurd?
Their are no 'Subject Areas' in the brain.
Rather, each Subject utilises its own 'set' of brain processes.
Where a developmental deficit in any relevant brain process, will be reflected.
Remediation is generally focussed on the Subject? Whereas it actually needs to address the relevant 'brain process' deficit.
In this regard, I would also mention that in Australia our Federal Govt has very recently introduced the problematic use of SNA' / standardised national assessments for numeracy and literacy. Where I was able to view the tests.
Where I found that 'around half' of the questions, were dependent on the skill of 'Mentally Imaging'. To be able picture an image in one's mind, and then to mentally 'manipulate' the image, so as to arrive at the answer.
If the test was used singularly to assess Students Mental Imaging skills, then it would have considerable value. In that it would identify Students that needed support in developing this brain skill.
Though all it will report, is a vague problem with Literacy/ Numeracy acquisition? Without identifying the underlying issue that needs to addressed!
I would finally suggest that the overarching focus of education, should be on the comprehensive development of neural processes. With Subjects as the supporting experiential foundation for neural development. Where Students emerge from Schooling with the 3 R's and the fully developed neural abilities to learn. Schooling as 'Learning how to Learn'? Building a toolkit for life-long learning.
Where Students go on to select careers by the neural activity involved, rather than by Subject?
Geoff.
Thanks very much for your intriguing comments.
It seems that you are conceptualizing intelligence as a developing capacity rather than as a stable entity. Do you find that most educators agree with this principle?
Within this framework, metacognition could be described as the tools that can be used to construct one's intelligence. It would certainly be useful to find a neural substate for such tools. What do you think?
All the best,
Christina
Intelligence is fixed....the earth is the center of the universe...and flat .....I don't know. However, I do like Gardner's Multiple Intelligences [it is inclusive]...it can quantify a few of the aspects that people need to make themselves feel more comfortable. I guess that people need to hold on to something or wear it as a badge so they can compare what?
The difference between genius and stupidity is that genius has its limits. My peers do not discuss it. Metacognition is not a tool within this framework since there is no framework.
It would be hard for many who need structure in every realm of their lives to be confortable with some
ambiguity. I know what the politically correct answer should be and since I lived most of my live with order and scientific substrates that would fold nicely into causal justifications. I think that I will take the stand that intelligence is fixed to some extent at birth; changed some by environment and a
non justification for planning a person's life.
I do know one thing however, people with high IQs suffer from malnutrition and poverty at the same rate as those who suffer from oppression and ignorance[whatever that means]. Much of the so called third world are born within a product of their environment; certainly not a product of their IQ. If we have a poor environment, it is very difficult to crawl out of it. When you are hungry, the priorities of discussion are not so universal...but indeed...hour by hour on basic necessities.
Well, I got that off my chest. Now I can go back to bed; where I can think carefully about what
Kandel said in his text titled Essentials of neural science and behavior [1995 pg.372 ] regarding touch and sensory receptors and think carefully about [I]"the primary sensory neuron that transduces stimulus energy into neural signals. Its axons projects from the receptor to the brain stem. The second neuron, whose axon is located in a brain stem tract called the medial lemniscus, carries sensory information to the thalamus, the brain's major sensory relay station. From the thalamus , the third neuron in the circuit transmits sensory information to the cerebral cortex." That could someday short circuit and cause communciation or other developmental disorders. But in the mean time, have a nice day.
I am still trying to figure out how to work the vcr machine.
"The passion for truth has underlying it a profound conviction that what is real is best; that when we get to the heart of things we shall find there what we most need."
--G. S. Merriam
The following URLs were retrieved August 28, 2005.
URL:
http://www.audiblox.com/iq_scores.htm
URL:
http://www.apa.org/releases/iqdebate.html
URL:
http://www.wjh.harvard.edu/~cfc/Chabris1998b.htm
URL:
http://www.gallup.hu/pps/2003/Sternberg.pdf
Best,
Rob
Rob, I just had to post this quote from your above mentioned link.
Whilst it refers to 'assessment of intelligence', it also highlights the related question of the purpose of the current models of general assessment within schooling? Where the purpose and practise is highly problematic?
Where a competitive model of assessment is still pervasive?
Where the singular purpose is 'pass' subject tests?
Not with intellectual cognitive skills development?
CURRENT ISSUES IN THE ASSESSMENT OF INTELLIGENCE(S)
The state of affairs with respect to testing intelligence is interesting. Basically, current practice doesn't match the recommendations being offered by educational and psychological researchers. One question to be answered is, "Given our understanding of the nature of intellectual abilities, why do current intelligence tests remain so popular and the standard form of interpretation so pervasive?" In a provocative reply, Sternberg (1992) argues that market forces (i.e., the demands of test consumers) have retarded the development of new, more appropriate measures of intellectual abilities. He points out that signs of change are appearing, but until they gain more momentum, current instruments, no matter how inadequate, will continue to be the standard.
A second question to be answered is, "How can current research inform the development of new instruments to assess intellectual abilities?" There are two parts to this answer, each with its own potential contribution. First, while intelligence tests were originally devised to classify individuals according to their academic potential, our education system is now faced with an admittedly diverse set of students who possess a wide range of expressible abilities. One answer that is emerging from the cognitive analysis of intellectual abilities is that tests are likely better used for diagnostic purposes (i.e., as assessments of current functioning so as to inform instructional needs) rather than for classification. Thus, several researchers (e.g., Gardner & Hacht, 1989) propose the development of new assessment tools designed for a new purpose.
A second and related answer that is surfacing is that fine-grained cognitive analyses can be used beneficially to uncover individual differences in the information processing profiles of students (e.g., Carpenter, Just, & Shell, 1990). A clear and important implication of this work is that such analyses will eventually lead to dramatic improvement in our ability to assess an individual's current level of intellectual functioning and to prescribe instructional interventions that will maximize each individual's potential.
This sounds like formative assessment, which involves a focus on progress rather than judgement.
The OECD is currently working on a project in this area:
http://www.oecd.org/document/45/0,2340,e...55,00.html
In my opinion, this makes a lot of sense. Further, it is consitent with what we know about the incredible plastic capacity of the brain.
All the best,
Christina
OECD expert Wrote:This sounds like formative assessment, which involves a focus on progress rather than judgement.
The OECD is currently working on a project in this area: http://www.oecd.org/document/45/0,2340,e...55,00.html
In my opinion, this makes a lot of sense. Further, it is consitent with what we know about the incredible plastic capacity of the brain.
All the best,
Christina
.............................................................
I belive it to be a formative assessment....and I like what you said that it is a focus on progress rather than judgement. We need to focus on progress, we have done enough judgement already. Too much! The formative assessment that I am working on will not only be on progress but a positive approach to progress....indepth learning and undstanding and as David N. Perkins would say. We need to understand...and he is right.
Best,
Rob
Thanks for this Rob. Can you say more about what you mean by a positive approach to progress? This comment is very interesting to me in light of the effects of self-efficacy on performance.
Thanks,
Christina
OECD expert Wrote:Thanks for this Rob. Can you say more about what you mean by a positive approach to progress? This comment is very interesting to me in light of the effects of self-efficacy on performance.
Thanks,
Christina
Hi Christina,
Effects of self-efficacy on performance is awesome, whether it be academics, sports, performing arts, etc. How to get there is another matter. But you really really know when you are there. To me, it is like reaching self-actualization and flow all in one. Now I have not really said anything meaningful yet, but I will.
I found my comments and here is what it says...
The formative assessment that I am working on will not only be on progress but a positive approach to progress...in-depth learning and understanding as .... A positive approach to progress...in-depth learning and understanding is a critical pathway toward the effects of self-efficacy on performance. The brain evinces more plasticity than we ever thought, however in my opinion certain stressors are a perjorative to plasticity...that being negativism. The positive approach to progress fosters your ego and self worth to perservere until you have mastered the art or sport or academia that you pursue. You need constant feedback that is correct yet couched in words that do not hurt...but in words that help...or a pat on the back etc. A student who wants to own the sport or subject etc. cannot do so if the mentor is bringing him/her down by lack of inadvertant good intentions. When you build something really great, you are going to make mistakes. The positive approach to progress keeps the entire body plastic and moves it forward. We use a term in sports or academics that make a great deal of sense. "Do you own the subject?" What things can I do as mentor to help you own the subject? etc., etc.
The road to effects of self-efficacy on performance is a long and never ending process. Similar to self-actualization, one does not even begin to know the feeling of self-actualization until experienced.
Positive criticism are to listen to with the trust that you have built with your students yet it helps to know that your PERSISTENCE that you created is in the model along with self-efficacy to own the skill that you desire. Also owning a skill is very contagious to other skills and performances you seek. It works and the ladder is up against the correct wall, and you don't mind the long successful climb; but there will be peaks and valleys and you understand that already so you perservere.
Best,
Rob
Hi,
In regard to Gardner's : Multiple Intelligences, and particularly the "Musical / Rythmic Intelligence". I would offer this article from BBC News for consideration:
http://news.bbc.co.uk/1/hi/education/2144790.stm
Whilst the article refers rythm in relation to Dyslexia.
My interest is that it highlights the relevance of the cognitive development of the recognition of tonal patterns, sounds and a sensitivity to rythm and beats.
To literacy development.
Though if in Maths, you learnt your 'Times Tables'?
I'm pretty sure that you also learnt them as a rythm/beat?
If Rythm/Beat is a basic factor in Literacy/Numeracy development?
Then it would suggest that Musical/Rythmic Intelligence development needs to accompany literacy/numeracy development?
The greatest irony, is that Students in a Class that Do Not participate in Music Lessons. Are probably the very ones that could most effectively be helped by them!
Yet this equally applies to Sports/Physical Education. Where most often the very students that need to focus on developing their fine and/or gross motor skills. Are usually left sitting on the bench as spectators!
Further to this, is the use of Art lessons to develop Visual-Spatial Mental Imaging skills, which are essential for Maths development.
Therefore I am coming to the conclusion that Art, Music and Sports skills development needs to recognised as establishing the foundational cognitive non-declarative skills for further learning to occur?
Where a deficit in any one, will impede learning.
Geoff.
Multiple intelligences is very flexible and who knows Howard Gardner the founder of MI might any day add or secure more flexibility to multiple intelligences. He is brilliant and knows that we have self-efficacy in areas that may be arcane to the casual reader, but have worth and self-dignity until institutions of higher learner need quantatative data in the form of a score IQ 142 to arbitrarily obviate higher education for that person for this particular year. Subsequently, when financial times are good or bad the IQ becomes a predominate factor is drawing the line.
Give me a student excited about a subject and a disposition to match and the experiential learning that the student will encounter will be very uplifting and produce self-efficacy.
Best,
Rob
segarama Wrote: Multiple intelligences is very flexible and who knows Howard Gardner the founder of MI might any day add or secure more flexibility to multiple intelligences. He is brilliant and knows that we have self-efficacy in areas that may be arcane to the casual reader, but have worth and self-dignity until institutions of higher learner need quantatative data in the form of a score IQ 142 to arbitrarily obviate higher education for that person for this particular year. Subsequently, when financial times are good or bad the IQ becomes a predominate factor is drawing the line.
Give me a student excited about a subject and a disposition to match and the experiential learning that the student will encounter will be very uplifting and produce self-efficacy.
Best,
Rob
Hi...
Mutiple Intelligences is very important...please take time....plenty of time to hear this tape retrieved from the internet on September 26, 2005. [Genius] From the Infinite Mind....very good.
Best, URL:
http://www.lcmedia.com/mind393.htm
Rob