220 likes | 303 Views
M ultiple Intelligences and Adult Literacy: 8 Things You Should Know. M Cecil Smith, Ph.D. Northern Illinois University. Let’s start with a quiz…. What do the following four things have in common?. The Loch Ness Monster. “Weapons of Mass Destruction”. Intelligent Design.
E N D
Multiple Intelligences and Adult Literacy: 8 Things You Should Know M Cecil Smith, Ph.D. Northern Illinois University
Let’s start with a quiz… • What do the following four things have in common?
Effective ABE Instruction Using Multiple Intelligences Theory
Answer… There is no evidence to support any of these
What are multiple intelligences? • Howard Gardner (1984): Frames of Mind • 7 (now 8) intelligences • Linguistic (using language) • Logical-mathematical (calculate, quantify) • Kinesthetic (manipulate objects; physical skills) • Musical (sensitivity to pitch, melody, rhythm, & tone) • Spatial (think in 3-dimensional space) • Interpersonal (understand, interact effectively with others) • Intrapersonal (accurately perceive oneself) • Naturalistic (observe & classify patterns in nature)
MI Claims: • Intelligence is “the biopsychological potential to solve problems or create products that are valued within one or more cultural settings” • Each intelligence has its own observable, measurable abilities • Every person has a unique profile of intelligences manifested as different areas of strength • A new way of thinking about intelligence
MI and schooling: • According to proponents, MI-based instruction can have positive effects on K-12 students: • More self-directed and confident • Fewer disciplinary problems • Higher achievement • More parental involvement • Positive affective changes
MI and Adult Education • Proclaimed benefits of MI: • Reduce teacher-directedness • Increase student choice, control, and participation • Expand type and range of instructional strategies • Personalize instruction • Make learning more authentic, relevant, meaningful • Students self-assess
But—what do you really, really need to know about multiple intelligences?
The first thing you need to know… • MI is not a theory of education or of teaching • Multiple intelligences, as a psychological theory, is an account of individual differences in intellectual functioning • MI theory does not describe or prescribe how to organize curriculum, design instruction, or assess learners
The second thing you need to know… • Gardner and others claim that multiple intelligences are not learning styles! • the characteristic ways in which a person concentrates on, processes, internalizes, and remembers information • Other experts argue that multiple intelligences are, in fact, learning—or, more accurately, cognitive—styles • Most likely, these intelligences simply refer to a variety of talents that individuals may possess
The third thing you need to know… • MI needs better evidence to advance good instructional practice • Some evidence has been reported in regards to learning in K-6 classrooms (less so in secondary classrooms) • Few studies exist • Few or no comparison groups • Teacher reports rather than standardized measures
The fourth thing you need to know… • There are different types of evidence • Worst: Anecdotes, testimonials • Case studies (description) • What do MI classrooms look like? How do Ss respond to MI instruction? • Correlation studies • What is the statistical relationship between levels of MI curriculum implementation and students’ achievement? • Quasi-experiments • MI class vs. standard instruction class • Best: True randomized trials • Are there statistically significant differences between experimental (MI) group and control (standard instruction) group in regards to reading achievement?
The fifth thing you need to know… • What evidence exists to support MI in adult education classroom -- • None available in the research literature! • Database search: • “MI” PsycInfo: n = 87 (1984-2006) • “MI” ERIC: n = 999 (1984-2006) • “MI” + “adult education” ERIC : n = 30 No studies in the education literature report outcome data for adult students after MI curriculum is introduced
…and wishing doesn’t make it so! • “MI theory seemed to cause improvements…” • “I believe that MI skills will make it easier for my adult students to learn English…” • “My observations of my students suggested that…”
The sixth thing you need to know… • Teaching that emphasizes logical-mathematical, kinesthetic, musical, spatial, inter- or intrapersonal, or naturalistic intelligence is unlikely to help adults learn to read • Teaching that emphasizes linguisticintelligencemight help adults learn to read
The seventh thing you need to know… • MI theory is often used inappropriately in practice • This is not surprising, as there are few guidelines about how to appropriately implement an MI curriculum in the classroom • But there are many ideas for classroom activities (most are pretty dumb) • Teaching an MI curriculum in a valid manner requires teaching to students’ particular intellectual strengths, not teaching every intelligence for every student
The eighth thing you need to know… • It is possible to gather evidence on MI effectiveness in ABE classrooms! • How to do it: • Assess multiple intelligences or learning style preferences using reliable, valid measures • Match students if you cannot randomly assign to instructional groups • Observe and assess frequently • Maintain treatment fidelity • Measure learning outcomes, such as reading ability, using reliable and valid measures (e.g., standardized tests)
In sum… • Be cautious about using instructional methods based on theories that have little or no empirical support • When implementing new methods in your classroom, structure the class and gather valid data so that you can determine if these methods “work”