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Maximizing Learning Potential: Understanding Multiple Intelligences and Divergent Styles

This study explores Howard Gardner's theory of multiple intelligences, examining how it impacts learning potential and teaching effectiveness. It delves into historical perspectives on intelligence, Gardner's classification of intelligences, and implications for formal education. The focus is on tailoring pedagogical approaches to cater to diverse learners and assessing intelligence fairly. The text discusses the importance of creativity, assessment strategies, problem-based learning, and lifelong learning in addressing individual potential.

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Maximizing Learning Potential: Understanding Multiple Intelligences and Divergent Styles

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  1. Learning Styles and Multiple Intelligences Meeting Learners` Needs Bobby McCormack

  2. Why examine Howard Gardner`s Theory of Multiple Intelligences? • To maximise our own learning potential • To become more skilled/knowledgeable/effective as lecturers/trainers/facilitators/coaches • Why explore the possibility of divergent Learning Styles (Honey and Mumford) • 1. Same as above • 2. Same as above

  3. FINISHED FILES ARE THE RESULT OF YEARS OF SCIENTIFIC STUDY COMBINED WITH THE EXPERIENCE OF MANY YEARS

  4. Intelligence – Earlier Views • Late 18th Century - Franz Joseph Gall and Joseph Spurzheim and the idea of phrenology • 1860 – Pierre Paul Broca – relationship between a specific brain lesion and a particular cognitive impairment (left anterior portion of human cortex caused the breakdown of linguistic capacity) • Localisation of function became more popular • Early 20th Century – Alfred Binet – General Intelligence (g)led to IQ testing • Fan – Charles Spearman (Educational Psychologist) • Critic – L. L. Thurstone (Psychometrician) • Lev Vygotsky (Psychologist) – “ Intelligence tests fail to yield any indication of an individuals zone of potential development”

  5. Gardners first studies (60`s and 70`s) • How the mind develops in children and how it breaks down under brain damage • 2. Study of how humans (normal and gifted children, brain damaged adults) deal with various kinds of symbols. Musical ability, graphic ability, mastery of language and calculation, understanding of other people • These studies encouraged Gardner to believe that there was a series of relatively independent cognitive capacities of which logical/mathematical was only one. • Deeply estranged from standard intelligence (IQ) testing

  6. Definition of Intelligence • “A biophychosocial information-processing capacity to solve problems or fashion products that are valued in at least one community or culture”. • Set of eight criteria that constitute an Intelligence – The criteria come from • Neurology – Which brain regions mediate particular skills • Anthropology – Which abilities have been valued in different cultures across history • Special populations – Prodigies, individuals with learning disabilities

  7. In “Frames of Mind – the Theory of Multiple Intelligences” (1983), Gardner classified 7 intelligences • Logical/mathematical • 2. Linguistic • 3. Musical • 4. Spatial • 5. Bodily-Kinesthetic • 6. Interpersonal • 7. Intrapersonal • Gardner later added another intelligence • 8. Naturalist

  8. In 2003 – 2005, Gardner spoke about a ninth intelligence • 9. Existential • General points • All of us have the 8/9 intelligences but to a differing degree • No two individuals have the same intelligence profile • Having an intelligence does not mean that you will behave intelligently

  9. Does formal education as currently practiced cater for multiple intelligences? Does formal education cater for theorists/pragmatists/activists/reflectionists? Are we catering for the range of potential that exists in learners? Are our traditional pedagogical approaches effective? • Applied activities • Circle of Visual impairment • Gravity Stick

  10. Key considerations for the Formal Education sector • Imagination and creativity is required to use approaches that can cater for MI and divergent learning styles • Focus needs to be applied to approaches as well as content • Implications for assessment – most assessments are biased in favour of two varieties of intelligence (Linguistic and Logical/Mathematical) • Intelligence fair instruments • Causeway Programme (Bodily Kinesthetic) • Development Perspectives (Interpersonal and Intrapersonal) • Purpose of assessment – Learning or ranking?

  11. Ipsative assessment – Lifelong learning – Encouragement of Reflective Practice Problem based learning – “The means of assessment we favour should ultimately search for genuine problem solving or product fashioning skills in individuals” Points to note Critical thinking – According to Stephen Brookfield, “Diversity in methods and materials is necessary” When considered in tandem with existing understanding of learning styles, the need for diversity of approaches becomes apparent

  12. Opinions • Experiences • Comments • Challenges • Questions

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