Hello Members,
I'm curious as to whether you are familiar with the Theory of Multiple Intelligences, and if so, whether you have found it particularly applicable in adult and corrections classrooms? It seems to me that adult ed students -- and incarcerated students who have higher than average percentages of traditionally defined learning challenges, as well as higher percentages of adverse conventional classroom experiences -- would greatly benefit from a classroom organized around Multiple Intelligences Theory. Any thoughts from the group are much appreciated.
-- Heather Erwin
Comments
Hi Heather,
You bring up a topic that I don't think we have discussed. The theory of Multiple Intelligence is based on cognitive research. According to Dr. Howard Gardner from Harvard University, his theory "documents the extent to which students possess different kinds of minds and therefore learn, remember, perform, and understand in different ways...We are all able to know the world through language, logical-mathematical analysis, spatial representation, musical thinking, the use of the body to solve problems or to make things, an understanding of other individuals, and an understanding of ourselves. Where individuals differ is in the strength of these intelligences - the so-called profile of intelligences - and in the ways in which such intelligences are invoked and combined to carry out different tasks, solve diverse problems, and progress in various domains."
Our educational system has long shown that students can't learn in the same way, can't benefit from instructional techniques in the same way, can't be assessed in the same way, and don't progress at the same rate. Accepting the theory of Multiple Intelligences, and treating each student as an individual challenge is an excellent approach for educators.
For students with disabilities, using other areas of intelligence would go a long way to help them reduce barriers to their learning.
As a trainer, the topic of Multiple Intelligence is one that was often requested from me.
What do other group members think about Heather's question?
Thanks,
Rochelle Kenyon, SME
Hi Heather, Rochelle, and all, I'm not surprised that you have been frequently asked to provide training on multiple intelligences, Rochelle. As you point out, this has been a relevant topic in education for some time-- and is just as relevant today. Some members of our community may remember the wonderful publication Focus on Basics published by the National Center for the Study of Adult Learning and Literacy. Back in 1999, there was an entire issue of FOB on this topic. There is also an entire study circle guide available on this topic, which some folks might find useful.
It would be great to hear from members who are familiar with Multiple Intelligences as well as those who may not be familiar with this concept. In what ways is a multiple intelligences approach relevant in your practice? How would it differ from a traditional approach?
Cheers, Susan
Moderator, Assessment CoP
Hi Susan,
It is funny that you mentioned the Focus on Basic issue that highlighted Adult Multiple Intelligences. It is their Volume 3, Issue A from March 1999. I still have my copy of that issue and refer to it when developing my training content. I surely miss having Focus on Basics as a professional resource.
For those members who are interested in reading this issue, you can access it online for free at http://www.ncsall.net/index.php@id=161.html //
Rochelle Kenyon, SME
I was a teacher-researcher in a NCSALL study of MI in adult classrooms in the 1990s. It produced a great resource, Multiple Intelligences and Adult Literacy: A Sourcebook for Practitioners. It contains many lessons at all levels, as well as discussion a quick refresher on MI and discussion by those of us who participated. In my own experience, the results of using MI have always been positive, although student reaction can sometimes be mixed when they are asked to do things they view as childish. Students need to understand why you are introducing activities they aren't sure belong in an adult classroom, like drawing. Once they do, however, and especially if these activities are choices among other more traditional ones, they will accept them. Once they do, you will learn things about your students that you never guessed at!
I have read and researched many articles about Multiple Intelligence, Learning Theories, Learning Modalities, and Brain Based Learning. My first graduate degree in adult education allowed me the opportunity to study Post Traumatic Stress Disorder and the implications in learning. (This was in the early 2000s). Understanding how all these pieces come together and lead to student outcomes is a complex issue. I have often come across phenomenal instructors who integrate instruction based on Garner's theory and real learning occurs. However, when the student transfers to another classroom, or enters higher education, the student doesn't reach the same level of achievement. I believe it is more important to teach students about Multiple Intelligences and provide students with the ability to make connections on their own. They can carry this skill with them throughout their educational journey.
Great conversation Heather! I look forward to reading the responses.
Hi Kathy!
I completely agree with you regarding the "teach a student to fish..." technique. There are so many teaching styles, and unfortunately it is unlikely all districts across the nation will switch to an MI model in the near future. Teaching students what their strengths are, and how to embrace the challenges that their less-strong intelligences represent, is a much better classroom model. Especially in adult ed classrooms I think that learners would be encouraged and empowered to encounter techniques and methods that will better help them comprehend and retain material. Gardner repeatedly says that his Theory of Multiple Intelligences is just that -- a Theory. It's not a pedagogy or even a method and incorporating it's concept into students' learning lexicon can only benefit them!
Happy New Year, and here's to lots of good discussions and new information in the New Year!
-- Heather Erwin, Correctional Ed SME