This document discusses Howard Gardner's theory of multiple intelligences, which proposes that intelligence is not a single general ability but rather consists of several specific intelligences. It introduces Gardner's theory and some of the debates around standardized testing versus considering other types of intelligence. It also discusses challenges in implementing multiple intelligences in classrooms but provides examples of schools that have successfully incorporated the theory. Overall it presents Gardner's theory positively and argues it has opened up new opportunities for teaching students in different ways.

1. 2010
E M D T, M LT P RO J E C T 2
BY JOANNA PUELLO
E D U C AT I O N N E W S
The Multiple Intelligences Debate
When Howard Gardner published his book,
Frames of Mind, in 1983, he launched an educational
revolution that revolutionized the way educators view Parent Objects to IQ Tests
and approach learning and teaching styles. Historically,
“While some parents and educators hold up the
different cultures and people groups have viewed man
Stanford-Binet IQ Test as the definitive measure of
as a very diversely intelligent being. The Egyptians, for
intelligence, researchers now tend to agree that IQ
example, believed that thought came from the heart and
accounts for about 20 percent of the ingredients for
judgment from the head or kidneys (Bohmer, n.d.).
"success" in life. Learning to cooperate, problem
Scientist and philosophers, such as sir Francis Galton,
solve, persist, and understand oneself and others are
Charles Darwin, and James McKeen Cattell, to name a
all important. These skills are more attuned to the
few, set the framework for Alfred Binet’s IQ testing,
affective, or ‘feelings’ side of the brain, and have not
designed to differentiate between “normal” and “inferior
been considered factors of intelligence--until
children” (Short story of IQ tests, n.d.). But it wasn’t
recently” (Bohmer, n.d.).
until Gardner published his book introducing the
Multiple Intelligences (MI) theory that this way of
viewing man’s intelligence started to change.
THE HOWARD GARDNER MULTIPLE INTELLIGENCES REVOLUTION
interpersonal
intrapersonal
linguistic
bodily/kinesthetic
spatial
musical
naturalist
logical/mathematical

2. MI Cons S TA N DA R D I Z E D T E S T S M A D E
Most of the criticism directed towards
the MI theory reflected a clear misunderstanding I T D IFF IC ULT F OR S OM E
of the theory itself. One myth stated that if there T E AC H E R S TO M A K E T I M E
are seven intelligences we must be able to
measure them with seven specific tests. To which
F O R MI
Gilman responded, “Gardner is vocal about his
disdain for a singularly psychometric approach to
“Not only didn't I fully understand the theory, but when I began
measuring intelligence based on paper and pencil
tests” (2010). teaching at an urban public high school in Boston, I believed I had
no time to concern myself with it. I was determined to help my
MI: THE IMPLEMENTATION students develop the tools they needed to make it into college:
CHALLENGE reading comprehension, writing skills, critical thinking, SAT
vocabulary. I was certain there simply weren't enough hours in the
Other objections to MI did not revolve
day to foster students' musical intelligence or bodily-kinesthetic
around the theory but rather the implementation
of it. Many educators, who had been directly or intelligence” (Sieder, n.d.).
indirectly influenced by Bloom’s Taxonomy, felt
highly pressured to meet standardized test goals
that they spend most of their time focused on the
wrote memorization and skill repetition presented
in these tests to ensure high test scores (Bloom’s
taxonomy, n.d.). Others were provided with a T H E P OW E R O F M I
curriculum the school’s administration enforced so
rigidly that they couldn’t allow for any variances in
the classroom to implement MI techniques. ”As a teacher, learner and parent, it's my favorite learning styles
Probably the biggest obstacle for teachers was the theory because of its [MI] focus on numerous styles . . . it's
fear of leaving what is known to venture into important because you learn every day in many ways, informally and
something new, but once they tried it, they loved it formally. When you know how you learn, you can learn more
(Sieder, n.d.)! effectively. You can also enjoy it a lot more! For example, if you're an
interpersonal learner, but you sit alone at a desk all day, you probably
won't like it much!
THE WRITER’S OPINION
It's also important if you're a
parent or a teacher (including
“MI is a truly remarkable framework being a homeschooler) because
for students and teachers alike, but it
you teach everyday in these roles.
must be understood correctly and
implemented effectively in order to It's important to know the learning
provide the freedom and focus that it styles of your kids so they can
was designed to produce. So read learn most effectively. When you
Gardner’s book over and over again.
Then watch his videos. Then observe know how your kids learn, you can
from educators who are teach to those different styles and
implementing the MI theory and allow your kids to demonstrate
getting great results in order to know
how to get the most out of this their learning in multiple ways as
revolutionary approach!” Teacher, Linda Chesnner well” (Chesser, n.d.).
-Joanna Puello

3. “Are talented chess players, violinists, and athletes ‘intelligent’ in their respective
disciplines? Why are these and other abilities not accounted for on traditional IQ tests?
Why is the term intelligence limited to such a narrow range of human endeavors?”
- Howard Gardner (Sieber, n.d.)
intelligence of each individual student in
MI Pros order to make group work more MULTIPLE
G a rd n e r ’s M I t h e o r y h a s effective as well as to help them frame
received great response from teachers the core information taught in the
I N TE L LIG E NCES
and learners alike . classroom.
T H E O RY
Professor Scott Sieder of
S c h o o l s l i ke Ke y
Boston University did his THE MI Classroom in Indianapolis
doctorate studies at
REVOLUTION and New City School in St.
Harvard University with Louis have implemented the
OPENED A
Gardner as his advisor. MI theory as their
WORLD OF
Sieder observed first-hand
OPPORTUNITIES distinguishing characteristic
educators’ positive and have created vibrant
FOR STUDENT
response, “There was a learning communities for
constant clamor from
AND TEACHER FOR STUDENTS
their students (Sieder, n.d.).
educators across the ALIKE
Sieder summed up the
globe to hear from him power of MI best when he
about MI theory” (n.d.). said, “MI theory is neither a
Sieder attributed this overwhelmingly curriculum nor a goal nor an endpoint,
positive response to the compelling but it remains, 26 years after its birth, a
evidence Gardner provides to support powerful tool for helping educators to
the intelligences he has identified. By teach more effectively and students to
implementing the MI theory, educators learn more deeply and enduringly” (n.d.).
have learned how to tap into the unique OF ALL SHAPES
MI STUDENT SUCCESS: MAX
“KINDERGARTEN: Max's interest in the degree of heat on Venus led him to
create a gigantic cardboard thermometer that compared the temperature of
tap water, soup, chocolate chip cookies, his own body, the surface of Venus, and
other items. Wearing full space suit regalia, he made a detailed presentation of
the project to his classmates.
OF ALL SIZES
FIRST GRADE: Max did a project about the U.S.S. Yorktown, an aircraft carrier
on which his grandfather had served. Max had his grandfather display his
military medals and talk about his World War II experiences to the class. Max
researched the history of the ship, created an Adobe Acrobat® presentation
about it, built a model from wood and LEGOs, and explained in detail how
airplanes took off and landed on the ship's deck.
FIFTH GRADE Max researched and reported on the history of the Macintosh
computer. He made an Adobe Acrobat® presentation about each model's debut
year, cost, speed, and other interesting facts. As part of the presentation, Max
floated balloons above several cardboard models, comparing cost, memory, and
hard disk space by the length of the ribbons attached to the
balloons” (Armstrong, 2004). OF ALL COLORS