Multiple Intelligences Theory

Abstract

Howard Gardner (1983) challenged the prevailing monolithic view towards intelligence and recaptured it in Multiple Intelligence Theory. He proposed different types of intelligence and highlighted the significance of paying attention to the learners' individual differences in the educational settings. His theory rectified the one-size-fits-all teaching and testing procedures. The chapter provides a synopsis of this groundbreaking work followed by the relevant areas of inquiry and helpful resources.

Appendices

The Research Questions

• 1. What factors should be considered when multiple-intelligences-based activities are developed?

• 2. How can multiple intelligences be identified? What instruments should be developed to identify the individual learners’ intelligences? How can we ensure their validity and reliability?

• 3. What types of tasks can be developed to target multiple intelligences? How can we control the cognitive complexity of the tasks?

• 4. What are the contributing factors to mobilizing individual learners’ multiple intelligences in both educational and occupational settings?

• 5. How can individuals benefit from multiple intelligences to choose their appropriate future career? How can we devise placement tests for hiring individuals for the jobs that suit their multiple intelligences?

• 6. What are the assessment tools in evaluating MI-based classes?

• 7. How can genetic factors influence the extent of individuals’ multiple intelligences?

• 8. How can socio-cultural factors influence the development of individuals’ multiple intelligences?

• 9. What are the challenges that teachers might face in tackling multiple intelligences in their lesson plans and teaching practices?

• 10. How can multiple intelligences be incorporated into language learning syllabi and materials?

Suggested Resources

Chen, J., Moran, S., & Gardner, H. (Eds.) (2009). Multiple Intelligences Around the World. USA: Jossey-Bass.

The book covers a wide range of topics related to the basics of multiple intelligences theory. It provides great insights into the influence of the cultural contexts on shaping educational practices all around the world. In five different parts, the contributors present the readers with an overview of the underlying principles of multiple intelligences theory and its applications in Asian and Pacific areas, Europe, South America, and the USA. The last part of the book synthesizes the reasons behind and reflections on applying multiple intelligences theory to the educational policies and practices all around the world. The book is highly recommended to those who need a deeper understanding of multiple intelligences practices and applications in diverse cultural and educational contexts in order to enhance education for all students at all levels.

Gardner, H. (2008). Multiple Intelligences: New Horizons in Theory and Practice. USA: Basic Books.

The book presents an undated version of the first conceptualization of the ideas of multiple intelligences in the 1st edition of 1993. It is highly recommended for readers who want a brief historical account of the early inquiries about IQ and its measurement, different categories of intelligences and the application of multiple intelligences theory in educational settings. Gardner delineates his 25-year-old theory and tries to answer some of the questions poses about multiple intelligences theory’s methodological procedures. He also allocated several chapters to answering objections to multiple intelligences theory and expounds on the uses of this theory beyond educational settings. The book covers central arguments about the global applications of multiple intelligences theory, MI in the workplace, an assessment of MI practice in the current conservative educational climate, new evidence about brain functioning, etc.

Kornhaber, M., Fierros, E., & Veenema, S. (2004). Multiple Intelligences: Best Ideas from Research and Practice. USA: Pearson.

The book provides the teachers and administrators with numerous examples of integrating multiple intelligences theory into their schools and classrooms. It illustrates the implication of multiple intelligences theory in more than 40 schools and presents a detailed account for the relevant experiences, lesson plans and activities, tools and resources, teaching and assessing strategies. It is recommended to the pre-service and in-service teachers who want to realize their students’ intelligences and foster their learning and enable them to successfully cope with challenging subjects and contents.

Sternberg, R. J. (2015). Multiple intelligences in the new age of thinking. In Handbook of intelligence (pp. 229–241). Springer, New York, NY.

The books presents two major theories of intelligence, namely theory of multiple intelligences and theory of successful intelligence. A number of new approaches towards intelligence are presented from an evolutionary perspective. The historical background of the theories are given and they concepts are defined and elaborated. Moreover, new views toward intelligence in the ever changing educational settings are put forth and a host of practical recommendations are provided for researchers and practitioners in relevant area to education. The book provides the interested audience with a bulk of theoretical knowledge and numerous practical suggestions for improving the quality of teaching, learning, and testing practices in the challenging educational environments.

Armstrong, T. (2000). Multiple Intelligences in the Classroom. Alexandria, VA: Association for Supervision and Curriculum Development.

The book is certainly recommended for readers who are interested in gaining a deep and practical understanding of multiple intelligences theory. It provides a wide range of new multiple intelligences resources, tools and materials. Trying to popularize multiple intelligences theory, Armstrong provides the educational practitioners at all levels with the required strategies and templates to put multiple intelligences into practice in the process of curriculum development, lesson planning, assessment and policy making. Armstrong presents a set of practical tips and examples from real schools and provides the educators with ample ideas for unleashing the students’ potential both in educational and professional settings and in their real life.