Research on Multiple Intelligences: By: Patricia Dueber & Parastoo Kheirkhah

Research on Multiple Intelligences:

By: Patricia Dueber &

Parastoo Kheirkhah

For; Trends & Issues in Education 517

Professor: G. Rowell

IntroductionIntroductionThis presentation includes:This presentation includes:

a brief history a brief history of Multiple Intelligences (MI), of Multiple Intelligences (MI), What is meant by MI, an opportunity to reflect on What is meant by MI, an opportunity to reflect on

our own MI profileour own MI profile Then, the final part of the presentation involves Then, the final part of the presentation involves consideration of pros and cons of how to apply consideration of pros and cons of how to apply

MI in education as Teaching StylesMI in education as Teaching Styles

A Brief History of MIA Brief History of MI The first IQ (Intelligence Quotient) test The first IQ (Intelligence Quotient) test

was developed about 1900. was developed about 1900. a single measure of intelligencea single measure of intelligence widely widely

accepted in education and psychology. accepted in education and psychology. In the 1960s and 1970s, cognitive theories in In the 1960s and 1970s, cognitive theories in

psychology and education, highlighted the psychology and education, highlighted the internal workings of each person’s mindinternal workings of each person’s mind, rather , rather than the external workings of teachers and than the external workings of teachers and education materials. education materials.

cognitivists focus on MI emphasizes diversity in cognitivists focus on MI emphasizes diversity in learning styleslearning styles

Howard Gardner’s MIHoward Gardner’s MI

In the 1980s, Howard Gardner, a proponent In the 1980s, Howard Gardner, a proponent of cognitivist perspectives, developed MI of cognitivist perspectives, developed MI theory based on eight criteria for deciding theory based on eight criteria for deciding what constitutes an intelligence:what constitutes an intelligence:

What MI Theory SaysWhat MI Theory Says MI is a highly MI is a highly debated/controversialdebated/controversial and and

optimistic intelligence theory. optimistic intelligence theory. intelligence is not a unitary constructintelligence is not a unitary construct, , there are many ways to be smart.there are many ways to be smart. everyone is smart in different ways. everyone is smart in different ways. Gardner claims that intelligence is not Gardner claims that intelligence is not

fixed, and that we can all, even adults, fixed, and that we can all, even adults, become smarterbecome smarter..

Briefly, MI can be summarized in the following Briefly, MI can be summarized in the following rhyme:rhyme:

The more ways we teach, the more people we The more ways we teach, the more people we reach reach

And, the more ways we reach eachAnd, the more ways we reach each And, the more deeply what we teach will reachAnd, the more deeply what we teach will reach In other words, by teaching the what, why and how In other words, by teaching the what, why and how

in a variety of ways, we are more likely to connect in a variety of ways, we are more likely to connect with more people, and each person is likely to with more people, and each person is likely to better grasp and remember the ideas presented.better grasp and remember the ideas presented.

Exactly what constitutes an Exactly what constitutes an intelligence:intelligence:

‘‘intelligence’ is not a synonym for ‘skill’ or intelligence’ is not a synonym for ‘skill’ or ‘ability’.‘ability’.

Intelligences Intelligences about about preferencespreferences, how people , how people enjoy doing things, enjoy doing things,

what their what their favorite modes of learningfavorite modes of learning are. are. intelligences seldom work alone; intelligences seldom work alone; almost any task involves almost any task involves two or more intelligences.two or more intelligences.

An MI SurveyAn MI Survey

verbal-linguistic-sensitivity to the sounds, verbal-linguistic-sensitivity to the sounds, rhythms, and meanings of words; sensitivity rhythms, and meanings of words; sensitivity to the different functions of languageto the different functions of language

Do you enjoy putting thoughts on paper or in Do you enjoy putting thoughts on paper or in the computer?the computer?

Do you enjoy playing with words, such as Do you enjoy playing with words, such as rhymes, puns and word games?rhymes, puns and word games?

Do you enjoy reading books and Do you enjoy reading books and magazines?magazines?

Verbal/Linguistic Intelligence

Logical/Mathematical IntelligenceLogical/Mathematical Intelligence

to discern logical or numerical patterns and to discern logical or numerical patterns and to handle long chains of reasoning to handle long chains of reasoning

Do you enjoy chess, checkers, or other Do you enjoy chess, checkers, or other strategy games?strategy games?

Do you ask questions about how things Do you ask questions about how things work?work?

Do you feel more comfortable when Do you feel more comfortable when something has been measured something has been measured

or quantified in some way?or quantified in some way?

Interpersonal IntelligenceInterpersonal Intelligence

capacities to discern and respond capacities to discern and respond appropriately to the moods, temperaments, appropriately to the moods, temperaments, motivations, and desires of other people motivations, and desires of other people

Do you enjoy teaching others?Do you enjoy teaching others? Do you enjoy doing things as part of a Do you enjoy doing things as part of a

group?group? Are you good at seeing the points of view of Are you good at seeing the points of view of

others?others?

Intrapersonal IntelligenceIntrapersonal Intelligence

knowledge of one's own feelings, strengths, knowledge of one's own feelings, strengths, weaknesses, desires, and the ability to draw weaknesses, desires, and the ability to draw upon this knowledge to guide behaviorupon this knowledge to guide behavior

Would you be described as someone who is Would you be described as someone who is well-organized and in control of yourself?well-organized and in control of yourself?

Do you often set goals and reach them?Do you often set goals and reach them? Do you feel good about who you are?Do you feel good about who you are?

Naturalist IntelligenceNaturalist Intelligence

the potential for discriminating among plants, the potential for discriminating among plants, animals, rocks, and the world around us, as used animals, rocks, and the world around us, as used in understanding nature, making distinctions, in understanding nature, making distinctions, identifying flora and faunaidentifying flora and fauna

Are you good at recognizing patterns, similarities, Are you good at recognizing patterns, similarities, differences, anomalies?differences, anomalies?

Do you enjoy spending time with nature, including Do you enjoy spending time with nature, including animalsanimals

Do you have keen sensory skills - sight, sound, Do you have keen sensory skills - sight, sound, smell, taste, and touch - and notice things that smell, taste, and touch - and notice things that others often miss?others often miss?

Musical/Rhythmic IntelligenceMusical/Rhythmic Intelligence

to produce and appreciate rhythm, pitch, to produce and appreciate rhythm, pitch, and timbre, and appreciation of the forms of and timbre, and appreciation of the forms of musical expressivenessmusical expressiveness

Can you play a musical instrument?Can you play a musical instrument? Do you enjoy listening to music?Do you enjoy listening to music? Do you sometimes do things in a rhythmic Do you sometimes do things in a rhythmic

way?way?

Visual/Spatial IntelligenceVisual/Spatial Intelligence

capacity to perceive the visual-spatial world capacity to perceive the visual-spatial world accurately and to modify or manipulate accurately and to modify or manipulate one's initial perceptionsone's initial perceptions

Do you like maps, charts and diagrams Do you like maps, charts and diagrams better than words?better than words?

Do you have a good sense of direction?Do you have a good sense of direction? Do you often doodle and draw?Do you often doodle and draw?

Bodily/KinaestheticBodily/Kinaesthetic

bodily-kinesthetic- abilities to control one's bodily-kinesthetic- abilities to control one's body movements and to handle objects body movements and to handle objects skillfullyskillfully

Are you good at some sports?Are you good at some sports? Do you like working with your hands?Do you like working with your hands? Do you enjoy being on the go - running, Do you enjoy being on the go - running,

movingmoving around, walking – around, walking –

instead of sitting or standing stillinstead of sitting or standing still

Successful MI ImplementationSuccessful MI Implementation

Elementary school in north central Indiana, is a K-5 elementary school with 520 students. Part of a suburban school district, the school population is almost entirely Caucasian and is economically quite diverse; it includes residents of an upper-middle-class sub division, residents of the county's largest mobile home park, and farming families.

Mettetal, G., et. al., Attitudes toward a multiple intelligences curriculum. The Mettetal, G., et. al., Attitudes toward a multiple intelligences curriculum. The Journal of Educational Research (Washington, D.C.) v. 91 no. 2 Journal of Educational Research (Washington, D.C.) v. 91 no. 2

(November/December 1997) p. 115-22(November/December 1997) p. 115-22

ImplementationImplementation

Implemented “heterogeneously grouped self-contained classes”, with the same students

“enrichment clusters” a an activity room n activity room was provided to all studentswas provided to all students

A scheduling plan called flow time grouped all the children’s outside activities, “such as library, music, activity room and gym, into two half-day sessions” per a week, which left large time blocks for uninterrupted class time on other days.

Methodology (continued):Methodology (continued):

The traditional enrichment classes which were previously only offered to the gifted/advance students were now made available to all children of all ages with one common interest for one hour sessions on various creative subjects such as “folk dancing and story-telling”.

Articles on Successful MI implementationsArticles on Successful MI implementations

MI curriculum Classes were observed and parents were surveyed. Students, teachers, parents, and administrators were interviewed.

Resulting data: (a) students, teachers, and parents were very positive about the concept of MI

(b) they were positive about school-wide implementation, including flow time, activity room, and enrichment clusters

(c) classroom implementation of MI concepts was uneven across classrooms.

a follow up year, data from standardized testing showed the importance of the MI had continuing effects over time

CONCERNSCONCERNS

the parent’s the parent’s lack of a complete understanding of the MIlack of a complete understanding of the MI theory and curriculum. theory and curriculum.

during the 1st year during the 1st year uneven resultsuneven results; significant differences ; significant differences among teachers in the ways they implemented the MI among teachers in the ways they implemented the MI theory, theory,

some teachers felt overwhelmed by the task of designing some teachers felt overwhelmed by the task of designing and evaluations. and evaluations.

the teachers and administrators were concerned re- the the teachers and administrators were concerned re- the impact of the school reform on impact of the school reform on traditional standardizedtraditional standardized achievement tests, the possibility of the score decline and achievement tests, the possibility of the score decline and the decline in the validity of such tests the decline in the validity of such tests

Learning StylesLearning Styles

Teachers have been told that to get maximum Teachers have been told that to get maximum results their instruction should match the learning results their instruction should match the learning style/s of their students.style/s of their students.

Four noted psychologists: Dr. Harold Pashler, Dr. Four noted psychologists: Dr. Harold Pashler, Dr. Mark McDaniel, Dr. Doug Rohrer and Dr. Robert Mark McDaniel, Dr. Doug Rohrer and Dr. Robert Bjork worked together to research this hypothesis. Bjork worked together to research this hypothesis. Their work: Their work: Learning Styles, Concepts and Learning Styles, Concepts and Evidence Evidence was recently published was recently published in Psychological in Psychological Science in the Public InterestScience in the Public Interest

Research on Learning StylesResearch on Learning Styles

Leader of the team, Dr. Harold E. Pashler, Leader of the team, Dr. Harold E. Pashler, Professor of Psychology at the University of Professor of Psychology at the University of California-San Diego, said they: California-San Diego, said they:

were startled to find that there is so much research were startled to find that there is so much research published on learning stylespublished on learning styles

said little of the research used proper said little of the research used proper experimental designs experimental designs

almost none have randomly assigned students almost none have randomly assigned students onto one classroom type or another onto one classroom type or another

the few that used adequate research design failed the few that used adequate research design failed to prove the hypothesisto prove the hypothesis

Learning Styles ControversiesLearning Styles Controversies

Example of Pashler’s research method:Example of Pashler’s research method: Experimenters classify students into two learning style Experimenters classify students into two learning style

groups, then randomly assign students to 1 of 2 groups, then randomly assign students to 1 of 2 classrooms:classrooms:

Classroom 1 Students study molecules using laboratory Classroom 1 Students study molecules using laboratory lessons. lessons.

Classroom 2 Students study molecules using texts. Classroom 2 Students study molecules using texts. In classroom 1 a test is givenIn classroom 1 a test is given Kinesthetic learners enjoyed their learning experience, and Kinesthetic learners enjoyed their learning experience, and

earned an average score of 95earned an average score of 95 Verbal learners enjoyed their experience less and earned Verbal learners enjoyed their experience less and earned

an average score of 80an average score of 80

Controversies (continued):Controversies (continued):

That may seem like strong evidence for the That may seem like strong evidence for the learning styles hypothesis. Not so fast, Dr. Pasher learning styles hypothesis. Not so fast, Dr. Pasher says…says…

Look at Classroom 2 using texts:Look at Classroom 2 using texts: Verbal learners enjoyed their experience more but Verbal learners enjoyed their experience more but

ALL students scored an average of 70.ALL students scored an average of 70. The verbal learners are actually better off learning The verbal learners are actually better off learning

this material in a laboratory, even though they this material in a laboratory, even though they enjoy it less.enjoy it less.

The CHRONICLE (continued); The CHRONICLE (continued); Matching HypothesisMatching Hypothesis

Pashler doesn’t dispute the existence of Pashler doesn’t dispute the existence of learning styles, learning styles,

rather asserts no-one has ever proved any rather asserts no-one has ever proved any particular MI instructional styles work betterparticular MI instructional styles work better

Mr. Pashler in regards to his experiment Mr. Pashler in regards to his experiment states that almost every well-designed study states that almost every well-designed study of this type evinces that one instructional of this type evinces that one instructional style works for both groups. style works for both groups.

Other Articles: The CHRONICLEOther Articles: The CHRONICLE

4 psychologists argue the tenets of 4 psychologists argue the tenets of instruction having to match learning stylesinstruction having to match learning styles

Lack of scientific evidence of the “matching Lack of scientific evidence of the “matching idea”idea”

Programs for customizing education Programs for customizing education completely lack experimental evidencecompletely lack experimental evidence

Researcher’s lack of full investigation of the Researcher’s lack of full investigation of the scholarly literature comes across as either scholarly literature comes across as either “biased or largely ignorant of the fdield”.“biased or largely ignorant of the fdield”.

ConclusionConclusion

Our research showed the large-scale Our research showed the large-scale school-wide implementation of MI curricula school-wide implementation of MI curricula can be effective for young studentscan be effective for young students

Although it involves a great measure of Although it involves a great measure of effort to engage teachers, administrators, effort to engage teachers, administrators, students, and participant-observers –i.e. students, and participant-observers –i.e. researchersresearchers

Conclusion (continued):Conclusion (continued): According to these researchers there is an According to these researchers there is an

absence of evidence for effectiveness of absence of evidence for effectiveness of “matching idea”, or that teachers should tailor “matching idea”, or that teachers should tailor instruction to student’s particular learning styles instruction to student’s particular learning styles using MI in form of “matching idea”. Although it using MI in form of “matching idea”. Although it may be effective in some cases.may be effective in some cases.

Most argue the practical & ethical problems of Most argue the practical & ethical problems of sorting students into labeled groups. sorting students into labeled groups.

Suggestion: Students choose a major that fits their Suggestion: Students choose a major that fits their learning styles. Their advice is teachers should learning styles. Their advice is teachers should lead classes through full “learning cycles” w/o lead classes through full “learning cycles” w/o regard to each student’s learning style.regard to each student’s learning style.

Future better studies may prove more effectiveFuture better studies may prove more effective