1. Diversity in Education A quick overview of Howard Gardner’s theory of multiple intelligences and its implications for effective learning and teaching at tertiary level

2. What makes for intelligence? According to Gardner, any ‘intelligence’ has to meet three pre-requisites, being –the ability to resolve genuine problems –the ability to create an effective product –the potential for finding or creating problems Eight different intelligences

5. A short history of intelligence Pre 20 th Century –Imprecise – quick, eloquent, scientifically astute or wise Scientific turn –Alfred Binet’s intelligence test based on a heterogeneous set of items (sensory discrimination, logico-mathematical to vocabulary knowledge). –Used widely after modification (Stanford-Binet) Allocated one value to intelligence in form of IQ (Gardner (1983) Frames of Mind. NY: Basic Books)

6. A short history of intelligence Pluralisation of intelligence –Intelligence not one overarching thing but a set of independent factors (L.L. Thurstone, J.P. Guilford) Contextualisation –Intelligence cannot be conceptualised or measured with accuracy, independently of the contexts in which the individual lives, works, plays and the opportunities and values provided by that milieu. Intelligence an interaction between biological proclivities and opportunities for learning in a particular cultural context (Gardner (1983) Frames of Mind. NY: Basic Books)

7. A short history of intelligence Intelligence as distributed –Not all Intelligence is in the head or general context in which a person lives but also in the human and non-human resources with which individuals work and on which they come to depend in their productive work –Nonhuman artifacts Books and other resources, computers and other tools –Other individuals Teamwork, collaboration, mentors, co-learners (Gardner (1983) Frames of Mind. NY: Basic Books)

8. Intelligence types Logico-mathematical students –Think in numbers, patterns and algorithms –Think clearly and analytically –Learn by appeal to logic –Use abstract symbols –Solve logic problems easily –Good at maths Kagan cooperative learning, 1997

9. Intelligence types Word smart students –Learn through reading, writing, discussing –Communicate effectively –Have a good vocabulary –Write clearly (logical development of argument) –Spell easily –Think in words Kagan cooperative learning, 1997

10. Intelligence types Art/Space smart students –Think in pictures and images –Good at spatial relations –Have a good eye for detail and colour –“see” solutions to problems –Learn through visuals –Like to draw and create Kagan cooperative learning, 1997

11. A spatial intelligence approach

12. Intelligence types Music smart students –Have a good sense of rhythm and melody –Like to sing, hum, chant, rap –Enjoy listening to music –Read and write music –Learn through music and lyrics –Enjoy creating music Kagan cooperative learning, 1997

13. Intelligence types Body smart students –Are highly coordinated –Use gestures and body language –Take things apart and fix them –Learn through ‘hands on’ activities –Enjoy acting and role-playing –Enjoy dancing and athletics Kagan cooperative learning, 1997

14. Intelligence Types Nature smart students –Are aware of their natural surroundings –Discriminate different flora and fauna –Are good at sorting and classifying –Have keen observational skills –Understand natural phenomena –Garden or care for pets or animals Kagan cooperative learning, 1997

15. Intelligence types People smart students –Make and maintain friends easily –Understand and respect others –Lead and organise others –Resolve conflicts –Learn by interacting with others –Like to work and be with others Kagan cooperative learning, 1997

16. Intelligence types Self-smart pupils –Need time to process information –Think about their own thinking (metacognitists) –Have strong opinions and beliefs –Are introspective –Know themselves well –Like quiet time alone Kagan cooperative learning, 1997

17. Multiple Intelligence in a nutshell Intelligence is not fixed –We are not stuck with the intelligence we are born with and have the capacity to develop our intellectual capacity Intelligence is not unitary –There are many ways of being smart. Not one intelligence, but multiple intelligences. Everyone has each intelligence and a unique pattern of intelligences Kagan cooperative learning, 1997

18. Teaching with intelligence Just as we are smart in different ways, we learn in different ways –Teachers need to extend their teaching repertoires to encompass all the intelligences to make courses fully accessible to all to provide each student with an opportunity to excel To provide students with a chance to develop all intelligences Kagan cooperative learning, 1997

19. Developing the intelligence Broaden the curriculum to develop all intelligences –We live in a diverse, shrinking world –We enjoy and value capabilities and products of different intelligences –Why then do we concentrate on a narrow range of intelligences in our schools??? Kagan cooperative learning, 1997

20. Celebrating uniqueness and diversity By teaching students about their uniqueness and valuing their diverse intelligences we validate all students and provide them with the important sense of self-worth and a respect for the uniqueness of others Kagan cooperative learning, 1997

21. The future of intelligence Nurturance of Intelligence –Can we nurture intelligence with particular educational settings, using strategic pedagogical or facilitatory techniques? Humanising Intelligence –Use intelligence in morally responsible ways –Perhaps more important than Intelligence is motivation, personality, emotions, the will (Gardner (1983) Frames of Mind. NY: Basic Books)

22. Some observations by Gardner MI cannot be fully understood or implemented fully Takes time to absorb full implications, more radical than most think Not an end in itself – requires a context: MI for what? Ask whether, and how, MI can enable me to teach for understanding, master core knowledge, develop each persons potentiall fully MI can only be a partner – cannot do the job itself Multiple intelligence as a partner in school improvement. EL, Sept 97: 20-21

23. Change and intelligence Our scientific understanding of Intelligence is changing, improving Each person is different, each has a distinct (changing?) profile of intelligences Versatile technologies should make it easier to personalise education MI fits comfortably with an open approach to education, involving constant change, renewal Multiple intelligence as a partner in school improvement. EL, Sept 97: 20-21

24. The Challenge of MI Theory How can we provide an environment where we cater for the multiplicity of intelligences that exist in our classes? –Vary approaches (lecture, workshop, group activities, independent work..), allow students to choose how they would like to present their work (essay, project, website, report, portfolio, journal..), allow students to choose how they would like to be assessed (criterion based assessment, social skills, contribution to class discussion, marks) Negotiated curriculum? –What would you like to learn this year? How would you like to look at it?