2.  In 1983 a researcher and professor at Harvard University named Howard Gardner proposed a new view of intelligence that has been widely embraced since its publication, now being incorporated in school curricula across the country.  In his book Frames of Mind (New York; Basic Books, 1983), Gardner put forward his “Theory of Multiple Intelligences,” a theory that challenged the dominant definition of intelligence as limited to mathematical and linguistic abilities (verbal and computational intelligences).  Gardner theorized that rather than just these two intelligences, a grouping of seven intelligences more accurately accounts for the diversity of ways in which people acquire and utilize knowledge.  (Sparked, 2011).

3. 1. Linguistic intelligence refers to an individual’s capacity to use language effectively as a means of expression and communication through written or spoken word. 2. Logical-mathematical intelligence refers to an individual’s ability to recognize relationships and patterns between concepts and things, to think logically, to calculate numbers, and to solve problems scientifically and systematically 3. Visual-spatial intelligence refers to the capability to think in images and orient oneself spatially. 1. In addition, spatially intelligent people are able to graphically represent their visual and special ideas. 4. Musical intelligence relates to the capacity to appreciate a variety of musical forms as well as being able to use music as a vehicle of expression. 5. Bodily-kinesthetic intelligence is using one’s own body skillfully as a means of expression or to work with one’s body to create or manipulate objects. 6. Interpersonal intelligence refers to the capacity to appropriately and effectively communicate with and respond to other people. 1. They show the ability to work cooperatively with others and understand their feelings 7. Intrapersonal intelligence is the capacity to accurately know one’s self, including knowledge of one’s own strengths, motivations, goals, and feelings. 8. Naturalistic intelligence is applied to those who have the ability to identify and classify the components that make up our environment.

4.  When reviewing criticism of Multiple Intelligences theory, addressing the historically always presents the question of whether intelligence is one thing or many things is unavoidable.  The fundamental criticism of Multiple Intelligence theory is the belief by scholars that each of the seven multiple intelligences are in fact a cognitive style rather than a stand-alone construct.  (Morgan, 1996).

5.  Schools have often sought to help students develop a sense of accomplishment and self- confidence. Gardner’s Theory of Multiple Intelligences provides a theoretical foundation for recognizing the different abilities and talents of students (Gardner, 1999).  This theory acknowledges that while all students may not be verbally or mathematically gifted, children may have an expertise in other areas, such as musical, spatial relations, or interpersonal knowledge. Approaching and assessing learning in this manner allows a wider range of students to successfully participate in classroom learning (Sparked, 2011).

6.  Begin each developmental unit with an interest inventory to get a better understanding of who and what student will be best at certain criteria that will be covered in the lessons and devote he/she as the captain for that lesson.  Teachers should structure materials that will be presented in a style that engages most or all of the intelligences. › For example, when teaching about the Civil War, the teacher organize a play reenacting the occurrences during the war, have students read a book about the Civil War, show the students the states where the war occurred with battle maps, and/or let the students interact with activities through various websites on the smart board.  Nevertheless, the teacher can show students how to use their more developed intelligences to assist in the understanding of a subject which normally employs their weaker intelligence (Lazear, 1992).

7.  http://www.businessballs.com/howardg ardnermultipleintelligences.htm#multiple %20intelligences%20tests http://www.businessballs.com/howardg ardnermultipleintelligences.htm#multiple %20intelligences%20tests  http://www.ldrc.ca/projects/miinventory http://www.ldrc.ca/projects/miinventory  http://www.ldrc.ca/projects/projects.ph p?id=42. http://www.ldrc.ca/projects/projects.ph p?id=42

8. Gardner, H. (1999). Intelligence reframed: Multiple intelligences for the 21 st century. New York: Basic Books. Lazear, David. (1992). Teaching for Multiple Intelligences. Fastback Bloomington, IN: Phi Delta Kappan Education Foundation. Morgan, H. (1996). An analysis of Gardner’s theory of multiple intelligence. Roeper Review 18, 263-270. Sparked. (n.d.). Multiple Intelligence Theory. Adapted and reprinted from the ERIC Digest on Howard Gardner’s Multiple Intelligence Theory printed at http://www.ericfacility.net/ericdigests/ed410226.html. http://www.ericfacility.net/ericdigests/ed410226.html Wise, Julie. (2001). Multiple Intelligences Theory: It’s not how smart you are, but how you are smart that matters. Retrieved November 27, 2011 from http://serendip.brynmawr.edu/biology/b103/f01/web2/wise.html. http://serendip.brynmawr.edu/biology/b103/f01/web2/wise.html