EDUC2135 ASSIGNMENT 1: MULTIPLE INTELLIGENCES RATIONALE

Introduction:
Due to the diversity of Australian society, there are a range of individual strengths and
interests that shape the way people learn from a very young age. Teachers must find a way
to recognise and adapt to the various learning styles, in order to maximise engagement and
therefore learning in the classroom. American developmental psychologist Howard Gardner
suggested that “our culture had defined intelligence too narrowly” (Armstrong, 2009), and
would become an extremely influential figure in education for developing his theory of
multiple intelligences (MI). He believed that in acknowledging and catering for diversity in
intelligences, “we will have a better chance of dealing appropriately with the many problems
that we face in the world” (Gardner as cited in Armstrong, 2009), a vision that encapsulates
the two goals of the Melbourne Declaration.

Gardner’s application in the diverse classroom

Historically, Australian schools have focussed on the linguistic and logical-mathematical
abilities of its students, rather than considering alternative strengths in learning. Due to the
emphasis on success in maths and English, those who are stronger in alternative
intelligences may be regarded as “stupid” in school if their needs are not catered for
(Stanford, 2003). In his theory, Gardner aimed to move towards a deeper understanding of
“cultural variations in cognitive competence” (Gardner, 2004, p.10), addressing the need to
adapt for diversity in the classroom. Rather than working “completely from intuition or wholly
from ideology” (Gardner, 2004, p.393), teachers should build an understanding and
appreciation for alternative methods of learning and teaching.

The eight intelligences are:

1. Verbal/linguistic: Students learn from reading, writing, speaking and listening.
2. Logical/mathematical: Students respond well to solving problems, investigating
relationships and considering possible outcomes.
3. Visual/spatial: Students work well with graphic resources.
4. Musical/rhythmical: Students enjoy both listening and producing musical items in
various forms.
5. Bodily/kinaesthetic: Students enjoy using their bodies in the learning process (e.g.
sporting activities, acting, hands on experiences)
6. Interpersonal: Students respond well to leading and caring for others, and learning in
various social situations.
7. Intrapersonal: Students work well on their own, and appreciate opportunities to
individually develop their thoughts and ideas.
8. Naturalistic: Students enjoy studying, discovering and caring for nature, and learning
in the outdoors.
(Kagan, 1998)

Through a thorough understanding of Gardner’s intelligences, teachers can find ways of

working with student’s strengths and weaknesses to support and enhance their learning
experience at school (National Research Council, 2000). It is important to note the emphasis
Gardner places on establishing and working with an individual’s intelligence from a young
age, so that opportunities to thrive can be maximised throughout their education. If teachers
can draw from all eight learning styles, “at one point in a day each student will be able to
function to the best of their ability in their intelligence” (Armstrong, 2009, p.73). Not only
does the MI theory allow for a wide range of teaching strategies, it also promotes “authentic
assessment to provide creative and active learning that engages all students (especially
those with disabilities) in the construction of their own learning” (Stanford, 2003, p.84). In
other words, if teachers can use the various intelligences throughout their day, all students
will find deeper meaning in their education, in a way that promotes “active and informed
citizens” (Melbourne Declaration, 2008, p.7).

CLAIRE BURWOOD & REBECCA FFOULKES

EDUC2135 ASSIGNMENT 1: MULTIPLE INTELLIGENCES RATIONALE

*****SPECIFIC CLASSROOM EXAMPLES****

The use of Dr Seuss

Theodor Geisel (Dr Seuss) has created a huge variety of texts that are not only immensely
enjoyable for students to read, they also allow teachers to engage with students in various
ways. Dr Seuss has been described as “a figure of awesome cultural designation within
childhood” (May, 2005) and the breadth of his texts offer a wide range of opportunities for
teaching using the various MI whilst considering important ethical and moral decisions
presented throughout his work. The choice to focus on a particular author comes from the
research suggesting teachers should expose students to children’s literature at every
opportunity to foster a love of reading and immerse them in language, whilst doing so in an
authentic context. That is, activities should encapsulate the needs of the eight intelligences
in a relevant and meaningful way for students. Finally, the works of Dr Seuss are an ideal
resource for the classroom because they “meet the most important criterion for authentic
texts: They [appeal] to the children” (Allman, 2004, p.30).

Limitations & Conclusion

Like all research conducted into the direction of education, Gardner’s theory does not exist
without criticism. Professor Perry Klein of the University of Ontario suggests the theory is
“too broad to be useful for planning curriculum” (Klein, 1997, p.377). In addition, the task of
catering for all intelligences may be considered a difficult one, especially with the curriculum
and standardised testing that exists (Ellingson, 2007), reducing flexibility and the
opportunities for teachers to adapt based on the various intelligences within their classroom.

Considering the intelligences from the point of view of a pre-service teacher, it can indeed
seem a little overwhelming. However, keeping in mind that Gardner wanted to “respect,
cherish and reward intelligence” (Nolen, 2005, p.16) in all its forms, it is clear that allowing
the various multiple intelligences to influence how students are taught provides scope to
engage and inspire all individuals in the classroom. As school Armstrong states, “If multiple
intelligences represents the rainbow of learning, then genius is the pot of gold at the end of
the rainbow” (Armstrong, 1998, p.ix).

REFERENCES:

Allman, T. (2004). Go class, go: Using Dr Seuss in early reading instruction.

Retrieved from https://files.eric.ed.gov/fulltext/EJ903014.pdf

Armstrong, T. (1998). Awakening genius in the classroom. Retrieved from

http://www.proquest.com

Armstrong, T. (2009). Multiple intelligences in the classroom. Retrieved from

http://www.proquest.com

Ellingson, C. (2007). Multiple intelligence theory in the classroom (Theses).

Retrieved from https://epublications.regis.edu

Gardner, H. (2004). Frames of mind: The theory of multiple intelligences. New York:
Basic Books.

Klein, P.D. (1997). Multiplying the problems of intelligence by eight: A critique of

Gardner’s theory. Canadian Journal of Education / Revue Canadienne De
L'éducation, 22(4), 377-394. doi:10.2307/1585790

CLAIRE BURWOOD & REBECCA FFOULKES

EDUC2135 ASSIGNMENT 1: MULTIPLE INTELLIGENCES RATIONALE

May, J. P. (2005). The Seuss, the whole Seuss and nothing but the Seuss: A visual
biography of Theodor Seuss Geisel, and: Dr. Seuss: American icon (review). The
Lion and the Unicorn, 29(1), 121-124. doi: 10.1353/uni.2005.0013

Ministerial Council on Education, Employment, Training and Youth Affairs. (2008).

Melbourne Declaration on education goals for young Australians. Retrieved from
http://www.curriculum.edu.au/verve/_resources/National_Declaration_on_the_Educa
tional_Goals_for_Young_Australians.pdf

National Research Council. (2000). How people learn. Washington: National

Academy Press.

Nolen, J. L. (2005). Multiple intelligences in the classroom. Education Horizons, 8(6),

14-16. Retrieved from informit.org

Stanford, P. (2003). Multiple intelligences for every classroom. Intervention in School

and Clinic, 39(2), 80-85. doi 10.1177/10534512030390020301

Kagan, S. & Kagan, M. (1998). Multiple intelligences: The complete MI book.

California: Kagan Cooperative Learning.

CLAIRE BURWOOD & REBECCA FFOULKES