Howard Gardners Theory of Multiple Intelligence

The next time you walk into a classroom full of students leaping mid-air, painting passionately, singing soulfully, or writing madly, its likely you have Howard Gardners groundbreaking  Frame of Mind: The Theory of Multiple Intelligences  to thank. When Gardners theory on multiple intelligences came out in 1983, it radically transformed teaching and learning in the U.S. and around the world with the notion that  there is more than one way to learn —  in fact, there are at least eight! The theory was a huge departure from the more traditional banking method of education in which the teacher simply deposits knowledge into the learners mind and the learner must receive, memorize and repeat.   Instead, Gardner broke open the idea that a disengaged learner might learn better by using a different form of intelligence, defined as a biophysical potential to process information that can be activated in a cultural setting to solve problems or create products that are of value in a culture. This defied the previous consensus on the existence of a single, general intelligence or g factor that could be easily tested. On the contrary, Gardners theory posits that each of us has at least one dominant intelligence that informs how we learn. Some of us are more verbal or musical. Others are more logical, visual, or kinesthetic. Some learners are highly introspective while others learn through social dynamics. Some learners are especially attuned to the natural world whereas others are deeply receptive to the spiritual world.   Gardners 8 Intelligence   What exactly are the eight types of intelligence  posited in Howard Gardners theory? The seven original intelligence  are:   Visual-Aesthetic  learners think in terms of physical space and like to read or visualize their words.  Bodily-Kinesthetic  learners are keenly aware of their physical bodies and like creative movement and making things with their hands.  Musical  learners are sensitive to all kinds of sound and often access learning through or from music, however, one may define it.  Intrapersonal  learners are introspective and reflective. They learn through independent study and self-guided experiences.  Interpersonal learners learn through social interaction with others and enjoy group dynamics, collaboration, and encounters.Linguistic learners love language and words and enjoy learning through verbal expression.Logical-Mathematical  learners think conceptually, logically, and mathematically about the world and enjoy exploring patterns and relationships.   In the mid-1990s, Gardner added an eighth intelligence:   Naturalistic  learners have a sensitivity to the natural world and can easily relate to plant and animal life, enjoying  patterns found in the environment.   Theory in Practice: Multiple Intelligences in the Classroom For many educators and parents working with learners who struggled in traditional classrooms, Gardners theory came as a relief. While a learners intelligence was previously questioned when he or she found it challenging to grasp concepts, the theory pushed educators to recognize that each student has myriad potential. Multiple intelligences served as a call to action to differentiate learning experiences in order to accommodate the multiple modalities in any given learning context. By modifying the content, process, and expectations for a final product, teachers and educators can reach learners who otherwise present as reluctant or incapable. A student may dread learning vocabulary through test-taking but lighten up when asked to dance, paint, sing, plant, or build.   The theory invites a great deal of creativity in teaching and learning and over the last 35 years, arts educators, in particular, have used the theory to develop arts-integrated curricula that acknowledge the power of artistic processes to produce and share knowledge across core subject areas. Arts integration took off as an approach to teaching and learning because it taps artistic processes not only as subjects in and of themselves but also as tools for processing knowledge in other subject areas. For example, a verbal, social learner lights up when they learn about conflict in stories through activities like theater. A logical, musical learner stays engaged when they learn about math through music production.   In fact, Gardners colleagues at Project Zero at Harvard University spent years researching the habits of artists at work in their studios to discover how artistic processes may inform best practices in teaching and learning. Lead researcher  Lois Hetland and her team identified eight Studio Habits of Mind that can be applied to learning across the curriculum at any age with any kind of learner. From learning to use tools and materials to engage with complex philosophical questions, these habits release learners from the fear of failure and focus instead on the pleasures of learning.   Are There Limits to Containing Multitudes?   Multiple intelligences invite limitless possibilities for teaching and learning, but one of the biggest challenges is determining a learners primary intelligences in the first place. While many of us have an  instinct about how we prefer to learn, being able to identify ones dominant learning style can be a lifelong process that requires experimentation and adaptation over time.   Schools in the United States, as a reflection of society at large, often place imbalanced value on linguistic or logical-mathematical intelligence, and learners with intelligence in other modalities risk getting lost, undervalued, or ignored. Learning trends like experiential learning, or ‘learning by doing’ attempts to counter and correct this bias by creating the conditions to tap as many intelligence as possible in the production of new knowledge. Educators sometimes lament a lack of partnership with families and note that unless the theory extends to learning at home, the methods don’t always hold in the classroom and learners continue to struggle against stacked expectations.   Gardner also warns against labeling learners with any given intelligence over another or implying unintended hierarchies of value among the eight types of intelligence. While each of us may lean toward one intelligence over another, we also have the potential to change and transform over time. Multiple intelligences applied to teaching and learning contexts should empower rather than limit learners. On the contrary, the theory of multiple intelligences radically expands our immense and untapped potential. In the spirit of Walt Whitman, multiple intelligences reminds us that we are complex, and we contain multitudes.   Amanda Leigh Lichtenstein is a poet, writer, and educator from Chicago, IL (USA) who currently splits her time in East Africa. Her essays on arts, culture, and education appear in Teaching Artist Journal, Art in the Public Interest, Teachers Writers Magazine, Teaching Tolerance, The Equity Collective, AramcoWorld, Selamta, The Forward, among others. Visit her website.

Critical Value Of Analytics The New Science Of Winning...

According to Competing on Analytics: The New Science of Winning, the critical value of analytics is important in today’s forward-looking enterprises, especially in a new data age. Every company and organization should strive to become an analytical competitor. Competing on Analytics reveals how companies think about their data and their exploitation of that data. Also, it highlights how companies such as the Boston Red Sox, Netflix, Amazon.com, CEMEX, Capital One, and Harrah’s Entertainment use analytics to build their competitive strategies and make better decisions in the severe competition. These companies and organizations use analytics to identify the most profitable customers, accelerate product innovation, optimize supply chains and pricing, and leverage the true drivers of financial performance. Four pillars of analytics competition According to Thomas H. Davenport and Jeanne G. Harris, there are four pillars of analytical competitions: 1) a strategic, distinctive capability; 2) an enterprise-level approach to and management of analytics; 3) senior management commitment; 4) Large-scale ambition (24). In support of a distinctive capability, the companies set themselves apart from their competitors, and make themselves successful in the market with their significance (Davenport, and Harris, 24). For example, Netflix views predicting customers’ movie preferences as its primary focus for analytics activity. Analytics are managed and usedShow MoreRelatedWhat Makes A Successful Business Analytics Program? Essay1557 Words   |  7 PagesNow, in this presentation, my topic is What does research tell us about how to create a successful business analytics program? And What realistic expectations should we have concerning the predictive capability of business analytics. 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Republican Motherhood Free Essays

Kaley Ganey and Allie Linaugh October 15, 2012 Stuart Harmening APUSH The Republican Motherhood and Education for Women The republican motherhood was essentially the beginning of the new era for women. Before, women were not allowed to go to school, and we not educated as they were thought to belong in the home. Before the late eighteenth century, their role was to God and the care of the home and their children. We will write a custom essay sample on Republican Motherhood or any similar topic only for you Order Now However, Enlightened thinkers knew that it was the role of the mother to make sure her sons morals and values were in pace, and also they knew the future of the United States was dependent on mothers. For these reasons, the education of women became more important and more accepted. Women were responsible for instilling proper values, and an education in the principles of liberty and government into their sons. What didn’t make sense was, women were not educated well enough, sometimes they were able to write their names, and read small stories, but not all the time. During the late eighteenth century, the idea of educating women became more and more practical. If a woman were to educate their children, the future leaders and government officials of America, shouldn’t the woman be well educated themselves? After much thought and consideration, it was believed that women should be taught to read, write, do simple math, and also should be knowledgeable about the English language. With their education, women were better able to educate their sons, which was better for the country in the long run. People justified the education of women by saying that it was a woman’s duty to her country to educate her sons; therefore she should be educated as well. Putting the responsibilities of children in the hands of the women essentially put the future of America in their hands. The women were the ones filling the heads of children with knowledge, and teaching them how to better serve their country. How to cite Republican Motherhood, Essay examples

One life ends, Another begins free essay sample

Your father came home handcuffed to a black briefcase. In it were papers regarding the Cuban Missile Crisis. He was a colonel, so bizarre things like this were normal to you. He’d come home late in the evenings after dinner tired and worn: the same look you had when you realized you wouldn’t be here forever. Your father raised you to be resilient and self-reliant: that the only person who could help you was yourself. You took matters into your own hands when someone gave you problems; at one of your highschools the military police had to board the bus on a daily basis to check everyone for knives; another time you were wrongly blamed to have slashed the hood of a teacher’s car. You learned to put up with things no normal kid would have been able to. It was not all that bad though. You said the 1960’s were great because of the music and the fact that you were still a kid. We will write a custom essay sample on One life ends, Another begins or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page You got to visit all your cousins spread out all over the Midwest before they grew up and went on with their own lives—one of them becoming a senator of Missouri. Of course, you grew up too. On the day of your graduation, your father wordlessly tossed an empty suitcase unto your bed. His stern gaze told you to leave. You joined the army. You said you, like everyone else, were brainwashed. The sergeants who screamed at you on a daily basis came out of the Second World War mentally scathed, and they were preparing the next generation for Vietnam. They said you were going to fight for your country, and you believed them. You were in the top three of your army recruiting class, and the three of you chose to stay behind for additional training to become a paratrooper instead of going straight to the jungle. You liked parachuting out of B-17 bombers. You and your fellow paratroopers would jump into the sky, being met with the sight of the Earth below. The sunrise projected rays of red, orange and yellow across the quiet atmosphere. All of you could enjoy the silence. From up there, you couldn’t see walls, borders, or colors of skin. You couldn’t see the conflict on the ground. In the end, rare and beautiful moments like that had to come to a close, and you were transferred to another base for more training. The base you were transferred to was integrated. Integration should have been the beginning of the end of racism, but it wasn’t. Your experience at this base should have propelled your career to new heights. Instead, your life in the army was near its end. The soldiers there were undisciplined and violent. They came at each other with killing knives if they were even slightly irritated. You also saw some interactions that made you feel sick. Your family raised you to believe that everyone was equal, but not everyone had the same beliefs as you. Once you passed by someone’s tent and heard screaming. You knew what was going on, but you continued walking while maintaining an expression of indifference. Later, you looked in a mirror and piddled with one of the pins on your uniform. Did you really want all this? Did you even want to go to Vietnam? Many of the ones who came back were missing limbs, and their eyes were devoid of life. You remembered what that man had looked like: his face mutilated to the point of not looking human. And all for what? You resigned with an honorable discharge and even turned down a chance to work at the Whitehouse. You wanted to leave that life behind you, but I think you never did. Sometimes you would have a grim expression on your face whenever we watched something like â€Å"Full Metal Jacket† or â€Å"Windtalkers.† The small hint of emotion behind your eyes proved that your past life never left you. Your father was in the hospital, and you decided to visit him to see how he was despite your rough relationship with him. You stood in the doorway, waiting to get his attention, and you regretted it. â€Å"What the hell are you doing here?† He had said to you. You left quietly and refrained from visiting him for a long time. In 1995 you married someone who didn’t have the same skin color as you. One day you waved to your neighbors with your spouse at your side, and they didn’t wave back. They also didn’t speak to the gay couple living next door, but you did. You talked to everyone—not caring if they were strange or not. You found that strange people tend to have more interesting lives than others. You had two kids. One is now in college, and the other is still in highschool. You think about them in your hospice bed. You would have preferred your death to be quick, but at least you had enough time to think of your family. You had the time to go over every detail of your life before you shut your eyes completely. You’ve been through and seen some crazy things—too much to list. You hid most of them from me because you did not want me to become like you. But I am. See you in the next life, dad.