Howard Gardner The Theory Of Multiple Intelligences Essay

Howard Gardner The Theory Of Multiple Intelligences Essay-44
Guze Professor of Psychiatry and Professor of Neurobiology, department head, psychiatry director of the Taylor Family Institute for Innovative Psychiatric Research and Cynthia S. Wilson Chair and professor and executive director, Virginia Tech School of Neuroscience, Commonwealth Eminent Scholar in Cancer Research, and director of the Center for Glial Biology in Health, Disease & Cancer, Virginia Tech Carilion Research Institute• Chuck Zorumski, Samuel B. Nearly a century later myriad standardized tests are available for a variety of purposes, and they all are based on Binet's premise that a single test can yield a score that captures all of an individual's abilities and potential. How could all of an individual's abilities and potential possibly be captured by a single test, much less a single score?

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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.

For many educators and parents working with learners who struggled in traditional classrooms, Gardner's theory came as a relief.

While a learner's 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.

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, Aramco World, Selamta, The Forward, among others.

The theory was a huge departure from the more traditional "banking method" of education in which the teacher simply "deposits" knowledge into the learner's 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. Some learners are highly introspective while others learn through social dynamics.

On the contrary, Gardner's theory posits that each of us has at least one dominant intelligence that informs how we learn. Some learners are especially attuned to the natural world whereas others are deeply receptive to the spiritual world.

Students who read and write well are still smart, but they are joined by other students who have different talents.

Through MI, schools and classrooms become settings in which a variety of skills and abilities can be used to learn and solve problems.

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