answers

1. Question:   If I make the effort to restructure my teaching style and begin using an MI approach, what are some of the benefits I should expect to reap from teaching through the multiple intelligences?
Jane's Answer: First and foremost, when you begin to employ MI strategies in your classroom you are showing your students that you care about them. Trying to engage them through their strongest learning modality demonstrates that they are important to you and that you want them to be successful in your class. If you use one or more intelligences in the delivery of your content, you will be surprised to see how many more students will stay attentive and on task.

As students become involved in the design of their class projects, they develop increased responsibilities, self-direction and more motivation towards their work. This often leads to an improvement in social skills that helps create a classroom environment with less discipline problems. Since students will also be working in groups on a regular basis, their cooperative learning skills will improve. And as their group social skills improve, so will their listening and communication skills. Students will also regard their classmates in a new light, for when students have the opportunity to present knowledge through one of their strengths, their classmates get to see sides of them that they might have never recognized.

Furthermore, students also retain more material when they can process information through their strength intelligences. Students have also told me that they've felt the MI classroom environment helps them overcome their fear of speaking before a group. Class presentations encourage them to see themselves as leaders.

Sources
Campbell, Bruce 1994. The Multiple Intelligences Handbook. Washington. Campbell & Associates, Inc.

2. Question:   My work as a high school guidance counselor often involves helping students make appropriate occupational choices. Would it be beneficial for them to have knowledge of their strongest and weakest intelligences, or does that have little bearing on what they should do with regard to their career choices?

Jane's Answer: My personal belief is that although there are many ways in which we could assess our own intelligences, for the most part, high school students probably know where their strengths lie. Even if this is the case, quite often a student does not know how to put those strengths into the selection of a career that will be both
challenging and motivating for the rest of his or her life. There are numerous tools available in a variety of formats that might help a student identify specific types of jobs that could be well-suited for him or her.

If someone enjoys what he or she is doing, chances are they will be better in that position than someone who does not enjoy the tasks associated with the position. With that in mind, it might be beneficial to help students not only determine their strengths, but also to match those strengths to careers that require the kinds of tasks they enjoy.

Sources
Silver, Harvey F., Richard W. Strong, and Matthew J. Perini. So Each May Learn. New Jersey: Silver Strong & Associates, 2000.

3. Question:   Is it possible to strengthen one or more of our intelligences and, on the other hand, do we have to worry about losing any of our intelligences?

Jane’s Answer: It is possible to modify each intelligence. There are some underlying principles to which Gardner's work is connected and it is important for educators to have a clear understanding of them. Numerous external factors can result in an individual's intelligence to grow or regress. Middle-class students come from homes where education is a top priority and where mothers have achieved a higher level of education. These children live in an environment that fosters early linguistic development, whereas those from economically deprived areas and/or have parents who are perhaps less educated, come from families where verbal readiness my not be valued or even possible.

Although we are all born with a different capacity, intelligence can be nurtured to grow.   Mia Hamm and Michael Jordan might have been born with extremely large bodily/kinesthetic intelligence, or they may have skillfully honed that intelligence more than most people. Combinations of factors can play a role in the development of our intellectual capacities. And what of Shakespeare, Mozart, Abraham Lincoln, Isaac Newton and others? In all of these instances, the critical point is not that these individuals had a specific capacity at birth or that society nurtured them to a certain
degree; the point is that they developed their unique strength intelligences far beyond the level with which they were born.

From the moment we are born we encounter cultural influences that will stimulate the development of our strength intelligences. Perhaps if your mother sang to you or encouraged you to learn an instrument your musical/rhythmic intelligence might be honed. Maybe your dad took you on long walks in the woods teaching you all about the plant and animal life surrounding your home, thus nurturing your naturalist intelligence. These encounters activate neural connections in the brain and the more they are stimulated, the stronger the connection becomes. At first our learning is more passive—observing, listening, touching, smelling—then we begin to interact more with our environment. Soon afterwards we begin to use this information to solve problems or create something new.

Source
Chapman, Carolyn. If the Shoe Fits...Palentine, Illinois: IRI SkyLight, 1993.

4. Question: How does the MI theory impact the way in which teachers present material to their students?

Jane's Answer: I am convinced that the MI theory is and will continue to be one of the strongest forces behind pedagogical changes throughout the world. Most teachers with whom I have worked agree that the underlying principles of MI and the implementation of MI strategies into their daily classroom just make sense. Very often after I have presented a workshop at a conference, completed a graduate seminar, or worked with a particular school district on "Teaching through the Multiple Intelligences," participants have been kind enough to share their trials and tribulations concerning implementing these new teaching methods. In every case, teachers are amazed at how even minor changes in their presentation techniques allowed them to reach more students than in years past when they taught without those changes. Often they will report that when several MI strategies were used to teach a concept, their unit test scores were much higher than in the past.

Over and over again, I've been hearing from teachers how simple modifications to an already existing lesson to incorporate MI has led to a greater understanding of subject matter. As a result, a better rapport between the instructor and the students is developed. Students begin to feel that their strength intelligences matter, that they are important, and that their answers provide insights into a topic in ways that may open doors for other children in their class. They begin to see themselves as teachers and peer mentors for their classmates. Many find that through discussions, class
presentations, or team problem-solving strategies they can shed light on a topic through their own unique perspectives in ways that a teacher may have overlooked. When that happens, it may be all another child needed to reach an "aha" moment – the moment when he or she finally grasps a new concept or skill for the first time.

Many teachers feel that MI strategies help students acquire a better understanding of themselves and their classmates. Similarly, they begin to see their teacher's preferred teaching style(s) and their own preferred learning style. When students and teachers have a better understanding of one another's preferences, there is less chance for
miscommunication between them.

5. Question: How can I encourage science teachers and students to use cooperative learning techniques?
Jane's Answer: Let me first state that, as with good parenting, effective cooperative teaching takes knowledge, patience, and a great deal of time. For it to be effective, teachers must first learn what types of grouping situations are most effective in providing successful learning. In addition, they must understand that cooperative grouping may be far more work (especially with regard to planning) than they anticipated. Students, on the other hand, usually look forward to opportunities where they may work with one or more partners. Most will agree that it is usually easier to solve a problem when sharing multiple perspectives on a given situation.

Teachers who are uncomfortable in cooperative group situations are usually those who have not received proper training in effective techniques. All too often, I have seen teachers who think they are using cooperative teaching strategies when in fact they have merely assigned all of their students to the same tasks while having them move
their desks together into some type of group formation.

Another common mistake is when a teacher does not provide each student with a rubric written specifically for the tasks for which he or she is responsible. This usually happens more often at the secondary level because teachers are responsible for grading over 100 students.

I would encourage your faculty to explore the topic of cooperative grouping as a possible focus for professional development. When cooperative grouping is set up properly, it motivates students to think more skillfully, to achieve through cooperation, and to become independent, self directed learners. In the meantime, you might wish to
explore the following resources and perhaps suggest them to your colleagues.

The Co-operative Think Tank: Graphic Organizers to Teach Thinking in the Co-operative Classroom by James Bellanca. (IRI Skylight Publications, 1990)
Cooperative Learning by Spencer and Migues Kagan. (Kagan Cooperative Learning, 1992)

Web Resources
Cooperative Learning: Teaching methods and strategies, including cooperative learning
http://www.u.arizona.edu/ic/edtech/strategy.html
Cooperative Learning Center at the University of Minnesota - Information and references on cooperative learning
http://www.clcrc.com/
Penn State Center for Excellence in Learning & Teaching: When Students Learn in Groups - An article on the Penn State web site about group learning
http://www.psu.edu/celt/newsletter/ID_March95.html
Center for Excellence in Learning & Teaching: When Students Learn in Groups
http://www.psu.edu/celt/newsletter/ID_March95.html

6. Question:   Do different cultures value certain intelligences over others?
Jane's Answer: In order to provide a meaningful response to this question, one would have to first look at the definition of "intelligence." Intelligence can mean a variety of things to any individual or group of people. Howard Gardner's definition of intelligence is: "The ability to solve problems or create products that are valued within one or more cultural settings." Certain types of intelligence are valued more highly in different cultures depending on their social and economic needs.

For instance, early schools were formed to serve as places where one could memorize important texts (usually religious ones), which sometimes required having to translate information from a written language unknown to the student. These types of tasks would certainly provide evidence of a need to use one's verbal/linguistic intelligences. Through written language, students learned the basics of whatever mathematical formulations (logical/mathematical intelligences) were necessary to function in society.

Cultural needs also play a large role. In West Africa, for instance, "bush schools" teach children the practices they will need to know for ceremonial initiation rites as well as the crafts valued by their society. Meanwhile, students in the South Seas must commit to memory vast amounts of information about the stars in order to be able to navigate
the oceans safely.

Sources
Gardner, Howard, Ph.D. The Unschooled Mind: How Children Think and How Schools Should Teach. New York: Basic Books, 1991.

7. Question:   Now that I know what the Multiple Intelligences are, how can I determine where my students' strengths and weaknesses lie?
Jane's Answer: Each one of us has all of the intelligences, but just as our fingerprints or eye prints are unique and varied, so are our intellectual capacities. Several forms of MI assessments or evaluations are out on the market, but I believe the easiest way to see where students' strengths and weaknesses are is to show them the lists of activities commonly enjoyed by people who possess a particular intelligence.

For instance, students who feel they have strong visual and spatial intelligence might enjoy the following activities:

    Creating charts, posters, graphs, or diagrams

    Creating a Web page or Power Point project

    Creating pie charts and bar graphs

    Making a photo album

    Creating a collage

Parents and teachers who are interested in learning more about their child's strengths might simply take notes on a daily basis over an extended period of time. Watch the child throughout the day and look for patterns in his or her behavior that might indicate a specific intelligence:

    Does the child like to spend time alone? (Intrapersonal)

    Does he or she want to spend a great deal of time using art supplies? (Visual/Spatial)

    Does the child prefer playing outdoors rather than inside? (Naturalist)

    Does he or she usually prefer being with or around other children? (Interpersonal)

    Is he or she often creating or listening to music? (Musical/Rhythmic)

    Does the child enjoy counting, classifying, and/or sorting items? Or does he or she like to figure out how

    things work? (Problem-Solver/Logical/Mathematical)
    Does he or she enjoy reading, writing, or learning a foreign language? (Verbal/Linguistic)

    Does he/she spend a lot of time in an active manner using fine/gross motor skills? (Bodily/Kinesthetic)

Other examples of what students enjoy in each of the intelligence areas can be found within this Web site, M.I. Smart!
While there are several ways to explore where our students' strengths and weaknesses are, we must not use this information to label students. No one is entirely comprised of one intelligence or another; plus one's strengths and weaknesses might change throughout life.

Sources
Armstrong, Thomas. Multiple Intelligences in the Classroom. Virginia: ASCD, 1994.
Campbell, Bruce. The Multiple Intelligences Handbook. Washington: Campbell & Associates, Inc., 1994.
Carlson-Pickering, Jane, M.I. Smart! Program. Chariho Regional School District, RI.
Learning Styles: Numerous ways to assess your own Learning Style Multiple Intelligences: Our Intellectual Profiles

8. Question:   You have mentioned that when classroom teachers begin to employ MI strategies they will begin to see positive changes. Are there other ways in which the MI theory has universally affected education?
Jane's Answer: Absolutely! Eight years ago when I first began to research the theory of Multiple Intelligences, it was a relatively new educational philosophy for most teachers. Today, I would be hard-pressed to find teachers that have not heard of this concept. Two of the most dramatic changes in education that I would say are due to MI theory are:

the many innovative ways teachers are now re-writing and developing their lessons to include MI approaches;

the desire to find alternative forms of assessment that take into account an individual's unique learning styles and intelligences.

These revised assessment tools are often dramatically different than past methods of evaluation and usually require extra preparation on behalf of the teacher. Yet most "MI -savvy" teachers seem to agree that despite the extra time and effort, they could not possibly revert to the static classroom environments of years past.

With today's fast-growing, technology-rich educational environments, educators now see the importance of establishing national standards and benchmarks for all disciplines. Faced with pressure from local and state educational forums, they are rising to the challenge to create curriculums filled with learning activities that not only address specific content benchmarks, but provide a multitude of approaches to the subject matter.

When educational experiences include an MI approach to teaching and learning, students have the freedom to develop highly personalized interpretations of curriculum that addresses their strength intelligences. MI theory has proven to the educational world that written evaluation is not necessarily the best way to evaluate a student's achievement.

9. Question:   Recently I overheard several colleagues talking about "Emotional Intelligence." Could you tell me about this and why it is something educators should look at more closely?

Jane's Answer: The term "emotional intelligence" became widely used in the field of education most recently due to the popularity of the book Emotional Intelligence by Dr. Daniel Goleman. He states that emotional intelligence is comprised of the following five domains:

                      1. Knowing one's emotions: self-awareness – recognizing a feeling as it is happening
                      2. Managing emotions: handling feelings so they are appropriate
                      3. Motivating oneself: emotional self-control – delaying gratification and stifling impulsiveness
                      4. Recognizing emotions in others: empathy
                      5. Handling relationships: including managing emotions in others

Many educational leaders today feel this information broadens our understanding of what it means to be smart, for research continues to support the belief that these are qualities individuals need to possess to become successful in real life. "By leaving the emotional lessons children learn to chance, we risk wasting the opportunity to help children cultivate a healthy emotional repertoire," Goleman states in Emotional Intelligence.

Sources
APA Monitor Online. "Emotional Intelligence: popular or scientific psychology?"
http://www.apa.org/monitor
Emotions and Emotional Intelligence
http://trochim.human.cornell.edu/gallery/young/emotion.htm
Goleman, Daniel, Ph.D. Emotional Intelligence. New York: Bantam Books, 1995.

10. Question: I'm not quite sure where to begin establishing an MI-oriented classroom. How do I go about starting one? Is it necessary for everyone in my school to buy into this theory, or can I go it alone?

Jane's Answer: I find that the most successful teachers who implement the theory of MI are those who first model specific lessons that tap into a specific intelligence area. This should be an intelligence area that you feel is a strength among most of your students. You must be a risk taker, for in order to get your students to appreciate the proclivities of others, you must be willing to delve into an activity that stretches your typical teaching style.

For instance, if you normally present material on a given subject through printed forms such as textbooks and reference materials, then you need to be willing to try new techniques. It might be more effective to teach that lesson through music, art projects, dramatic role-playing, authentic problem solving, or using the Internet.

The more approaches to a topic that a teacher offers, the more students he or she will reach! It goes without saying that we all have preferred styles of learning and presenting knowledge, but until we model the behaviors we desire from our students, they will not fully understand the depth and breadth that their talents can bring to any given classroom activity.

11. Question: I try to make learning fun for my primary grade students. Could you give me an example of how games might be used to teach content or skills?

Jane's Answer: There are many games you could use, but I'll give you a few ideas to help you implement some new ways of learning. But first, get a feel for the overall makeup of your class. You might assess which intelligence area your students possess as a whole: artistic, bodily/kinesthetic, verbal, interpersonal, etc. Once you have a handle on their overall strengths, it would be best to employ strategies geared to the major learning style(s) of your group.

For instance, let's say you have an active group of first graders and you are working on the math topic of telling time. Besides the usual means of teaching this concept (using large clock faces, digital and analog clocks, or worksheets with clocks drawn on them), you might let students take turns becoming the hands of the clock while their classmates form a "face" around them (possibly holding colored, numbered sheets of paper from 1-12).

Below are some suggested resources that teach through a variety of nontraditional means, including bodily/kinesthetic, visual/spatial, and musical/rhythmic intelligences.

Sources
Carlson-Pickering, Jane. M.I. Smart! Lessons and Activities for Grade 1. 1996.

Question:   Many educators presume that the MI theory is nothing more than a passing trend. What do you say to these teachers?

Jane's Answer: There will always be skeptics. Some veteran teachers think they have seen it all, and that MI is merely an old "method of teaching" repackaged under another name. Unfortunately, those who possess that frame of mind usually have not read enough about MI theory to fully understand the latest research.

Fortunately, I have seen less negativity among veteran and novice teachers with regard to MI. As a teacher who has been in education for over 25 years, I can honestly say that I know of no other educational philosophy that has had such a powerful, positive effect upon the education of all students.

As a strong advocate for MI, it is difficult for me to be completely objective on this issue. Since many teachers are lifelong learners themselves, they tell me they relate to the idea that people learn in different ways, at different times, in various degrees, and through a variety of perspectives, based on their personal experiences. They also tell me that implementing MI strategies has provided them with a better understanding of their students and their students' educational needs. In addition, they report seeing their students more deeply and thoughtfully involved with the material and learning it more thoroughly through activities that activate their minds and their bodies. Hearing about situations where teachers get positive results with students assures me that MI classrooms are here to stay.

Sources
Grant, Jim, and Irv Richardson. The Sourcebook: Teachers Make the Difference. New Hampshire, The Society For Developmental Education: 1997.

12. Question:

As the Gifted and Talented teacher at four K-12 schools, I am becoming very frustrated. Our state legislation mandates that we identify gifted children who are demonstrating above average abilities. Whenever I ask regular classroom teachers to differentiate their instruction they say, "How do I have time?" I feel I have reached a wall with them. Do you have any suggestions?

Jane's Answer: You have just described one of the reasons why many schools have shifted their educational philosophy from traditional "pull-out programs" to establishing an educational environment that encourages staff members to implement the MI theory. When teachers are trained to implement teaching strategies appropriate for specific learning styles, they not only reach all children, but they are better able to nurture the talents of those who have above average abilities, while challenging the intelligences these children possess that need to be strengthened. Most educators who have been trained to teach through MI feel it has offered them the opportunity to find the unique gifts and talents that all their students possess.

If your classroom teachers are feeling overwhelmed by the differences in the abilities of their students, perhaps they need to be shown how to implement changes that will move them from a traditional classroom to a differentiated classroom. You may find it beneficial to you and your staff members to offer a workshop in "Differentiating Curriculum," as many teachers may be unaware of some simple techniques that could change their instructional methods. They might not even realize that their teaching style may not match the learning styles of their students.

Examine the following scenarios to determine where you might begin offering assistance to your staff. Compare what may be occurring in rooms at the present time, vs. what teachers can do to create a more "MI-friendly," differentiated learning environment.

Traditional Classroom	Differentiated Classroom
Teacher is unaware of the learning styles of his/her students	A focus on all of a student's intelligences is noticeable to an outside observer
Teacher seldom taps a student's interest	Students are provided with choices and select activities based on their interests
Teacher provides uniform assignments ("one size fits all")	Teacher provides tiered activities that focus on essential skills, but at different levels of complexity
Whole-class instruction	A variety of instructional arrangements are used throughout the day
One-level textbooks	Text materials geared to two or more levels of reading ability
Teacher or textbook publishers provide the assessment	Students are involved in creating rubrics for their assessment
One kind of assessment is used for all students	Learners are assessed in many different ways

For more information on this topic, you might find this book useful: Gifted Children in the Regular Classroom by Kathryn T. Hedgeman (New York: Trillium Press, 1987).

Sources
Tomlinson, Carol Ann. Differentiating Curriculum. Virginia: ASCD, 1999.

13. Question: What is Gardner’s definition of intelligence and what criteria does he use to determine whether or not a specific talent or ability is in fact an intelligence?

Jane’s Answer: When Gardner was first asked to define intelligence in 1983, he wrote: "To my mind, a human intellectual competence must entail a set of skills of problem solving—enabling the individual to resolve genuine problems or difficulties that he or she encounters and, when appropriate, to create an effective product—and must also entail the potential for finding or creating problems, thereby laying the groundwork for the acquisition of new knowledge." These prerequisites represented his effort to focus on the strengths and abilities people posses that are important in a particular cultural context. He believes intelligence is a biopsychological potential.

When considering evidence to support the existence of a new intelligence Gardner looks for the following eight criteria. These are merely brief excerpts from the more specific details that Gardner provides in his text.

1. Potential Isolation by Brain Damage – To the extent that, as a result of brain damage, a particular faculty can be destroyed or spared in isolation, its relative autonomy from other human faculties seem likely.
2. The existence of idiot savants, prodigies and other exceptional individuals – To the extent that the condition of the prodigy or the idiot savant can be linked to genetic factors or to specific neural regions, the claim upon a specific intelligence is enhanced.
3. An identifiable core operation or set of operations – One might even go so far as to define a human intelligence as a neural mechanism or computational system that is genetically programmed to be activated or "triggered" by certain kinds of internally or externally presented information.
4. A distinctive developmental history, along with a definable set of expert "End-State" performances – The existence of one or more basic information-processing operations or mechanisms, which can deal with specific kinds of input.
5. An evolutionary history and evolutionary plausibility – A specific intelligence becomes more plausible to the extent that one can locate its evolutionary antecedents, including capacities (like bird-song or primate social organization) that are shared with other organisms.
6. Support from experimental psychological tasks – Especially suggestive are studies of tasks that interfere (or fail to interfere) with one another; tasks that transfer (and those that do not) across different contexts; and the identification of forms of memory, attention or perception that may be peculiar to one kind of input.
7. Support from psychometric findings – To the extent that the tasks that purportedly assess one’s intelligence correlate highly with one another, and less highly with those that purportedly assess other intelligences, his formulation enhances its credibility.
8. Susceptibility to encoding in a symbol system – One of the features that makes a raw computational capacity useful (and exploitable) by human beings is its susceptibility to marshaling by a cultural symbols systems. These would include culturally contrived systems of meaning that capture important forms of information.

Source
Gardner, Howard. Frames of Mind. New York: Basic Books, 1983.
In-Text
(Gardner 1983, 62-67)

14. Question: How many intelligences have been identified, what distinguishing characteristics do they possess, and do all human beings have these abilities?

Jane’s Answer: Gardner has identified nine intelligences although he has also been considering the possibility of a tenth—a Spiritual Intelligence. The latter, when brought up under the context of spiritual feeling or a gift for religion, mysticism or the transcendent, usually generates a great deal of controversy with the science. The nine intelligences all human beings possess and their primary distinguishing characteristics are as follows:

Verbal/Linguistic Intelligence: the capacity to use language—your native language and perhaps other languages—to express what's on your mind and to understand other people. Poets really specialize in linguistic intelligence, but any kind of writer, orator, speaker, lawyer or other person for whom language is an important stock in trade highlights linguistic intelligence.
Logical/Mathematical Intelligence: the ability to understand the underlying principles of some kind of a causal system—the way a scientist or a logician does; or can manipulate numbers, quantities and operations—the way a mathematician does.
Visual/Spatial Intelligence: the ability to represent the spatial world internally (in your mind)—the way a sailor or airplane pilot navigates the large spatial world; or the way a chess player or sculptor represents a more circumscribed spatial world.
Musical/Rhythmic Intelligence: the capacity to think in music, to be able to hear patterns, recognize them and perhaps manipulate them.
Bodily/Kinesthetic Intelligence: the capacity to use your whole body or parts of your body (your hands, your fingers, your arms) to solve a problem, make something or put on some kind of production.
Naturalist Intelligence: the human ability to discriminate among living things (plants, animals) as well as sensitivity to other features of the natural world (clouds, rock configurations).
Intrapersonal Intelligence: having an understanding of yourself, of knowing who you are, what you can do, what you want to do, how you react to things, which things to avoid and which things to gravitate toward.
Interpersonal Intelligence: a person's capacity to understand the intentions, motivations and desires of other people and, consequently, to work effectively with others.
Existential Intelligence: the proclivity to pose (and ponder) questions about life, death and ultimate realities.

Source
Gardner, Howard. The Disciplined Mind. New York: Simon & Schuster, 1999.

15. Question: How will the theory of Multiple Intelligences affect the ways in which we evaluate our students?

Jane's Answer: In the past, educators primarily used a "chalk and talk" (that is, didactic and verbal-linguistic) method of presenting content to their students. Afterwards, students were given a written or oral exam. Those types of assessments treated all students uniformly, pressuring teachers to "teach to the test" and focus on "getting the right answer." Many intelligent students were incorrectly labeled average or slow because the traditional assessments were so narrow that they did not allow different types of learners to demonstrate what they really knew.

Thanks to research presently being conducted on the human brain, we know that students learn in many different ways and must be taught through a variety of methods. If educators believe in the philosophy behind MI and are trying to incorporate its beliefs into their daily classroom experiences they will soon find that they must examine a wide range of evaluative methods. Howard Gardner believes that we can best assess students' multiple intelligences by observing students manipulating the symbol systems of each intelligence. Watching students as they solve problems or create new products in a natural environment provides a clear picture of a student's competencies in the range of subjects taught in school.

Perhaps due to the fact that more and more teachers are integrating the MI theory, things have fortunately changed. Teachers today are learning how to present material through a variety of ways, including visuals, music, multimedia, team teaching, hands-on demonstrations, and exploration of materials. In response, schools are beginning to change the ways in which they measure student achievement. No longer are learners limited to providing written responses. Because MI teaching strategies
require the use of more flexible teaching methodologies, teachers are finding more creative and effective ways of evaluating children.

Take this as an example: Let's say a teacher assigns a chapter in a science book for homework. The chapter of the week is on "Heat Energy." All of the students are informed that at a certain point in the near future, they will be asked to demonstrate an understanding of that material. Years ago, the teacher may have given his classes the chapter test found at the end of the unit.

However, most teachers today who possess a strong understanding of how children learn will implement an assessment that will allow students to show what they have learned via their strength intelligence(s). For instance, the following scenarios might occur:

A student may choose to write a report on the chapter using their computer's word processing program. Another learner decides he will compose a song about the chapter and include all key vocabulary words. Another decides to conduct a series of scientific experiments in front of the class. Or, a student who is very artistic may feel that he or she can effectively show an understanding of the chapter by creating a colorful mind-map.

These forms of assessment allow students to be observed performing skills, solving problems, or creating new projects in a natural context. These examples of authentic work lead to meaningful documentations (e.g., anecdotal records, work samples, audio/video recordings, and multimedia presentations). As alternative assessments, they provide a more accurate evaluation of a learner's achievements than do traditional tests. I have noticed over the years that when I allow students to participate in the development of their assessments for any given assignment, they become far more interested in their own outcomes because the emphasis is placed on their strengths and the students gain a sense of ownership in the grading structure. This leads to an atmosphere that encourages them to self-reflect and provides them with an accurate view of their progress.

Simply stated, there are as many creative ways of getting information across to students as there are ways for students to exhibit their true understanding of the material through authentic assessment. It might take a good deal of time to learn new
ways of organizing instruction and assessment to facilitate an MI classroom; however, in the end teachers will obtain a more comprehensive picture of their students' knowledge and capabilities.

Sources
Armstrong, Thomas. Multiple Intelligences in the Classroom. Virginia, ASCD: 1994.
Bellanca, James, Carolyn Chapman, and Elizabeth Swartz. Multiple Assessments for Multiple Intelligences. Illinois, IRI Skylight Publishing, Inc.: 1994.

16. Question:

Why do you feel it's so necessary to integrate MI into the learning environment of students on a daily basis?

Jane's Answer: Young children going to school for the first time usually come home excited about their day because they've spent hours exploring new ideas through words, movement, sounds, music, play, interacting with classmates, nature, and creating things with their hands. They're very often eager to go back to school the next morning. But by the time they enter the intermediate grades, most have little or nothing to say about their day at school. Some would say it happens to all children; others of us ask, "What can we do to prevent students from tuning out in the classroom?"

Schools are successful in keeping the excitement of learning alive when children feel their thoughts, ideas, interests, and abilities are recognized, appreciated, and encouraged. Teachers and students who work together building lessons that draw from their strengths and enhance their less-developed intelligences, find that they can be successful in school while having fun! Since we all learn through a variety of ways and possess unique talents and abilities, we need to find ways to incorporate our strengths while learning new information or simply meeting everyday challenges. The more often our abilities (usually activated by the things we enjoy most) are put to use, the happier we will be in our learning and working environments.

    You might find this book to be a useful reference:
                   Integrating Learning Styles and the Multiple Intelligences by H. Silver, R. Strong, and M.
                   Perini (Silver & Strong Associates, Inc., 2000).

Sources
Campbell, Bruce. The Multiple Intelligences Handbook. Washington: Campbell & Associates, Inc., 1994.
Lazear, David. The Intelligent Curriculum: Using MI to Develop Your Students' Full Potential. Tucson, Arizona: Zephyr Press, 1999.

17. Question: Where can I find information and samples of interdisciplinary thematic units?

Jane's Answer: There are literally hundreds of resources for thematic units that incorporate a variety of academic subjects. If you are looking for those that also include MI strategies you may wish to explore the following resources:

Bruce Campbell's Multiple Intelligences Handbook presents several models of how to create an MI classroom. Each example includes an explanation of how to prepare students and their parents and how to assess learners through MI
techniques. Also provided are over a dozen MI thematic units of study for teachers to implement.

David Lazear's Eight Ways of Teaching shows teachers how to develop thematic lessons that tap into the many ways of learning that children possess. His ideas will help you transform your classroom into an environment where learning can be an enjoyable experience for all.

Thomas Armstrong's Multiple Intelligences in the Classroom is another book that offers thematic units. His ideas will make you say to yourself, "Gosh, this just makes sense!" His book is a basic nuts-and-bolts guide to multiple intelligences, covering subjects such as lesson planning, teaching strategies, classroom management, activity centers, thematic instruction, assessment, special education, cognitive skills, and cultural diversity.

If you would like to view some Integrated Units available for teachers online, just go back to my main page and take a look at the resources at the bottom on the Web site on Integrated MI/Tech Units. They will give you a wonderful start!

Sources
Armstrong, Thomas. Multiple Intelligences in the Classroom. Alexandria, VA: ASCD, 1994.
Campbell, Bruce. The Multiple Intelligences Handbook. Lesson Plans and More...Stanwood, WA: Campbell and Associates, 1994.
Lazear, David. Eight Ways of Knowing. Illinois: Skylight Publishing, 1999.
M.I. Smart! Program - Online Integrated Units

18. Question: I have been giving a great deal of thought to our recent presidential election and the difficult task of selecting a leader for our nation. What intelligences do you feel are important to nurture in children with leadership potential?

Jane's Answer: It might be best to first consider what qualities that you and your students value most in someone you believe is a good leader. You might wish to brainstorm with your students and list individuals that they feel are or were great leaders. Perhaps at that point you might like to develop a graphic organizer such as a Venn diagram and note similar qualities that students feel are important in a good leader. Most will agree that it would be helpful for our leaders to be good communicators, but many would also agree that the ability to listen without prejudice is just as important. Patience, compassion, understanding, moral integrity, and other qualities that show an individual's love for humanity would also be characteristics to which students should aspire.

It is important for educators to remember to continue to expose students to as many intelligence rich classroom activities as possible, for our ultimate goal is to help children reach their highest level of ability academically as well as with regard to their affective needs and those needs of society. With that in mind, one intelligence is never really more important than another, because introducing new educational experiences to children often helps them discover a different appreciation of their talents and strengths.

Sources
Ethics, Character and Community Leadership
Dr. Gough's Character Matters
http://www.charactermatters.com/

19. Question: As a principal in an urban middle school, I've been learning about the principles of learning as they relate to the New Standards. I've been told that Dr. Gardner and Dr. Resnick did not see eye to eye on learning theory. Could you possibly share more on this?

Jane's Answer: Dr. Lauren Resnick is a strong advocate for complete, thorough educational change – from top to bottom – within our nation's schools. She believes we need to re-examine our system of education, or our "learning organizations," as she calls them.

On the other hand, Dr. Howard Gardner argues for more assessment, when done at particular times for a specific reason. He believes that all children should be provided with opportunities to show what they have learned in ways that will allow their strengths to surface. Gardner maintains that students should demonstrate what they know and are able to do through portfolio, authentic, and performance assessments.

The area of friction between these educational leaders appears to revolve around the amount and types of assessments they feel students should have, as well as the types of tasks or skills that should be addressed in the evaluation. While Resnick wholeheartedly supports New Standards, Gardner emphasizes the need for identifying and executing performances of understanding where students must:

know what they have to do.
be familiar with the ways in which they will be asked to perform their understanding.
appreciate the criteria by which their performances will be judged.

Gardner is also adamantly against subjecting students to mysterious tests that are kept "under lock and key," and he believes that students should have many opportunities to practice the required feedback.

Sources
Gardner, Dr. Howard. The Disciplined Mind. New York: Simon & Schuster, 1999.
O'Neil, John. On the New Standards Project: A Conversation with Lauren Resnick and Warren Simmons. Educational Leadership. Volume 50 Number 5, February 1993.

20. Question: You've mentioned learning styles and Multiple Intelligences. What is the difference between the two?

Jane's Answer: When we talk about learning styles and Multiple Intelligences we really are talking about the same thing, for the most part. However, there are distinctive differences among researchers as to what the exact labels or names for each category should be.

For instance, Thomas Armstrong, a leader in the area of MI research, will tell you that the original seven major intelligences are actually learning styles. In his book Multiple Intelligences in the Classroom, he lists the intelligences under the "Student Learning Styles." Next to each intelligence, he briefly describes how students in this intelligence
or learning style) think, what types of things they enjoy doing, and what these students need in order to learn best.

Though there are probably 20-30 different tools available for identifying learning styles, most researchers agree that a learning style is a combination of the following three factors:

How information is perceived most easily. For instance, via auditory, visual, tactile, or kinesthetic methods.
How information is organized and processed. Is the left side of the brain or the right side of the brain more dominant? In other words, is a student more creative or analytical?
What conditions are necessary to take in and store the information. (Including the student's social, physical, emotional, and environmental needs).

Another researcher, Dr. Robert Sylwester, arranges Howard Gardner's Multiple Intelligences into the following three general categories:

                      1. Time and sequence: Linguistic, musical, and logical-mathematical
                        intelligences would belong in this category since each of these require the
                        ability to rapidly and effectively process and communicate information regarding
                        time and sequence.
                      2. Space and place: Spatial and bodily-kinesthetic intelligences focus on the
                        ability to understand the nature of space and our place in it. These intelligences
                        allow us to navigate effectively throughout our environment.
                      3. Personal and social awareness: Interpersonal and intrapersonal intelligences
                        would fall here, for they focus on our sense of self – who we are and how we
                        relate to others.

There are many other ways to identify preferred learning styles. Many of you might remember learning about Guilford's "Model of the Intellect" or Dunns' "Learning Styles Network." There's also the SDS "Learning Style Checklist."

No matter what tool you use, it all boils down to the fact that the single most important contribution that education can make to a child's development is to help him define a field where his talents best suit him, where he will be satisfied and competent.

Sources
Armstrong, Thomas. Multiple Intelligences in the Classroom. Virginia, ASCD: 1994.
Dryden, Gordon, and Jeannette Vos, Ed.D. The Learning Revolution. California, Jalmar Press: 1994.
Goleman, Daniel. Emotional Intelligence. New York, Bantam Books: 1995.
Sylwester, Robert. A Celebration of Neurons: An Educator's Guide to the Human Brain. Virginia, ASCD: 1995.

21. Question: How does MI theory change the way students with learning disabilities are taught?

Jane's Answer: Many times students who may be having difficulties in a particular subject area are given an IEP (individualized educational program) that neglects his or her strength intelligences and focuses instead on his or her weaknesses. In contrast, MI theory teaches through the student's strength intelligences that have previously been neglected or overlooked by the child's former teachers.

Let me give you an example: Stephen was a hyperactive third-grader diagnosed with ADD. One day while listening to classical music, he sat almost spellbound for an hour. His classroom teacher was astonished; this was the first time he had ever paid attention for any length of time. It turned out that he had a strong proclivity to classical music. From then on, whenever he needed to complete assignments where he would have to be seated quietly, he was provided a headset and classical music to listen to. This helped him regain self-control.

If educators could learn how to teach all students through the full range of MI instructional strategies, they'd have a better chance of reaching all children regardless of their intellectual strengths or weaknesses. Fewer referrals should then be made for special services. In addition, students will be able to validate and celebrate their own differences and learn to appreciate the uniqueness of other students.

22. Question: How can the MI theory work effectively in a low socioeconomic school with students of mixed ethnicities?

Jane's Answer: Let me assure you that MI can work in low socioeconomic schools. In fact, one leading MI school, the Key School in Indianapolis, IN, has nearly 50 percent minority students and 44 percent of the students are on a free and reduced lunch program.

Granted, kids who are raised in homes where English is a second language might have some difficulty with English-only assessments. But the MI theory tries to break from traditional evaluations by helping teachers develop tools that will reach a more diverse population of students.

In order for MI to work effectively in any school, the faculty must be willing to try innovative ways of teaching and learning. Although an entire faculty does not have to unanimously agree to become an MI school, staff members who try strategies in all intelligence areas will find that they can more easily reach their students.

It would also be a good idea to look into some form of professional development training on using MI teaching strategies. Faculty members should learn how to get their students more involved in their own educational experiences. A teacher that encourages students' input will undoubtedly find their students are more motivated to learn.

No matter what their background or socioeconomic level, students perform better when they can be a part of developing and assessing their learning experiences.

Sources
Campbell, Bruce. The Multiple Intelligences Handbook. Washington: Campbell & Associates, 1994.
Campbell, Linda, and Bruce Campbell. Multiple Intelligences and Student Achievement: Success Stories from Six Schools. Virginia: ASCD, 1999.

23. Question: I have often heard the term "metacognition" used in conjunction with interpersonal intelligences. How are the two related and is this a skill that should be taught?

Jane's Answer: Metacognition is, in simplest terms, "thinking about one's thinking." Because this is a personal action, it is one that requires us to use our interpersonal intelligence (our ability to know and understand our own feelings, needs, desires, capabilities, limitations, etc.). From an educational perspective, students today are not only required to provide an answer to a problem, they are usually asked to explain "how" they arrived at their solution. Answering the "how" question requires them to use their metacognitive abilities. For some students, this is an easy task, while others may find it far more difficult than coming up with the answer to the problem.

With the emphasis today on designing unbiased forms of assessment, it is clear that simply knowing an abundance of facts does not necessarily prove an understanding of the subject matter. However, asking students to apply acquired skills to solve problems is a more comprehensive assessment method. Therefore, more schools are asking teachers to look into restructuring the way in which they test their students.

If we ask students to explain how they reach their answers, they will begin to see patterns in their thinking processes and become more fluent in describing how they arrived at a solution. Will this lead to a better understanding of the content? Most educators believe that it will, for a student has to understand a topic in order to be able to discuss it.

Sources
ABC News, Peter Jennings. Common Miracles. MPI Home Video, 1993.

24. Question: Can you recommend any software programs that might enhance students' various intelligences?

Jane's Answer: I can't possibly list all of the available software programs, but here is a list of programs that will help stimulate a particular intelligence.

Verbal/Linguistic:

                        Multimedia presentations: Hyper studio; Power Point
                        Foreign language programs: Foreign Language Advantage
                        Reading skill builders: Reading Explorers
                        Typing tutors: Mavis Beacon for Kids
                        Word games/programs: Leap Into Phonics
                        Word processing: Microsoft Word; Write On!

Logical/Mathematical:

                        Math skills tutorials: Math Blaster; Treasure Math Storm
                        Graphing techniques: Graphers, Green Globs & Graphing Equations
                        Map making tools and atlases : Map maker's Toolkit; Neighborhood Map
                        Machine
                        Timeline creators: TimeLiner
                        Logic games: Clue Finders
                        Science programs: Science ToolKit; Thinkin' Science ZAP!
                        Problem-solving and critical thinking programs: Building Perspective Deluxe

Visual/Spatial Intelligence:

                        Animation and graphics editing: Gif Animator; MSPhoto Editor
                        3-D modeling: Fun With Architecture
                        Computer-aided visualizations: Inspiration
                        Digital and video cameras: MovieWorks; Snappy
                        Drawing and paint programs: KidPix
                        Spatial problem solving: Spatial Relationships

Bodily/Kinesthetic Intelligence

                        Hands-on construction: Lego Dacta
                        Motion-simulation games
                        Virtual reality system software
                        Eye-hand coordination games
                        Tools that plug into computers (microscopes; probes; joysticks)

Musical/Rhythmic Intelligence:

                        Music literature tutors
                        Singing software (voice synthesizers)
                        Tone recognition and melody enhancers
                        Sound engineering: Sound Companion
                        Musical instrument digital interfaces: MIDI software
                        Create your own music programs: Making Music

Interpersonal Intelligence:

                        Instant messenger-type programs: AOL; PalTalk
                        Electronic bulletin boards: SchoolNotes.com
                        Simulation games: SimAnt; SimCity
                        Email programs: Outlook Express; Eudora Pro
                        Team-building software: Decisions, Decisions

Intrapersonal Intelligence:

                        Word processing software (for electronic journaling); typing tutorials
                        Personal choice software: Choices, Choices
                        Any self-paced program

Naturalist Intelligence

                        Scientific plug-ins/peripherals: microscopes and video cameras
                        Nature sound and/or image files: Virtual Serengeti
                        Classification of flora and fauna software: Eyewitness Series
                        Animal sounds identification programs: Digital Field Trips
                        Earth science programs: Everything Weather; Rocks & Volcanoes

Most software manufacturers today develop software that address a variety of intelligences. The Dr. Brain Series is a wonderful example of a program that addresses all of the intelligences. Other programs are tailored to meet the needs of challenged and diverse learners.

There are also many web sites that offer free downloadable educational programs, such as Edmark (http://www.edmark.com) and Freeware.com (http://www.freeware.com)

25. Question: What urban middle schools are at the leading edge of implementing MI? What are the characteristics of these schools? What are the results of student achievement?

Jane's Answer: Schools that support brain-based learning (including the theory of multiple intelligences), are open to the concept of teaming, and are willing to blend interdisciplinary subjects are the leaders in school reform. A dynamic, highly motivated staff that is dedicated to trying anything to reach its students and an administration that supports their initiatives should lead to a higher level of student achievement overall. In successful MI schools, upon walking into a faculty lounge, you will most likely hear teachers talking about how to reach kids through their strengths. This means that they have truly come to believe that through incorporating MI strategies the level of achievement rises for their students.

Middle schools that are broken into smaller units, such as "houses," "blocks," or "families," can reduce the impersonality of a larger school and have a positive impact on student achievement. In these schools, it is much easier for staff to work together to develop interdisciplinary units of study. And when this happens, it often leads to the creation of some wonderful, exciting "hands-on" types of lessons and activities that foster developing talents.

For more specific information, you might explore the web sites of these highly effective MI-practicing middle schools:

Skyview Junior High School
http://sjhweb.nsd.org/

Key Learning Community
http://www.ips.k12.in.us/mskey/

Sources
Campbell, Linda, and Bruce Campbell. Multiple Intelligences and Student Achievement: Success Stories from Six Schools. Virginia: ASCD, 1999.
Sizer, Theodore R. Horace's Hope. New York: Mariner Books, 1996.

26. Question: I would like to know more about the teaching strategy known as mind-mapping. Is it an MI tool? If so, could you explain how it works?

Jane's Answer: In the words of the man who invented mind maps, Tony Buzan:

                   "A mind map consists of a central word or concept, around the central word you draw
                   the five to ten main ideas that relate to that word. You then take each of those child
                   words and again draw the five to ten main ideas that relate to each of those words."

In more general terms, a mind map is a visual record of either a piece of written material or a lecture. It is created by focusing on key words drawn from the subject matter being presented at any given time. These visual maps might include images to help an individual grasp the information quickly with pictures, colors, and new vocabulary.

Unlike concept maps, which do not usually contain images and may have several themes, a mind map has only one main concept. Thus, a mind map might be represented visually as a tree, while a concept map may require a broader network-like representation.

When created properly, mind maps provide students with a visual representation of all the information they need to understand, and in this format, it may tap into several of their intelligences just by the nature of its design. For instance, the logical intelligence is "turned on" by the order involved in the process of making the mind map flow, the visual/spatial intelligence is activated by the color and images represented, and the verbal intelligence is stimulated by the terms associated with this topic.

Cognitive retention is even stronger when the individual himself creates the mind map. According to Buzan, 95 percent of the value of mind mapping lies in the making of the map. Mind maps are highly individualized and can reveal the ongoing thought processes of an individual as he or she absorbs new information.

Sources
Buzan, Tony. Use Both Sides of Your Brain. (1993). New York. Penguin Books, U.S.A., Inc.
Buzan, Tony. 1995. The MindMap Book. (second ed.). London, UK: BBC Books.
Margulies. Nancy. 1991. Mapping Inner Space. Arizona. Zephyr Press.
http://world.std.com/~emagic/mindmap.html
MindMapper
http://www.mindmapper.com/
The Learning Web: Mind Mapping

27. Question: Does the MI theory reach beyond the confines of the classroom?

Jane's Answer: Most definitely! I believe it is important for people to understand that when Howard Gardner began to write Frames of Mind –The Theory of Multiple Intelligences, he was part of an ongoing research team assigned to assess the state of scientific knowledge concerning human potential and its realization. However, for a number of reasons, he chose to conclude this book with some pages that discussed possible educational implications of the theory.

In addition to causing a stir in educational communities, MI has had some very strong influences in many business areas, such as:

advertising campaigns
hiring of personnel (interpersonal intelligences).
product research and development (logical/mathematical intelligence).
production and the handling of products (bodily/kinesthetic intelligences).
research and design (visual/spatial intelligence), among others.

Let's take a closer look at this. Suppose you are responsible for hiring new staff. Don't you feel it would be beneficial to you to know what particular skills a potential employee has vs. those that are necessary for a particular position? Managers need to identify an individual's skills or intelligences – and be able to share their skills with others via training. Hence the need for consultants to stimulate and motivate employee creativity and productivity.

Sources
Gardner, Howard. Frames of Mind: The Theory of Multiple Intelligences. New York: Basic Books, 1983.
Gardner, Howard. Multiple Intelligences: The Theory in Practice. Basic Books, 1993.
Gardner, Howard. Intelligence Reframed: Multiple Intelligences for the 21st Century. 1999.

28. Question: Can you explain the "Mozart Effect" and its connection to the theory of Multiple Intelligences?

Jane's Answer: In the early 1990s, several studies were conducted by scientists Gordon Shaw and Francis Rauscher of the University of California at Irvine. The results suggested that classical compositions, particularly those of Mozart, could stimulate learning. They likened this effect to a "Rosetta stone for the 'code' or internal language of higher human brain function. (Campbell, Don. The Mozart Effect. 1997. New York. Avon Books.)

The results of one such study indicated that three- to five-year-old children who had received six months of piano instruction improved significantly in tests designed to measure spatial-temporal reasoning (the type of skill needed for performing basic engineering, mathematical reasoning, and even playing a game of chess). Another study found that second graders from an economically deprived school district who received piano lessons twice a week for one year performed on their math assessments at a level equal to fourth graders from a more affluent area.

Scientists today are still unsure whether or not the claims that playing Mozart's music will improve academic performance. However, what they seem to agree upon is the fact that playing music (an active state of mind) and not just hearing music (a passive/reflective state) seems to resonate with our brains.

In his book Frames of Mind, Howard Gardner argues that we all have musical intelligence. He states that musical intelligence influences our emotional, spiritual and cultural development more than any of the other intelligences. Music helps structure our abilities to think by assisting us when we are learning language, math, and spatial skills, Gardner says.

Sources
Begley, Sharon. 2000. Tuning up the Brain. Newsweek. Fall/Winter Special Edition: Your Child, 28.
Campbell, Don. The Mozart Effect. 1997. New York. Avon Books.
Gardner, Howard. Frames of Mind. 1983. New York. Basic Books.
Rauscher, Francis; Shaw, Gordon; & Ky, Katherine. 1993. Nature, 611.

MIND Institute: Research into the Mozart Effect and Education
http://www.mindinst.org/
M.I. Smart! Program: Definition of Musical/Rhythmic Intelligence
http://www.chariho.k12.ri.us/curriculum/MISmart/musical.htm

29. Question: I'm presenting the story of Aida by Verdi to my seventh-grade class. What are some creative ways to introduce opera without losing my kids? I have already thought of the pop music connection, such as rap.

Jane's Answer: I think it's great that you're considering using the rap approach to introduce opera to your students, for isn't opera really a musical way of telling a story? Many students can relate to the story-like qualities found in some of the better rap songs. You might even consider going out on a limb and having students imagine what they think a country music approach to opera might sound like!

You might also have your students compare/contrast other works of Verdi's. If they're not particularly interested in Aida, they might search for another opera that sparks their interest. Comparing musical styles between two different soloists performing the same opera by using a Venn-diagram might be another option.

Another way to present the topic of opera is to examine a more light-hearted story – perhaps see if you can locate a version of Hansel and Gretel in opera, or something of that nature. Local colleges and university theater departments frequently offer fine arts performances like these. You might even wish to contact a local theater or music department to see if a graduate student would consider coming in to talk with your students about opera.

I've also seen secondary schools present opera through a format called The Six Thinking Hats developed by Edward DeBono. Students study the story of Aida and discuss it by "becoming" the various personalities/characters in the story – similar to Readers Theater. Students don the six colored hats and discuss the story through six different perspectives, represented by each hat. This can be a very dynamic and fresh approach to any topic you wish to study in the classroom.

You and your students might look into the following web sites that offer a great deal of information on opera and on the production of Aida. If you have software such as Real Player and Macromedia Flash, you can actually see and hear audio/video clips of numerous interpretations. There are even online karaoke versions with which your students can sing if they'd like!

30. Question: We hear about the theory of multiple intelligences all the time now with regard to education. How did this whole idea get started?

Jane’s Answer: For over two thousand years civilizations have been discussing the existence and importance of mental powers—capacities reflecting intelligence or the deployment of the mind. As the science of psychology was launched an array of human abilities were declared to exist. This led to a rise in the desire to learn more about the human brain and human potential. Scientists have argued for centuries over whether or not the human brain functions as one holistic unit or as a system of intellectual capacities.

In the early 70s, Dr. Howard Gardner believed that there was persuasive evidence for the existence of several relatively autonomous human intellectual competencies, which he later referred to as "human intelligences." Thus, he began to study human intellectual potential, drawing not only on psychological research, but also on the biological sciences and on data related to the development and use of knowledge in different cultures.

In forming his belief on the theory of multiple intelligences he reviewed evidence from a large, unrelated group of sources—"studies he conducted of gifted individuals, prodigies, brain damaged patients, idiot savants, normal children and normal adults." His intent was to expand the scope of cognitive and developmental psychology; to examine the educational implications his theory might have and, finally, to inspire educationally oriented anthropologists to develop a model of how these competencies might be developed in a variety of cultural settings.

In 1983, Gardner published his book Frames of Mind in an effort with other scientists to "pluralize" the notion of intelligence. They wished to demonstrate that intelligences couldn't be measured adequately by short-answer, paper-and-pencil tests. In this book, he suggested that our conscious brain functions through at least seven forms of intelligence processes in different brain areas, whereas today he believes there are at least nine.

Source
Gardner, Howard. Frames of Mind. New York: Basic Books, 1983.

31. Question: Our primary grades are beginning to adopt a different educational philosophy. They are in the process of writing a curriculum that meets the needs of all children while implementing developmentally appropriate practices. Do you feel that an MI-based approach to teaching and learning could also be integrated?

Jane's Answer: The theory of multiple intelligences falls nicely into a plan to establish a developmentally appropriate learning environment. Because the philosophy of both theories focuses on where children are emotionally, cognitively, and socially with regard to their abilities, it makes sense to place emphasis on each of these educational beliefs when constructing a curriculum for young children.

Research conducted on the effectiveness of the MI theory has clearly shown that children who are taught through a variety of techniques not only retain information more easily, but they appear to be far more attentive as well. Perhaps this is due to the fact that MI-based activities reach out to students by tapping their individual interests and strengths. Developmentally appropriate tasks should do the same in the sense that they should help children reach a state of "flow" while moving throughout a series of learning centers that stimulate all of their strengths. When a learning environment of this nature is offered to students, their individual strengths are tapped and their weaker abilities are developed.

To inspire children to become lifelong learners, they need to meet with success in school on a daily basis. If we were to provide them with experiences that lure them into an area or task that they enjoy, then they would find the whole process of learning more enjoyable.

Sources
Chen, Jieqi, Emily Isberg, and Mara Krechevsky. Project Spectrum: Early Learning Activities. New York: Teachers College Press, 1998.

32. Question: How will the theory of Multiple Intelligences affect the ways in which we evaluate our students?

Perhaps due to the fact that more and more teachers are integrating the MI theory, things have fortunately changed. Teachers today are learning how to present material through a variety of ways, including visuals, music, multimedia, team teaching, hands-on demonstrations, and exploration of materials. In response, schools are beginning to change the ways in which they measure student achievement. No longer are learners limited to providing written responses. Because MI teaching strategies require the use of more flexible teaching methodologies, teachers are finding more creative and effective ways of evaluating children.

These forms of assessment allow students to be observed performing skills, solving problems, or creating new projects in a natural context. These examples of authentic work lead to meaningful documentations (e.g., anecdotal records, work samples, audio/video recordings, and multimedia presentations). As alternative assessments, they provide a more accurate evaluation of a learner's achievements than do traditional tests. I have noticed over the years that when I allow students to participate in the development of their assessments for any given assignment, they become far more
interested in their own outcomes because the emphasis is placed on their strengths and the students gain a sense of ownership in the grading structure. This leads to an atmosphere that encourages them to self-reflect and provides them with an accurate view of their progress.

Simply stated, there are as many creative ways of getting information across to students as there are ways for students to exhibit their true understanding of the material through authentic assessment. It might take a good deal of time to learn new ways of organizing instruction and assessment to facilitate an MI classroom; however, in the end teachers will obtain a more comprehensive picture of their students' knowledge and capabilities.

Sources
Armstrong, Thomas. Multiple Intelligences in the Classroom. Virginia, ASCD: 199
Bellanca, James, Carolyn Chapman, and Elizabeth Swartz. Multiple Assessments for Multiple Intelligences. Illinois, IRI Skylight Publishing, Inc.: 1994.

33. Question: I have created a series of five workshops on the topic of The Parent, The Child, and School. What are your recommendations in creating a role-play scenario with parents and teachers about homework?

Jane's Answer: I would suggest that the use of the role-playing strategy be limited to no more than twice during the five sessions. The effectiveness of that teaching strategy may be lost if you continue to require class participation to learn that way, because not everyone learns best through a bodily/kinesthetic modality. Perhaps you could ask the participants to provide you with "real-life" situations that could be solved in cooperative groups.

Many reference books are available that address the topic of teaching strategies that are most effective with groups. One I would highly recommend is Kagan Cooperative Learning. This wonderful resource will help you become familiar with varieties of interpersonal strategies for cooperative teaching, such as: "Peer Tutoring Strategies," Communication Skills Strategies," and "Information-Sharing Strategies."

In addition, you might have some talented folks attending your sessions who would like to create puppets, videos, colorful graphics, Web pages, etc. to help others in the community learn about the content of your series. Don't forget that the parents attending may have ideas for how to keep the topics fresh and interesting. Let them openly discuss how they'd like to see the format of the workshops progress.

Sources
"Cooperative Learning Strategies for University Students"
http://id-www.ucsb.edu/IC/Resources/Collab-L/strategies.html
Kagan, Dr. Spencer and Miguel. Multiple Intelligences: The Complete MI Book. CA: Scholastic Professional Books, 1998. Kagan Cooperative Learning Corporation

34. Question: What are the common components of a successful MI school?

Jane's Answer: Most schools that educators would identify as "successful" share common qualities. Though not limited to the characteristics listed below, each of the following would most likely be found in a successful MI school:

A common mission statement developed by teachers, parents, and members of the community
Consensus and coherence among staff members and administrators to a clearly stated philosophy and goals
A list of exactly what all students should know and be able to do upon graduation from that institution (e.g., writing skills, ability to analyze data, decision-making skills, communication skills, can think in historical terms, etc.)

In order for any school to acquire a reputation as successful, its supporting staff members and community must feel strongly about what students should learn and how their knowledge and understanding will be assessed. Setting high standards for students is pretty much a given and all students are provided opportunities to employ their unique abilities in order to meet those high levels of competency.

Most successful MI schools continually support ongoing professional development for teachers to keep abreast of the latest teaching methods. Knowing the most effective ways to reach youngsters and employing best practices ensures that students will reach their highest potential.

In MI schools, teachers share similar beliefs about what intelligence is, understanding that the human mind's problem-solving capacities are multi-faceted. This is a prerequisite to significantly improving the ways in which content is presented. Because the MI theory supports many uses of the mind, it provides enriched educational opportunities for all students. When teachers are trained to respond to students' strengths, student achievement rises.

Sources
Campbell, Linda, and Bruce Campbell. Multiple Intelligences and Student Achievement. Alexandria, VA: ASCD, 1999.
Gardner, Howard. Gardner Answers MI. Los Angeles, CA: Into the Classroom Media, 2000. (Video)
Prior, Jennifer Overend, M.Ed. Multiple Intelligences: Teaching Kids the Way They Learn. Frank Schaffer Publications, 1999.
Silver, Harvey F., Richard W. Strong, and Matthew Perini. So Each May Learn: Integrating Learning Styles and Multiple Intelligences. Alexandria, VA: ASCD, 2000.

35. Question: With all of the ongoing research on the human brain, what do scientists have to say about the MI theory? Do they believe there is any truth to this theory?

Jane’s Answer: Over the years, various models of our brain structure have been proposed, but they have tended to become more reductionist. Earlier ideas of a holistic brain have given way to an intense cultural interest in the two cerebral hemispheres. Later, this idea led to Paul MacLean’s vision of a triune brain—a three-layer, hierarchical brain that evolved to process survival, emotional and rational functions.

Current brain research supports Gardner’s theory of the plurality of intelligence and offers a reasonable list of what the several intelligences might be. Neurologists now believe that our brains are divided into a vast number of interconnected, semi-autonomous networks of neurons called modules. Each module specializes in a limited cognitive function, and groups of modules consolidate their activities to process more complex functions. This has pretty much been the belief of most scientists in this field for over two decades.

Gardner feels that we should conceive of intelligence in terms of the particular social and cultural context in which we live. It would be nice if Gardner and other theorists could say that each intelligence is a separate entity in itself and that we have designated areas of the brain that support certain tasks; but, it may be more realistic to say that various sub intelligences may exist and often work together to solve problems that an individual encounters throughout his or her life. Thus, it appears that when complex intellectual activity occurs within the brain, most likely several areas of the brain become activated simultaneously. Although research to date supports all of the intelligences that Gardner has described, the brain is still a very flexible organ, and no two individuals may have the exact same areas of the brain "turned on" when trying to perform a similar task. In essence, there may be various regions of the brain that are activated in different people when they are both trying to perform the same task.

Source
Gardner, Howard. Intelligence Reframed. New York: Basic Books, 1999.

36. Question: I have some students with low self-esteem. Even though I have told them that everyone has all of the intelligences, a few seem to feel that they are "inadequate" in some way or another. (For instance, one boy insists he's "stupid" in math). How can I help these kids understand that their intelligences can be strengthened?

Jane's Answer: As a teacher and role model, it is important that you keep a positive attitude in your classroom. Modeling the behaviors you desire from your students will help them learn appropriate classroom responses as well as consistency.

Give these students honest and frequent praise, even when they have been unsuccessful working on a task that forces them to use intelligences in which they might be weak. Help them see that they can be successful at learning a new task when it is explored from a variety of entry points.

Try to focus only on the positive aspects of the students' behavior. Even if they are still not working at the level you ultimately desire, find something positive about their efforts so that they do not become frustrated and give up. Help the youngsters learn how to set appropriate goals. Start with small tasks in an area of their weakness before requiring them to complete a full-fledged project through an intelligence with which they are not comfortable.

Parents and teachers can help children develop positive self-esteem and respect for others by providing time for self-expression and self actualization. Most confident and successful adults will tell you that a positive family climate was instrumental to the development of their creative and productive adult behaviors.

Sources
Armstrong, Thomas, Ph.D. Awakening Your Child's Natural Genius. New York: Tarcher/Perigee Books, 1991.

37. Question: I teach secondary social studies in a fairly progressive school. I have read quite a bit about MI theory, but since I have never taught my classes in ways other than what most people would consider traditional, I am a bit unsure of how to begin. Any suggestions to help me get started?

Jane's Answer: Your students are very fortunate to have a teacher that realizes no two students learn in exactly the same way. Many teachers at the secondary level are reluctant to try MI strategies because they're not sure that their students will respond the way they had hoped.

I'd suggest you first help your students determine their strength intelligences, and then work with them on developing a rubric for a project or a presentation focused on a particular aspect of social studies. After they have decided where their strengths lie, encourage them to seek the help of their art, music, drama, or math teachers when gathering information for their projects. Not only will your students be more enthusiastic about their projects, they'll also be creating a rapport between you and the other subject area teachers. The best part of all is when you and the class view the presentations; your students will be demonstrating their knowledge of the social studies topic through all of the intelligences (or at least several of them). The presentations will also be more interesting to watch.

Let me give you an example: I knew a young lady who had a social studies teacher in eighth grade who asked her students to select a topic to research on "The Harlem Renaissance." This young lady happened to be extremely talented in music and decided to look into the work of Scott Joplin. Excited about his music, she obtained his
complete works and memorized several of his compositions.

When it came time to present information about living during this time period, she brought her classmates into a small section of the auditorium with a nightclub-like atmosphere. In one softly lit corner of the room, she sat at a piano and played five Scott Joplin Ragtime compositions. After a few minutes, the students began to move to the jazzy, rhythmic beats and enjoyed the tunes. For a few brief moments, they were able to emotionally "experience" the Harlem Renaissance.

It was a win-win situation all the way around – especially for those students who learn best through their musical/rhythmic intelligence!

Sources
Campbell, Don G. Rhythms of Learning: Creative Tools for Developing Lifelong Skills. Tucson, AZ: Zephyr Press, 1991.
Green, Jeff. The Green Book of Songs by Subject: The Thematic Guide to Popular Music. Nashville, TN: Professional Desk References, Inc., 1995.

38. Question: Should teachers be focusing on developing any one, specific intelligence more than another in their students?

Jane's Answer: I have a feeling that most educators have strong opinions on this subject, for most of us feel children today are lacking particular skills; in fact, this is probably what led many of us to pursue the field of education in the first place.

My first reaction to this question is to say "No," for who is to determine whether one intelligence is superior to another? However, if I had to select one or two intelligences upon which I'd place more emphasis, I would be apt to choose the personal intelligences, interpersonal and intrapersonal intelligences. The reason behind this decision is based on the research conducted Dr. Dan Goleman in his book Emotional Intelligence. Dr. Goleman's work supports the idea that a person's self-awareness, impulse control, persistence, self-motivation, and empathy are qualities found most often in people who succeed in today's world.

I agree wholeheartedly with Dr. Goleman when he states that adults should not leave the emotional lessons children learn to chance. He feels that if this continues to occur, we will risk wasting the window of opportunity presented by the slow maturation of their young brains to cultivate a healthy emotional foundation. Fortunately, there are many activities parents and teachers can do with their children and students that may nurture and strengthen these characteristics in youngsters.

Sources
Goleman, Daniel, Ph.D. Emotional Intelligence. Bantam Books: New York, 1995.

39. Question: How fair are standardized tests if all children have different intelligences?

Jane's Answer: Standardized tests by their design are biased towards students who have strengths in predominantly two intelligence areas: verbal/linguistic and logical/mathematical. Certainly a fill-in-the-dot test cannot provide an accurate picture of how artistically or musically talented an individual may be, nor can it truly demonstrate an individual's ability to use his or her leadership ability or bodily/kinesthetic strengths to solve a problem or to create something new.

Dr. Thomas Armstrong has conducted numerous studies on standardized testing versus authentic assessment and discusses their results in his book "Multiple Intelligences in the Classroom." He reports that standardized tests are a poor measure of a student's abilities for the following reasons:

they place learners in artificial settings
students learn the information only long enough to pass the test
these tests are usually limited to reading, listening, and marking on a piece of paper.

On the other hand, if we educate our teachers, parents and community members about the value of alternative methods of evaluation, they will learn that authentic assessments:

examine students in unobtrusive ways (in a more natural setting)
help learners obtain knowledge for its own sake
provide students a fair timeline for showing what they have learned
allow students to work cooperatively
encourage students to think creatively.

Sources
Armstrong, Thomas. 1994. Multiple Intelligences in the Classroom. (p.18). Virginia. ASCD.
Bellanca, James, Carolyn Chapman, and Elizabeth Swartz. Multiple Assessments for Multiple Intelligences. Illinois, IRI Skylight Publishing, Inc.: 1994.

40. Question: How do you address MI and still increase student achievement?

Jane's Answer: In order to answer this question, I would have to know how you define student achievement. We all have our own interpretation of what denotes a successful student. If you are referring to traditional measures that include numerical grades in all academic subjects, then I would say that MI strategies are designed to help students gain a better understanding of this type of content, thus raising their overall grades.

The nature of MI strategies is to provide an alternative approach to the content being delivered (e.g., a logical/ mathematical approach to otherwise verbal/linguistic content, or a visual/spatial approach to otherwise logical/mathematical content, etc.). When this type of teaching is administered on a day-to-day basis, students will find their strength intelligences tapped in ways that make learning and understanding easier for them. As Ruth Dial Woods states:

                        All students have unique learning styles, needs, and abilities… When
                        students are allowed to make discoveries and to experiment with
                        preferred learning styles, the potential for their successful organization
                        of learning into a particular scheme is increased. Appropriate settings
                        that enhance learning can be valuable teaching strategies that can
                        successfully facilitate student learning.

And when standardized testing formats begin to include components such as authentic and performance assessments, student grades will rise because they will no longer be limited to paper and pencil (that is, verbal/linguistic and logical/mathematical) types of evaluations. These alternative forms of testing allow students to show what they have learned in unique, creative ways.

Sources
Gardner, Howard. Gardner Answers MI. Los Angeles, CA: Into the Classroom Media, 2000. (video)
Woods, Ruth Dial. Predominance of Dominance: Learning Preferences of a Multicultural Student Population.

41. Question:

Many educators presume that the MI theory is nothing more than a passing trend. What do you say to these teachers?

Jane's Answer: There will always be skeptics. Some veteran teachers think they have seen it all, and that MI is merely an old "method of teaching" repackaged under another name. Unfortunately, those who possess that frame of mind usually have not read enough about MI theory to fully understand the latest research.

Fortunately, I have seen less negativity among veteran and novice teachers with regard to MI. As a teacher who has been in education for over 25 years, I can honestly say that I know of no other educational philosophy that has had such a powerful, positive effect upon the education of all students.

As a strong advocate for MI, it is difficult for me to be completely objective on this issue. Since many teachers are lifelong learners themselves, they tell me they relate to the idea that people learn in different ways, at different times, in various degrees, and through a variety of perspectives, based on their personal experiences. They also tell me me that implementing MI strategies has provided them with a better understanding of their students and their students' educational needs. In addition, they report seeing their students more deeply and thoughtfully involved with the material and learning it more thoroughly through activities that activate their minds and their bodies. Hearing about situations where teachers get positive results with students assures me that MI classrooms are here to stay.

Sources
Grant, Jim, and Irv Richardson. The Sourcebook: Teachers Make the Difference. New Hampshire, The Society For Developmental Education: 1997.

42. Question: Teachers are always looking for new ways to reach youngsters who are not turned on by their subject matter. Are there specific techniques they could be using to tap into a student's strengths while also sparking their interest?

Jane's Answer: Since no two students learn in exactly the same ways, it is always best to vary your teaching styles as much as possible. If you find that you tend to lecture more than you know you should, try letting the students head the class by perhaps forming a round-table discussion on a theme or brainstorming ideas to research on a particular topic. They will appreciate your willingness to hear knowledge they already have collectively, and you will have a better gauge as to which specific concepts need to be clarified.

Keep in mind that some students prefer colorful visual aids as well as musical support materials, but also remember that many will be willing to contribute their talents to this end. You don't have to be an artist or musician yourself to have dynamic posters, overheads, slide show presentations, or audio tapes. Students are often quite adept at developing teaching materials that you just might find yourself wanting to "borrow" for future classes. I have found this to be particularly true in the sciences. I have often had students create magnificent projects and experiments, videos, and songs, and found them to be superior to some of the materials available in educational catalogs. Not only will your students be delighted to hear your accolades of their work, they will be thrilled to learn that you find their talents, research, and craftsmanship of value to others.

Sources
Campbell, Linda, Bruce Campbell, and Dee Dickinson. Teaching and Learning Through the Multiple Intelligences. New Horizons for Learning, 1992.

43. Question: Which of the multiple intelligences has activated the most learning when incorporated with technology?

Jane's Answer: I would have to say that the visual/spatial intelligence is probably the most easily activated intelligence when we choose to learn via computers. Visuals comprising much of today's technology help at least 30 percent of students gain a better understanding of all disciplines. At least one-third of us are visual learners, which means that we comprehend information more rapidly when it is presented to us through pictures, images, graphic organizers, mind maps, concept maps, videos, etc.

These visual tools also provide another form of communication for those who have been constrained by the traditional modes of written and verbal communication. For the visual/spatial child, learning with technology increases their motivation and may foster their creative problem-solving skills as they evaluate the many possible ways of expressing ideas.

Many learners begin to doodle or sketch what they are seeing, thus they tap into pre-verbal information that might never have surfaced if the visual/spatial intelligence had not been engaged. If color is added, an even stronger impact (or brain connection) is made. And mind-mapping duplicates the way our brains work – spatially, non sequentially, randomly, and in branches – thus allowing information to more easily become part of long-term memory. Computers and multimedia programs offer students a multi-sensory smorgasbord. The various sights, sounds, imagery, color, changes in volume, pitch, etc., might be overwhelming to some students who have difficulty focusing or staying on task, but for many others it can be an exhilarating way to learn.

Sources
Margulies, Nancy. Mapping Inner Space: Learning and Teaching Mind Mapping. Tucson, AZ: Zephyr Press, 1991.
Carlson-Pickering, Jane. (1999) Multiple Intelligences and Technology: A Winning Combination. Rhode Island Teachers in Technology Initiative.

44. Question: Why should traditional assessment methods (based on numbers and percentages) be replaced with assessing all of a student's intelligences?

Jane's Answer: It is truly sad that so many times in our lives we are forced to be labeled in one way or another by numbers – grades in school, rankings in sports, entrance exams for college, and so forth. And when we tell students that their test results indicate that they need special services, we are in danger of labeling the child for life.

Howard Gardner has always clearly stated his opposition to formal, decontextualized assessments of our intelligences. Instead, he said assessment should be ongoing – in the context of students using their various intelligences while engrossed in natural problem-solving situations. Authentic assessments, he said, should do the following:

Examine students in unobtrusive ways.
Help learners obtain knowledge for its own sake.
Provide students a fair timeline for showing what they have learned.
Allow students to work cooperatively.
Encourage students to think creatively.

Dr. Thomas Armstrong also makes a strong case for this type of assessment in his book Multiple Intelligences in the Classroom. In brief, he states that standardized tests are a poor measure of a student's abilities because they place learners in artificial settings, the students learn the information only long enough to pass the tests, and these tests are usually limited to reading, listening, and marking on a piece of paper.

Sources
Armstrong, Thomas. Multiple Intelligences in the Classroom. Virginia: ASCD, 1994.
Gardner, Howard. The Disciplined Mind – What Students Should Know and Understand. New York: Simon & Schuster Inc., 1999.

45. Question: I teach secondary social studies in a fairly progressive school. I have read quite a bit about MI theory, but since I have never taught my classes in ways other than what most people would consider traditional, I am a bit unsure of how to begin. Any suggestions to help me get started?

It was a win-win situation all the way around – especially for those students who learn best through their musical/rhythmic intelligence!

46. Question: I have heard the phrase "triple-coding" in conjunction with MI. Can you please explain what it is?

Jane's Answer: Educational research now shows that when individuals want to deeply understand something complex in nature, they should triple-code their learning experiences. This means that if you are exposed to new ideas that are presented to you through a minimum of three different intelligences, you will have a better chance of remembering the information.

As an example, let's take a look at a class learning about simple machines. The teacher might first introduce the topic by showing how a simple machine works. Next, he or she might introduce new terminology to the class via vocabulary words, reading in the content area, or through similar (verbal) activities. Thirdly, the students might be shown how to create a mind map of their textbook material on simple machines.

As author Jean Houston once wrote: "Children can learn almost anything if they are dancing, tasting, touching, hearing, seeing and feeling information."

Sources
Dryden, Gordon and Vos, Jeannette, Ed.D. The Learning Revolution. (1994). Jalmar Press. Torrance, CA.

47. Question:Is there an easy way to help children understand that their present strengths may not always be what they are today, and that they might eventually acquire abilities in areas they thought they never would?

Jane's Answer: Primary grade students can understand the notion that they have a variety of abilities (intelligences – or ways in which they are "smart") when they are given the opportunity to discuss their abilities in an informal situation. I usually start by going around the room on the first day of school and asking the children to tell me something that they can do well. Their response may be something school related or something they are good at doing in their leisure time outside of school. I then generate a list of answers on the board and categorize their responses into intelligence groups. In most cases, the list reflects activities that would easily fall into one or more intelligence categories.

For more information on this topic, see Thomas Armstrong's book In Their Own Way: Discovering and Encouraging Your Child's Personal Learning Style (LA: J.P. Tarcher; NY: St. Martin's Press. 1987).

Source
Armstrong, Thomas. Multiple Intelligences in the Classroom. Virginia: ASCD, 1994.