Multiple Intelligence

This essay Multiple Intelligence has a total of 1418 words and 8 pages.

Multiple Intelligence




Harold Gardner (1983) of Harvard University has identified several kinds of intelligence people possess. Particularly, this finding poses significant implications in classroom instructions. More often than not, children and even adults (who are grown up children) are labeled negatively if and when they manifest either a very fast, slow or no understanding at the entire subject matter. Identifying children’s various strengths among these intelligences will direct the teachers toward more successful teaching strategies, curriculum, and assessment planning that can accommodate different students more effectively based on their orientation to learning.
It is the objective of this paper to enumerate and describe each of the nine intelligences according to Gardner (2000) and the teaching strategies that a savvy instructor must utilize in teaching Social Studies to 4th graders at St. Joseph School in Pomona. This study investigates the effectiveness of multi learning centers leading to the mastery of scope and sequence of the aforementioned branch of learning. Research findings based on the writings of Schurr (undated), McKenzie (2000) and Dickinson (1998) provide a variety of alternatives and ideas in reaching out to students of multiple intelligences (MI) to enhance their performance and learning. Additional information on possible careers that these children can pursue is highlighted in this work (Schurr, undated).
Although Gardner (2000) has identified nine intelligences thus far, he hypothesizes that there could be more yet to be recognized. Subsequent studies will determine just that. Currently, the following known intelligences among students pave the path for teachers to implement teaching stratagem in their classrooms. To enumerate, they are:
Verbal/Linguistic Intelligence. Children exhibiting this type of intelligence are excellent in both oral and written expressions and often are outstanding readers and listeners. Traditional instruction is the best method for them in a traditional classroom. Such include reading of interesting books, playing word board or card games, listening to recordings, using various kinds of computer technology, journal writing, making speeches, storytelling and participating in conversation and discussion. Allowing children, who use a second language in communication, to converse in their native tongue add more to their interest in learning and involvement (Dickinson, 1998). Poss

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