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Learning Styles and Multiple Intelligences Meeting Learners` Needs Bobby McCormack. Why examine Howard Gardner`s Theory of Multiple Intelligences? To maximise our own learning potential To become more skilled/knowledgeable/effective as lecturers/trainers/facilitators/coaches
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Learning Styles and Multiple Intelligences Meeting Learners` Needs Bobby McCormack
Why examine Howard Gardner`s Theory of Multiple Intelligences? • To maximise our own learning potential • To become more skilled/knowledgeable/effective as lecturers/trainers/facilitators/coaches • Why explore the possibility of divergent Learning Styles (Honey and Mumford) • 1. Same as above • 2. Same as above
FINISHED FILES ARE THE RESULT OF YEARS OF SCIENTIFIC STUDY COMBINED WITH THE EXPERIENCE OF MANY YEARS
Intelligence – Earlier Views • Late 18th Century - Franz Joseph Gall and Joseph Spurzheim and the idea of phrenology • 1860 – Pierre Paul Broca – relationship between a specific brain lesion and a particular cognitive impairment (left anterior portion of human cortex caused the breakdown of linguistic capacity) • Localisation of function became more popular • Early 20th Century – Alfred Binet – General Intelligence (g)led to IQ testing • Fan – Charles Spearman (Educational Psychologist) • Critic – L. L. Thurstone (Psychometrician) • Lev Vygotsky (Psychologist) – “ Intelligence tests fail to yield any indication of an individuals zone of potential development”
Gardners first studies (60`s and 70`s) • How the mind develops in children and how it breaks down under brain damage • 2. Study of how humans (normal and gifted children, brain damaged adults) deal with various kinds of symbols. Musical ability, graphic ability, mastery of language and calculation, understanding of other people • These studies encouraged Gardner to believe that there was a series of relatively independent cognitive capacities of which logical/mathematical was only one. • Deeply estranged from standard intelligence (IQ) testing
Definition of Intelligence • “A biophychosocial information-processing capacity to solve problems or fashion products that are valued in at least one community or culture”. • Set of eight criteria that constitute an Intelligence – The criteria come from • Neurology – Which brain regions mediate particular skills • Anthropology – Which abilities have been valued in different cultures across history • Special populations – Prodigies, individuals with learning disabilities
In “Frames of Mind – the Theory of Multiple Intelligences” (1983), Gardner classified 7 intelligences • Logical/mathematical • 2. Linguistic • 3. Musical • 4. Spatial • 5. Bodily-Kinesthetic • 6. Interpersonal • 7. Intrapersonal • Gardner later added another intelligence • 8. Naturalist
In 2003 – 2005, Gardner spoke about a ninth intelligence • 9. Existential • General points • All of us have the 8/9 intelligences but to a differing degree • No two individuals have the same intelligence profile • Having an intelligence does not mean that you will behave intelligently
Does formal education as currently practiced cater for multiple intelligences? Does formal education cater for theorists/pragmatists/activists/reflectionists? Are we catering for the range of potential that exists in learners? Are our traditional pedagogical approaches effective? • Applied activities • Circle of Visual impairment • Gravity Stick
Key considerations for the Formal Education sector • Imagination and creativity is required to use approaches that can cater for MI and divergent learning styles • Focus needs to be applied to approaches as well as content • Implications for assessment – most assessments are biased in favour of two varieties of intelligence (Linguistic and Logical/Mathematical) • Intelligence fair instruments • Causeway Programme (Bodily Kinesthetic) • Development Perspectives (Interpersonal and Intrapersonal) • Purpose of assessment – Learning or ranking?
Ipsative assessment – Lifelong learning – Encouragement of Reflective Practice Problem based learning – “The means of assessment we favour should ultimately search for genuine problem solving or product fashioning skills in individuals” Points to note Critical thinking – According to Stephen Brookfield, “Diversity in methods and materials is necessary” When considered in tandem with existing understanding of learning styles, the need for diversity of approaches becomes apparent
Opinions • Experiences • Comments • Challenges • Questions