Howard Gardner

here are various criticisms of, and problems around, Howard Gardner's conceptualization of multiple intelligences. Indeed, Gardner himself has listed some of the main issues and his responses (1993: xxiii-xxvii; 1999: 79-114). Here, I want to focus on three key questions that have been raised in debates. (There are plenty of other questions around - but these would seem to be the most persistent):

1. Are the criteria Howard Gardner employ adequate? 2. Does Howard Gardner conceptualization of intelligence hold together? 3. Is there sufficient empirical evidence to support Howard Gardner's conceptualization? .

positives ideas of Gardner theorist

Culture: support for diverse learners and hard work. Acting on a value system which maintains that diverse students can learn and succeed, that learning is exciting, and that hard work by teachers is necessary. Readiness: awareness-building for implementing MI. Building staff awareness of MI and of the different ways that students learn. Tool: MI is a means to foster high quality work. Using MI as a tool to promote high quality student work rather than using the theory as an end in and of itself. Collaboration: informal and formal exchanges. Sharing ideas and constructive suggestions by the staff in formal and informal exchanges. Choice: meaningful curriculum and assessment options. Embedding curriculum and assessment in activities that are valued both by students and the wider culture. Arts. Employing the arts to develop children's skills and understanding within and across disciplines.

it is not about how smart you are; it is about HOW you're smart

Howard Gardner

small biographical background Howard Gardner.

Howard Gardner was born in Scranton, Pennsylvania in 1943. His parents had fled from Nürnberg in Germany in 1938 with their three-year old son, Eric. Just prior to Howard Gardner's birth Eric was killed in a sleighing accident. These two events were not discussed during Gardner's childhood, but were to have a very significant impact upon his thinking and development (Gardner 1989: 22). The opportunities for risky physical activity were limited, and creative and intellectual pursuits encouraged. As Howard began to discover the family's 'secret history' (and Jewish identity) he started to recognize that he was different both from his parents and from his peers.

was born in Scranton, pa in 1943

Howard gardner

Element the inspired Gardner theorist's thinking

I want my children to understand the world, but not just because the world is fascinating and the human mind is curious. I want them to understand it so that they will be positioned to make it a better place.

What is Gardner main educational theor's

Multiple intelligences

How Gardner ideas are applied in today's classroom example

Multiple-intelligences theory can provide a flexible approach to good teaching, say teachers and administrators at the Enota Multiple Intelligences Academy in Gainesville, Georgia. Tailoring classroom activities to individual students' needs, interests, and strengths makes sense -- and, at this school, it has proved extremely effective. Whether you're interested in starting an MI-themed school or incorporating some of the MI philosophy into classroom activities, here are a few tips and resources that work at Enota: Read a Book Enota staff spent nearly a year -- plus ongoing professional-development hours -- studying MI theory and its application. From Howard Gardner's groundbreaking book Frames of Mind: The Theory of Multiple Intelligences to specific lesson-plan ideas from Thomas R. Hoerr, former head of the New City School, here's a list of books that are helpful in conceptualizing and effectively incorporating the multiple intelligences into classroom activities:

strength of Multi Intelligences theory

S- Gardner's view on Intelligence goes hand in hand with scholastic performance. S- The different intelligences help point out which ares students need help in. S- Verbal/Linguistic-Writing, reading, memorizing dates, thinking in words, telling stories. S- Mathematical/Logical-Math, logic, problem solving, reasoning, patterns. S- Visual/Spatial-Maps, reading charts, drawing, mazes, puzzles, imagining things, visualization. S- Bodily/Kinesthetic-Athletics, dancing, crafts, using tools, acting. S- Musical-Picking up sounds, remembering melodies, rhythms, singing. S- Interpersonal-Leading, organizing, understanding people, communicating, resolving conflicts, selling. S- Intrapersonal-Recognizing Strengths and weaknesses, setting goals, understanding self. S- Naturalistic-Understanding nature, making distinctions, identifying flora and fauna. S- Helps to explain the variety of individual differences in different types of mental performances. S- Based in developmental, clinical, case study and educational evidence.

weakness of Multi intelligences theory

W- Gardner's Multiple Intelligences are cognitively based. W- What determines intelligence? W- Excludes students with particular performances in only one intelligence area. W- Are these intelligences or just 'abilities'? And what is the difference? W- It doesn't explain why some people are more intelligent than others. W- These 'intelligences' are not all essential for successful adaption. W- Ultimately there is not really much HARD scientific evidence.

Howard Gardner

creator of multiple intelligences theory

Multiple intelligences theory

epresented/represents a definition of human nature, from a cognitive perspective, ie., how we perceive; how we are aware of things.