Gardner's model is based on a multidimensional concept of intelligence. Seven areas of intelligence were originally defined, with an eighth intelligence added by Gardner in 1995. The ninth, existential intelligence, is a compromise to acknowledge that there may be a spiritual component of intelligence (Gardner, 2000). Success with this model as a framework for curriculum support has not been well documented by research with gifted students; however, it remains an effective lens for recognizing areas that require support both in and outside of the classroom. It is most effective as a way to promote talent development for all children.
The list below defines each of the components of intelligence and provides examples of individuals who demonstrate giftedness in that area.
Multiple Intelligences
image retrieved from: http://sdwriters.wordpress.com/2012/10/02/using-multiple-intelligences-with-your-characters/
Linguistic--love of and sensitivity to words: These learners think in words. They are likely to have highly developed auditory skills. Poets, song writers and authors of great literature are obviously very gifted in linguistics. Those who are good at remembering written or spoken information, those who are good at debate, use humor when telling stories, and those who are able to explain things well are good at linguistics. People who have a natural talent for linguistics may be those who "can't not read the words on the shower bottle"every time they are in the shower, or who think of the unique spelling of a person's name every time that person's name is mentioned.
Logical/mathematic--ability to handle long chains of reasoning: People gifted in these areas are exceptionally good at reasoning and calculating. They like to experiment and solve puzzles. They can be taught through logic and investigation. Interestingly, they need to understand concepts before they deal with details. Those who play chess well demonstrate well-developed logical reasoning. Good careers for those with logical/mathematical giftedness are scientists, mathematicians, computer programmers, engineers, and accountants.
Musical--skill and sensitivity to the components of music: Sensitivities to rhythm and sound, both in structured music and nature, are characteristics of those with musical giftedness. Melody is easy to recall or create. Students with these abilities may learn other concepts better when they are embedded in musical functions. Gospel singers who continue an oral tradition of vocal singing with elaborate embellishments exhibit musical giftedness.
Visual/Spatial--the ability to transform shape and pattern: Those who are gifted in this way are very aware of space around them. Architects, sailors and football quarterbacks display talents in this area. Those who are good at putting together jigsaw puzzles are gifted in this way. Tools for those who are gifted in visual/spatial concepts are models, graphics, charts, and drawings. Anecdotes about those who can find their way anywhere, never forget directions to a location, and who never get lost are gifted spatially. My children's father can build anything without a pattern. He is gifted in this way.
Bodily/Kinesthetic--control and coordination, stamina, the ability to locate self and objects in space: Both dancers and surgeons exhibit kinesthetic giftedness. Those with these abilities have a strong sense of movement and quickly learn sports, arts and sciences that involve the whole body. It is easy to pick out the child in a beginning dance class who instinctively moves with the style and grace exhibited by the instructor or the awkward dancer who does not come by this gift naturally. Educationally, those with bodily/kinesthetic strengths learn well by doing.
Interpersonal--sensitivity to others' actions, motivation, moods and feelings and the ability to act wisely on that knowledge as well as the ability to inspire, instruct or lead others: Those with interpersonal giftedness interact easily with others. They are empathetic and attract friends. They enjoy learning in group settings and appreciate the time and attention of their instructors. They may be natural candidates for psychology, philosophy and politics.
Intrapersonal--understanding and regulating oneself and acting productively as well as knowing one's strengths and weaknesses: These learners may enjoy solitary learning environments, as they are the most independent of all the learners. They relish privacy and processing time, reflecting in journals, and are very intuitive about their own needs. They may have great natural confidence. Often our greatest writers and artists combine interpersonal and linguistic gifts.
Naturalistic--expertise in recognizing and classifying natural objects, noting differences: Added in 1995, this is the most controversial of Gardner's identified areas of giftedness. Gardner explained that those who are high in this area of intelligence are interested in nature, nurture, and study other species with depth and insight. They are good at categorizing and cataloging information and study topics with passion if they have a connection to nature.
Existential--concern with ultimate issues, capacity to raise big questions about one's place in the cosmos: Those with this area of giftedness may be spiritually or religiously gifted, seeking answers beyond the constructs of science or logic. Religious figures throughout history, including those who currently inspire others to examine the mysteries of life and seek for spiritual health exhibit existential intelligence.
Though Gardner presented multiple intelligence theory as a way to recognize areas of giftedness in all individuals, and it is not a theoretical model for defining giftedness in terms of general intelligence, I find it to be an appropriate and influential lens for defining the strengths and weaknesses of traditionally defined gifted and talented students. As long as the stereotyped "nerd" is the portrait of a gifted student, we have work to do assisting gifted students as a subset of the entire population in recognizing and broadening areas of strength. Traditional models of giftedness often don't identify what a child isn't good at. The multiple intelligence model references such a breadth of talents that simply using it might motivate a child to understand that goals may be set--and progress made--in many areas of accomplishment. It is humbling--and motivating--to see such an array of abilities presented. Gardner challenges the assumption that gifted students have a corner on intelligence. And he my quite well assist them in becoming more well-rounded.
No comments:
Post a Comment