Action Research Study: Effects of Multiple Intelligences Based Instruction on Students’ Attitudes and Achievement?--Introduction

Introduction

American schools have traditionally favored those students who excel in the linguistic and analytical arenas because these skills are highly valued in our culture. Unfortunately, this traditional approach leaves certain students behind to stumble blindly through an educational system that ignores their unique abilities. This action research study seeks to show that instructional activities that incorporate the multiple intelligences can improve students' attitudes toward learning and students' academic achievement in English class.

by Michele R. Acosta

The Theory of Multiple Intelligences: Part 1

The theory of multiple intelligences (MI) is based on the premise that each individual's intelligence is composed of multiple "intelligences" (Blythe & Gardner, 1990), each of which has its own independent operating system within the brain (Gardner, 1983).

These intelligences include: verbal-linguistic, logical-mathematical, spatial, bodily-kinesthetic, musical, interpersonal, intrapersonal (Gardner, 1983), and naturalist (Checkley, 1997; Meyer, 1997). The verbal-linguistic intelligence is the use of both written and spoken language for the purpose of communication (Torff, 1996). The logical-mathematical intelligence is the use of abstract relationships, presented in terms of either numbers or symbols (Torff). It also includes the use of logic and analysis in the sense of logically organizing an essay or analyzing poetry (Torff). The spatial intelligence is the manipulation of objects within a given space, whether that space is the size of a piece of paper, a room, a building, or a town (Torff). The bodily-kinesthetic intelligence is the ability to use the body effectively to solve problems (Smagorinsky, 1995b). It has also been referred to as "the ability to unite body and mind in the refinement of physical performance" (Campbell, Campbell, & Dickinson, 1992, p. 8). The musical intelligence is the ability to make use of the relationship between pitch, rhythm, and timbre (Torff). The interpersonal intelligence is the ability to understand the thoughts, beliefs, and intents of others (Torff) and to respond appropriately (Gardner & Hatch, 1990). The intrapersonal intelligence is a sense of self-awareness (Torff) used to guide individual behavior (Gardner & Hatch). The naturalist intelligence is an understanding of the natural world and the ability to use that understanding productively (Meyer; Torff). (See Figure 1 for a detailed description of those who possess each of the intelligences.)

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The exact combination of intelligences varies from person to person (Gardner, 1983). For example, one person might be strong in the verbal-linguistic and interpersonal intelligences with secondary strengths in the intrapersonal, spatial, and musical intelligences and weaknesses in the logical-mathematical, bodily-kinesthetic, and naturalist intelligences. Another person could have an entirely different combination of intelligences. Each person's makeup of intelligences is very similar to DNA; no one has exactly the same combination of intelligences.

Gardner's (1983) criteria for selecting these particular abilities as intelligences include: independence from other intelligences (within the brain); having a central set of information-processing operations; having a distinct developmental history; having roots in evolutionary history; and having a cultural basis. When he says that intelligences are independent, he is referring to separate sections of the brain which control each intelligence and have distinct methods of processing information (Gardner). According to Blythe and Gardner (1990), each intelligence has its own "distinct mode of thinking" (p. 33). Gardner's research with brain-injured adults and with autistic children has indicated that the human brain has separate areas that control separate functions. For example, Gardner described a woman who suffered a brain injury and lost the ability to speak, yet she maintained her ability to sing. This example shows that the verbal-linguistic intelligence functions separately from the musical intelligence.

Gardner (1983) makes a distinction between the isolation of each intelligence within the structure of the human brain and the isolation of the intelligences when called upon to complete real-world operations. Intelligences do not work independently of one another in a real-world setting. According to the theory, most tasks require the simultaneous use of several intelligences in order to be completed successfully (Gray & Viens, 1994). Torff (1996) offers the example of a chess player who must use logic and spatial skills to plan ahead and figure out moves and must also use interpersonal skills to figure out the opponent's defense and plan of action. The intelligences are separate entities which operate in conjunction with each other to create the whole of each individual's ability.

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The author is a writer, a former English teacher, and the mother of three boys. She spends her time writing and teaching others to write. Visit articles.TheWritingTutor.biz for more articles or TheWritingTutor.biz for other writing and educational resources for young authors, teachers, and parents. Visit writing_editing_service.TheWritingTutor.biz for a description of writing and editing services provided by the author.

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Multiple Intelligences Action Research

Introduction

The Theory of Multiple Intelligences: Part 1