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Relevant course objectives:
- Have a conceptual understanding of Gardner’s theory of multiple intelligences.
- Apply theories of learning and development to practice and make recommendations for environmental and instructional change.
- Understand the impact of teaching to the whole child.
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THEORY OF MULTIPLE INTELLIGENCES
Howard Gardner introduced the theory of multiple intelligences – the belief that rather than one or two intelligences, all human beings have several (eight) intelligences. What makes life interesting is that we don’t have the same strength in every intelligence area. Everyone’s intelligence profile is different. This theory has helped to expand the idea of learner diversity and what it means to be “smart”.
Click here to read an interview with Howard Gardner where he explains the intelligences and what educators needs to know about them.
Click on the image below to watch an 8 minute interview with Howard Gardner.
In an article titled ‘Multiple Intelligences’ are not Learning Styles’ that appeared in the Washington Post in 2013, Howard Gardner explained: “We all have the multiple intelligences. But we single out, as a strong intelligence, an area where the person has considerable computational power. Your ability to win regularly at a game involving spatial thinking signals strong spatial intelligence. Your ability to speak a foreign language well after just a few months of ‘going native’ signals strong linguistic intelligence.” This differs from learning styles or preferences, which can be thought of as the differences in the process of learning, rather than strengths in one’s intelligence profile. See below for more info on learning preferences.
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Learning Preferences
Understanding how people learn is a complex, never-ending process. Once patterns and preferences are discovered, the learner and the conditions change — the educator must change along with him or her.
The idea that people differ in their abilities to learn with different modalities is known as ‘learning preferences’ or ‘learning styles.
Not all people believe that learning styles exist. Watch the video, Learning Styles Don’t Exist, and think about where you stand.
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Learning Environments for Teaching the Whole Child
Emotions and Learning
“How students feel affects whether and how they can learn. If they’re anxious or fearful they’re not going to be able to take in information. Teachers not only can learn to create a safe environment they can learn to develop emotional intelligence. The students actually gain the skills of managing their emotions, solving conflicts, and interacting with others. And all of that can be taught and learned.” –Linda Darling-Hammond
An emotionally safe learning environment is one in which students are cared for by teachers and peers; an environment where students feel comfortable to take risks and develop confidence.
Read the article called Joy in School by Steven Wolk. It addresses 11 ways to bring more JOY to the learning environment.
Reggio Emilia Approach
Click here to read a overview of the Reggio Emilia approach co-authored by Butler COE’s Dean Ena Shelley and Dr. Ryan Flessner.
Learning through play is relevant for all learners, despite their age. Click on the image below to watch children from the Opal School in Portland, Oregon discuss how they learn through play. Consider what “play” looks like for adolescent learners and how you personally think and learn while at play. How is play related to creativity? Inquiry? Social-emotional development?
Creating Environments for Older Learners
Abraham Maslow described a hierarchy of needs that helps us understand behavior and how to create a positive learning environment by acknowledging the needs that learners are trying to meet given their contexts. Read the article called Teaching the Whole Student: Maslow Means Middle School and reflect on how you will help students meet their needs.
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OPTIONAL READING AND ADDITIONAL RESOURCES:
Vatterott Chapter 4 discusses ways that teachers can create learning environments that attend to the needs of learners, especially the needs of middle grades learners.
Further reading titled Different Kinds of Smart: Multiple Intelligences