This paper discusses how a multiple intelligence profile can help a teacher in developing or creating a differentiated classroom taking into consideration the intelligences of the different students. Similarly, it addresses how multiple intelligences can be developed using classroom experiences as venues (Fogarty & Pete, 2011).
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Multiple Intelligence profiles
The multiple intelligence theory is a theory that was developed to provide analysis for a person’s abilities based on their intelligences. It was initially developed as an illustration of the function of a person’s brain. The research found out that if one had a number of different intelligences, they are not limited to anything and can accomplish a lot of things (Gardner, 2006).
In developing a differentiated intelligence class, the best method is giving personal attention to each of the students while at the same time encouraging group work in order to enhance these intelligences and encourage learning from each other. Multiple intelligences have in a huge way influenced the education system today with one of its biggest achievements being the profile of intelligences. Every student is found to have different intelligences and different strengths in each of them.
Research has shown that there are 9 major intelligences in humans which may be: logical-mathematical, musical, spatial, interpersonal, intrapersonal, bodily-kinesthetic, linguistic, existential and naturalistic. In dealing with students’ struggling in some areas, multiple intelligences provide solution that will help those students. It is important to understand which intelligence they lack and what is causing the problem and then see whether these intelligences compensate for each other.
Rich classroom experiences serving as venues for developing and accessing multiple intelligences
There are two main programs that explain in the best way how rich experiences can serve as avenues for developing and accessing multiple intelligences. They are:
- Project Spectrum.
- Explorama at Danfoss Universe.
This is an open and interactive process of assessment.This process project spectrum is one way that explains how rich experiences serve as venues for developing multiple intelligences in students. Unlike giving the information on the usual paper-pencil test, this process uses direct evaluation of each of the intelligences. Spatial orientation is used to evaluate both spatial and manipulation intelligences while interpersonal intelligence is evaluated using group tasks among the students.
Explorama at Danfoss Universe
This process is based on multiple intelligences theory. It is applicable for any set of people. It uses avenues like games and showcasing challenges to identify abilities. The experience may ask the participant to perform or show bodily-Kinaesthetic or body balancing as an individual and also as a group i.e. interpersonal.
Teaching based on a student’s strengths
Teaching based on the student strengths goes a long way in motivating and encouraging the students and the teachers. This does not, however, mean that their weaknesses are not considered but it rather implies one can teach in a way that brings and stimulates interest among the students and takes advantage of their strong points (Fogarty & Pete, 2011).
Recognizing the students’ strong abilities helps instill confidence; it becomes easier for the teacher to conduct a lesson by realizing the students’ capabilities. This, consequently, results in the student success and the teacher’s satisfaction (Kornhaber, M. et al 2004).
Fogarty, R., & Pete, B. (2011) Supporting Differentiated Instruction:Professional Learning Communities Approach. Bloomington, IN: Solution Tree Press.
Gardner, H. (2006). Multiple intelligences: New horizons. New York: BasicBooks.
Kornhaber, M.et al. (2004). Multiple intelligences: Best ideas from research and practice. Boston: Pearson.