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Essay / Research Paper Abstract
A 6 page paper which examines the value and effects of incorporating Gardner’s multiple intelligences into the classroom. Bibliography lists 8 sources.
Page Count:
6 pages (~225 words per page)
File: TG15_TGmiclass.rtf
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Unformatted sample text from the term paper:
medium for communicating that content" (p. 32). In his 1983 text, Frames of Mind: The Theory of Multiple Intelligences, Gardner described seven types of intelligence (and subsequently added an
eighth) that he believed should be incorporated into the educational curriculum as an effective way to stimulate student learning. Gardner believes that multiple intelligences are rooted in biology and
culture (Brualdi, 1998). He explains that much of learning is a neurological byproduct of synaptic connections that are formulated in different parts of the brain (Brualdi, 1998). Societies
place certain cultural values on types of intelligence, which tends to influence the students motivation to develop skills in those preferred areas (Brualdi, 1998). The multiple-intelligence theory deviates from
standard teaching methods in that instructional strategies are adjusted to meet the individual needs of their students instead of expecting the student to adapt to the educators techniques (Nolen, 2003).
There is a natural progression of multiple intelligences, which begins with linguistic or verbal, which is as it implies, "the mastery of language" (Nolen, 2003, p. 115). Students who
possess linguistic intelligence think in terms of language and have heightened auditory abilities (Nolen, 2003). These children are particularly adept at memorization and this intelligence is developed through reading,
writing and giving oral reports (Nolen, 2003). This segues naturally into musical intelligence, which is an "understanding of pitch, rhythm, and timbre" (Nolen, 2003, p. 115). Musical intelligence,
as does linguistic intelligence, usually develops at a very early age, but oftentimes goes unnoticed because of the minimal importance the American culture places on music and musical education (Nolen,
2003). This type of intelligence can be fostered through "formal musical analysis and representation" (Gardner, 1983, p. 111). Tapping into
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