Constructivism as a Paradigm for Teaching and Learning

How will we explore multiple intelligences theory in the classroom?

How do I apply multiple intelligences (M.I.) theory in my classroom?

What are some simple ways to get started?

What are some of the challenges I may face?

How do I assess students' progress?

How does curriculum align with state and national standards?

How does technology complement the M.I. approach?

How do I work with my school, the parents, and the community?

How do I apply multiple intelligences (M.I.) theory in my classroom?

There are many different ways to apply multiple intelligences theory in the classroom. You probably employ a variety of intelligences already.

At all levels of education, teachers are transforming subject-specific lessons and curriculum units into meaningful M.I. experiences.

History courses study period music and art.
Science units incorporate visual, musical and kinesthetic experiences.
Language arts classes reading Civil War literature visit re-enactments and build a topographical map.

As educators explore more effective methods of assessment, they frequently encourage their students to demonstrate understanding through M.I. activities.

Elementary school students compose and perform songs about math concepts which satisfy the rubrics they and their teachers have developed.
Middle school students create multimedia presentations combining animations, MIDI compositions, and writing to satisfy interdisciplinary unit requirements.
High school students demonstrate mastery of self-formulated research questions through art, writing portfolios, and giving speeches before panels of local citizens.

While you look at the following grid, think of

Other events, artifacts, content and activities you might incorporate into the subject matter you teach.
A variety of appropriate ways students in your classroom might demonstrate understanding.


Verbal-Linguistic	Books, stories, poetry, speeches, author visits	Writing stories, scripts, poems, storytelling
Mathematical-Logical	Exercises, drills, problem solving	Counting, calculating, theorizing, demonstrating, programming computers
Musical	Tapes, CD's, concert going	Performing, singing, playing, composing
Visual-Spatial	Posters, art work, slides, charts, graphs, video tapes, laser disks, CD-ROMs and DVDs, museum visits	Drawing, painting, illustrating, graphic design, collage making, poster making, photography
Bodily-Kinesthetic	Movies, animations, exercises, physicalizing concepts, rhythm exercises	Dance recital, athletic performance or competition
Interpersonal	Teams, group work, specialist roles	Plays, debates, panels, group work
Intrapersonal	Reflection time, meditation exercises	Journals, memoirs, diaries, changing behaviors, habits, personal growth
Naturalist	Terrariums, aquariums, class pets, farm, botanical garden and zoo visits, nature walks, museum visits	Collecting, classifying, caring for animals at nature centers
Existential	Working on causes, charity work, astrology charts	Community service

The ultimate goal of M.I. theory -- to increase student understanding -- is something for which good teachers have long striven. Excellent educators have always addressed the needs of their variously intelligent students. In this sense the real values of M.I. theory are:

To legitimize the powerful and wide-reaching curricula many teachers have always delivered.
To systematize and broadcast the theory and methodology of an enriched curriculum.

Classroom activities frequently activate and utilize more than one of the multiple intelligences. Now consider how you would add to and interpret the items on the following list:

Group discussion - Verbal-Linguistic; Interpersonal
Journal writing - Intrapersonal; Verbal/Linguistic
Choreography - Musical-Rhythmic; Verbal-Linguistic; Interpersonal
Constructing timelines - Logical-Mathematical; Visual-Spatial
Putting on a play - Musical-Rhythmic; Verbal/Linguistic; Interpersonal; Visual-Spatial
Making a video - Logical-Mathematical, Musical-Rhythmic; Verbal/Linguistic; Interpersonal; Visual-Spatial
Writing a report or essay - Verbal-Linguistic
Making graphs - Logical-Mathematical; Visual-Spatial
Designing posters - Verbal-Linguistic, Visual-Spatial
Communicating with peers or experts online - Verbal-Linguistic; Interpersonal
Hands-on experimentation - Kinesthetic; Logical/Mathematical
Composing a song - Musical/Rhythmic; Verbal-Linguistic
Building a model or 3-D displays - Kinesthetic; Logical-Mathematical

In this section of the M.I. Workshop (Exploration), you will have many opportunities to both analyze what you're already doing well, and to explore some new techniques that you can add to your repertoire.

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