Howard Gardner's Multiple Intelligence Theories

He has written many books, including the unschooled mind; how children think and how schools should teach (1991), The Disciplined Mind: Beyond facts and standardized tests (1999). Will we continue to be measured by “IQ”, or will Gardner’s ideas takeover current systems of intelligence testing, such as

THEORIES OF INTELLIGENCE INTRODUCTION Throughout history, numerous researchers have suggested different definitions regarding intelligence and that it is a single, general ability, while other researchers believed that the definition of intelligence includes a range of skills. Spearman (general intelligence), Gardner (multiple intelligence) and Goleman (emotional intelligence) have all looked into further research regarding intelligence, where 3 different theories were formed regarding what intelligence is and how it should be defined. Since then, Binet, Simon and Terman have all contributed to intelligence testing. Although, there is still controversy over intelligence testing. WHAT IS INTELLIGENCE?

According to Emmer and Evertson (2009) multiple intelligence aids teachers in easily creating more personalized and diversified instructional experiences. It offers the teachers to help students become empowered by extending and promoting cognitive bridging techniques based on the seven intelligences, by fostering in them a deep metacognitive understanding and advancing suggestions for a broad array of skills and techniques to deal with different types of learners. This theory is summarized by Howard Gardner in his book Frames of Mind (2006) namely: Linguistcs, Logical Mathematical, Spatial, Musical, Bodily Kinesthetic, Interpersonal, and Intrapersonal. Using these techniques can help create ‘instructional bridges’ into difficult concepts. They may

I found that it is important that I assess ELL students when they come into to my classroom because I need to know what that ELL student already knows, so that I can effectively understand how to move on instructing and assessing the ELL student (Lenski. 2006, P. 25). This article has also taught me that it is important to include parents in their child’s education. Parents can help in completing predictability logs, which can be very useful for me to use when figuring out how much the child already knows. The predictability log will help me to understand the ELL’s prior literacy experiences (Lenski.

Introduction Standardized tests may be used for a wide variety of educational purposes. For example, they may be used to determine a young child’s readiness for kindergarten, identify students who need special-education services or specialized academic support, place students in different academic programs or course levels, or award diplomas and other educational certificates. Thesis Statement Standardized tests should not be eliminated completely, but should rather be evaluated in addition to other factors such as grades, extracurricular activities, and volunteer hours. This would take pressure off of students during standardized tests, allow colleges to see how well-rounded the students are, and give students who are better in other areas

34 By broadening one’s view of intelligence, as well as valuing and nurturing abilities other than mathematics and reading, doors can be opened by using the strength of children as a means of complementing their less developed area. Furthermore, by applying the theory of Multiple Intelligences, towards students, leads to a better understanding of them, of their needs and of their perception of the world.

Like authentic pedagogy, this is a top-down whole text approach. The focus is on breaking down the genres of school success to examine macrostructures and microstructures (Kalantzis et al., 2016). White et al. (2016) describe the functional approach as a means to give students with disadvantaged virtual schoolbags the explicit skills to be academically successful. This is based on helping students reach the zone of proximal development (de Silva Joyce & Fleez, 2016; Kalantzis et al., 2016).

Bless the Test: Supporting Standardized Testing I. Introduction Preparing young Americans for success starts in a classroom. According to the website Edglossary, “ a standardized test is any form of test that requires all test takers to answer the same questions or a selection of questions from a common bank of questions, in the same way” (“Standardized Testing”). This means that all students taking the standardized test have equal opportunity of achievement and promotion. The U.S. Department of Education mission is to “promote student achievement and preparation for global competitiveness by fostering education excellence and ensuring equal access” (“Progress in Our Schools”).

Narratives are renowned for their effectiveness in in qualitative data from first person experience accounts and are beneficial in inquiry sets out to derive school setting experiences of humans (Cresswell,2005)The researchers’ intention will be to obtain in-depth comprehension of novice teachers’ experiences in the area of classroom management. Rich narratives that are often associated with qualitative inquiry in the constructivist paradigm would give in-depth findings and rich insights into the responses of participants (Hatch, 2002). Research plan Theoretical framework According to Martin and Sass (2010) classroom management theories are categorized under non-interventionist, interventionists and interactionists. The study proposed will be aligned to the interactionists’ framework giving focus to the individual learners and the manner in which the environment around them affects them. The theory also focuses on what the individuals do to change the outer milieu in addition to what the environment also does on the individual.

Therefore, while mental health, cognitive status, achievement, school readiness, pain intensity, and quality of life are all measures estimated for children, it is intelligence, ability and achievement that are most frequently observed being paid attention to (Foa et al., 2010; Janus & Offord, 2007; Ravens-Sieberer et al., 2007; Saigal et al., 2003; Stinson, Kavanagh, Yamada, Gill, & Stevens, 2006). The purpose of this paper is to provide an overview of the most widely accepted psychological measurements used at school age with a focus on tests pertaining to these latter topics. The following sections will provide you with knowledge regarding some categories of measurement used at school age and why they are of significance. For each category mentioned, the most commonly used tests will also be