Multiple Intelligences:
Theory into Practice
Jamie Salatino
June 9-13, 2007
Teacher: Robin Rudy
A course offered through NYSUT
Table of Contents
Daily Journal……...………………………………….…..1
Self-Assessment and Impact Reflection………………...2
Multiple Intelligence Lesson Plans.……………….…..3-7
Summary and Analysis of Research Articles…….…8-15
Action Plan for using Multiple Intelligences……....16-19
Reflection on Portfolio Pieces………………………20-21
Reference List…………………………………………...22
Self-Assessment
This course has inspired me once again to be inventive and engaged in the lesson
planning process. As educators, sometimes we get into ruts. At times, we do not want to
develop something brand new to teach the “same old thing”, even if that means engaging
our students as never before. This course has directly affected the way in which I will
plan lessons, employ different modalities of instruction, and evaluate student success.
Although I am not a teacher, I did learn the value of a carefully, creatively
planned lesson. As a counselor, I often plan as the group develops and needs arise.
However, this form of delivery may not be as beneficial for my students as I had once
hoped. For instance, instead of just sitting in a circle talking about the effects of peer
pressure with my students, I could have them:
VL: Recall words that remind them of peer pressure.
N: Identify root causes of peer pressure.
ML: Create peer pressure scenarios in which they must logically get out.
And so on… Through doing this, I may receive a greater response to the perceived worth
of attending group and get “return customers” because the experience was enlightening
and fun!
The point is, I am now better equipped to reach students in a more effective,
engaged way. I am more in tune with my own intelligences and working on ways to
awaken and amplify intelligences that I have not been as comfortable with in the past. I
also think that students will bond with me if I try to reach them in a variety of ways. This
will show them that I am seeking an individualized route to counseling instead of a
providing a blanket response or form of aid. I believe that the effects on my students will
be positive and it will encourage them to engage in more self-reflection, explore areas of
strength and weakness, and develop a newfound excitement for learning.
Due to the amount of material I have learned, absorbed, and will use in the future,
I feel I have earned an A for this course. I have dedicated my full attention to each
assignment, asked clarifying questions throughout the course, and have submitted
thoughtful, thorough work as required in the rubric.
2
Research Article
(Summary and Reaction)
Name: Jamie Salatino
Date: 7/9/07
Title of Article: The Research Results of an MI Classroom
Author: Bruce Campbell
Date of Article: Fall, 1990
Source of Article: New Horizons for Learning’s: On the Beam
Key Ideas of Article:
1. An action research project is undertaken to explore student reactions to multiple
intelligences-based instruction. This is done in the form of creating seven learning
centers.
2. To measure student reactions, data, in the form of journals, climate surveys, and
assessment inventories are analyzed weekly.
3. Results indicate that pending further follow-up research, there was an increase in
multi-modal skills, a decrease in problematic student behaviors, and positive affects on
both the students and teacher, to name a few, were discovered.
Summary of Article:
An experiential learning environment was created to improve student success (both
academically and behaviorally). Seven learning centers were created to help each student
learn material through the seven different forms of intelligence. The whole child and
environment were examined and analyzed throughout the year to form working
hypotheses. The information was gathered through daily journals, climate surveys, and
assessment inventories on a weekly basis. The surveys and assessments were conducted
eighteen times and nine times respectively. A sampling of working hypotheses included
a marked change in improved social skills, personal behaviors, leadership potential, and
information retention, while the environment became less directive and more facilitative.
Overall Reaction to Article:
I believe that the working hypotheses showcase the benefits to incorporating multi-modal
learning/teaching. Students appear to thrive on variety of activity and instructional
delivery and engage in more self-reflection. The Multiple Intelligence approach
(especially in the form of learning centers) allows students to become excited about
learning because the teacher is tapping into ALL intelligences. The teacher using this
approach is more effective at reaching and teaching all her students and to ensure
understanding. I also can appreciate the teacher’s benefits from this form of instruction
and assessment as well. S/he will be less likely to get bored in lesson preparation and
instructional delivery. Through exploring the various intelligences s/he is also learning
and improving all intelligences.
8
Application in the Classroom:
Since this article discusses learning centers, it would be appropriate to select a topic and
describe how each center has the opportunity to teach students.
Topic: Pregnancy Prevention
Approach: Have students…
VL Center—Learn pregnancy prevention vocabulary.
N Center—Learn how to put a condom on a banana.
ML Center—Outline the process (what they would say or do) on how they would say
“No”.
INTRA Center—Reflect in a journal their feelings on pregnancy prevention.
INTER Center—Give and receive feedback on feelings/thoughts discussed between
peers.
BK Center—Create and put on a skit about pregnancy prevention.
VS Center—Create a collage of words and pictures that depict pregnancy prevention.
MR Center—Compose and perform a rap about pregnancy prevention.
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Research Article
(Summary and Reaction)
Name: Jamie Salatino
Date: 7/10/07
Title of Article: Multiple Intelligences: Seven Ways to Approach Curriculum
Author: Thomas Armstrong
Date of Article: Nov., 1994
Source of Article: Educational Leadership
Key Ideas of Article:
1. With careful and creative planning, one can use MI to teach almost anything.
2. Schools need to be aware that how and what they teach needs to be reflected in the
real world for it to have meaning.
3. Incorporating at least 2-3 MI’s to deliver instruction will undoubtedly increase interest
in the subject for students and teacher alike and be more effective in learning, retention,
and retrieval of information.
Summary of Article:
Thomas Armstrong wanted to teach 1st graders the task of telling time in a much different
way than he had learned. He wanted to incorporate as many intelligences as possible to
ensure that not only were the students engaged in activity but also learning through
multiple modalities. Researching Gardner’s theory, Armstrong knew that the MI model
could be used to teach almost anything. He also knew that combining and linking as
many intelligences as possible would increase the amount of learning taking place.
Therefore, Armstrong began his lesson on telling time through storytelling. He assigned
fun names and anecdotes about time and encouraged students to move around, dance,
sing, make up rhymes, use number patterns, and work with others to understand the
material. Almost using all seven intelligences, Armstrong knew he was more successful
at teaching time than if he had used the standard cardboard cut out of a clock.
Overall Reaction to Article:
I enjoyed reading this article for many reasons. One, the teacher/author, truly knew how
to appropriately incorporate as many intelligences as possible to teach telling time. He
not only was a careful and creative planner, he was enthused throughout the lesson,
which made it more engaging for his students. Second, the opinions expressed by
Anderson regarding the importance of using multiple intelligences in the classroom are
directly aligned with my own beliefs. Chunking material through the use of MI allows
students to better grasp concepts and makes information more meaningful. It is said that
this form of instruction is better suited for elementary students. However, it may be even
more important for high school students because intelligence becomes even more
intensified as they mature. Teachers who do not incorporate MI into their lesson plans
are cheating students of their rights to learn in various ways and personally engage in 10
the learning process. After reading this article I have a new found appreciation for the
importance of including as many intelligences as possible in the lessons that I plan.
Application in the Classroom:
Selecting a topic and using as many MI’s as possible/appropriate.
Topic: Drug Abuse
Approach: Have students…
VL Center—Read teen-stories about real-life drug abuse.
N Center—Identify what plants popular drugs come from.
ML Center—Create their own syllogisms for drug abuse and how it will affect their
lives.
INTRA Center—Engage in mindful practice (are they or someone they know in
danger?).
INTER Center—Practice what they would say to a friend coming to get help off drugs.
BK Center—Make up a dance, interpreted in the way they see drugs affecting the body.
VS Center—Draw a picture of what drug abuse looks like.
MR Center—Use vocal sounds and tones to illustrate the effects of drug use and abuse.
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Research Article
(Summary and Reaction)
Name: Jamie Salatino
Date: 7/11/07
Title of Article: A Lesson Learned About Multiple Intelligences
Author: Sharon S. Sweet
Date of Article: Nov., 1998
Source of Article: Education Leadership Vol. 56
Key Ideas of Article:
1. Teachers can learn from their students what form of instruction and assessment works
best for them as individuals.
2. Allowing students to create their own assessments brings forth higher quality work
because they are personally invested in what they are doing.
3. When a teacher encourages students to enmesh themselves in the intelligence they feel
most comfortable, the perceived weaker intelligences often get stronger.
Summary of Article:
The author encouraged students in her Chemistry class to create their own rubric as a
means to ensure they had learned basic concepts. As students brainstormed ideas,
different “how to’s” emerged, stemming from almost all 8 intelligences. Some students
wanted to write papers (VL) while others wanted to build models (BK) to showcase what
they had learned throughout the course. The teacher encouraged this individualized
assessment and soon discovered that students who once appeared unmotivated and less
intelligent were actually thriving. The author detailed two specific cases where the
enjoyment of working within one’s strongest intelligence actually strengthened his or her
weakest intelligence.
Overall Reaction to Article:
This article helped me to understand that sometimes kids know best. As educators, we
think we know what students need and why. However, this article shows that this is not
always the case. It was as if the author described herself as a gardener, tending to her
flowers (students) and helping them grow. It is important to encourage students to
engage in self-reflection, try new ways of understanding material, and express their
knowledge in multiple ways. This form of support makes learning enjoyable for students
and in time, the classroom will no longer be boring and ritualistic, but exciting and
unpredictable. Like life, learning should be a series of success and failures. If students
never take the time to learn about themselves, how will they ever know how they are
SMART? I really enjoyed this article and the excitement coming from the author who
discovered that she was not the only “teacher” in the room.
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Application in the Classroom:
Since this article discusses pre-conceived notions of how students are smart, it would be
appropriate to transfer this issue into my counseling work with students. I should never
assume what a student feels or thinks about themselves or issues. I need to always ask
clarifying questions, be aware of body language, and respond to each student
individually. Grouping students who share similar traits into the same category can be a
disaster for both of us. Doing this may mean I will never fully learn about the student
and the student will never fully receive the appropriate counseling they need. Always be
cognizant that although we are educators, we can be taught as well.
13
Research Article
(Summary and Reaction)
Name: Jamie Salatino
Date: 7/11/07
Title of Article: Uncommon Talents: Gifted Children, Prodigies, and Savants.
Author: Ellen Winner
Date of Article: Fall, 1995
Source of Article: Scientific American Presents: Human Intelligence
Key Ideas of Article:
1. Gifted children, prodigies, and savants are forms of extraordinary intelligences
emerging in early childhood.
2. Studies conducted throughout the twentieth century on “giftedness” reveal myths and
realities surrounding social isolation, emotional disturbance, and uneven, domain-specific
intelligence.
3. Most educational institutions do not create programs that truly meet the needs of
highly gifted students. These programs are geared more towards moderately gifted
students.
Summary of Article:
This article discusses the gifted child, the prodigy, and the savant in relation to Multiple
Intelligences. Although these terms may seem interchangeable, they are in fact quite
different. Approximately 2-5% of the population is considered “gifted”. Gifted
individuals (IQ 135+) differ from “bright individuals” in three, distinct ways: They learn
and master material much earlier than bright individuals, make their own discoveries and
have an ability to intuit solutions, and will focus on mastery skills with heightened
intensity. Like gifted individuals, prodigies are considered to be the extreme versions of
this classification. Finally, savants have an IQ between 40-70 and are usually considered
by society to be retarded or displaying autistic tendencies (many are born premature and
suffer left hemisphere injuries for which the right hemisphere has to overcompensate).
These individuals thrive in the visual arts, music, and quick calculations. As revealed in
multiple studies, all classifications of “giftedness” tend to the following attributes: Social
skills problems, emotional deficiencies, and an un-evenness regarding domain-specific
intelligence. Educational programs established to meet the needs of these individuals are
failing because they are not accounting for the level of social isolation, domain-specific
intelligence, or precocious ness seen amongst gifted individuals.
Overall Reaction to Article:
After reading this article I was amazed by how much I did not know regarding students of
heightened intelligence. Believing that the terminology was interchangeable, it is
enlightening to understand the similarities and differences of each classification. I do not
believe I have ever met a “gifted” individual but maybe that is because s/he was never 14
identified as thus. Therefore, it could have been the outcast down the hall or the eccentric
girl in my science class. It seems common to label individuals outside the norm as “odd”
or “retarded” when in fact they are merely more intelligent in one or more areas to an
extreme degree. I know that if I were to now work with a gifted student, I would
understand more thoroughly how s/he feels and thinks. Looking at society, it also has
notions of the parents of “gifted” students. If a child is truly gifted, it is as if the parents
are to blame because they have pushed s/he in to too many activities and have deprived
him or her of social interaction. However, if a child is not truly gifted and parents are
trying to push others to believe so, their actions may come across as overbearing. In
either situation, parents are on the receiving end of many assumptions regarding how well
their child is faring in “normal” society. It is important to be cognizant of parental
involvement in a child’s behavior, intellect, and activity schedule so to not make faulty
assumptions.
Application in the Classroom:
I think it is important to find out if any of the students I work with are truly gifted. If
they are, I could better serve them through altered assignments and encouraging
involvement in extracurricular activities that strengthen their interests. For instance, if a
student is mathematically gifted, I would want to suggest tutoring other students, getting
involved in Math League, or interning on a college campus in the math department.
Supporting individual learning styles and interests is key if I am to positively affect my
students.
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Action Plan
Taking the course “Multiple Intelligences” has affected me on many different
levels. I have been cognitively awakened by the different ways humans are smart and
how they manipulate their world. I have been emotionally aroused by the endless
possibilities of using MI in group work and individual counseling sessions. I have been
personally charged, to start using a journal, read more research articles pertaining to my
profession, and consult with other counseling professionals. These “awakenings” have
led me to think more in depth about how I want to incorporate MI theory into my own
practice and in my school as a whole.
To implement the MI theory in school, I would want to hold a workshop for staff
members interested in finding out how they can make their jobs and their students
learning more enjoyable. According to Sweet (1998), promoting student-run assessments
and lesson plans ultimately gives both the teacher and students confidence and
excitement in their work. If students are given the opportunity to create their own means
of assessment, they will be much more likely to succeed and enjoy the learning process
because it becomes meaningful. Likewise, teachers learn about their student’s strengths
and weaknesses, which can lead to an increase in communication and understanding as
well as more diverse lesson plans.
Other aspects of MI theory will also appeal to teachers as they learn more about
the possibilities of teaching with and to all intelligences. For instance, during the
workshop I could have stations or centers set up with different lesson plans surrounding
the same topic. Campbell (1990) notes that engagement in current learning is heightened
when there is mobility and variety in teaching. Teachers would experience first hand 16
how centers can tap into all parts of their brain and encourage different ways to learn the
same material. They may also be able to transfer this awakening into how their students
will react if they were to do something similar in their own classes.
Finally, this workshop on MI theory needs to incorporate evidence of success for
teachers to feel comfortable using it. The work of Lazear (1999), as translated from
Gardener’s concepts, has shown that there is more to MI than just “fuzzy” feelings and
thoughts. There are neurological processes, capacities, developmental stages, etc…
which follow each intelligence. Reviewing research and learning concrete facts
supporting the presence and utility of MI will encourage educators who, in the past, have
been less open to new teaching styles may welcome it. I believe that if my school team
understands the validity and worth of using MI in the classroom, our students and overall
climate would succeed.
If I am to encourage other staff to use MI in the classroom, I should also be
prepared to incorporate as many intelligences as possible in both group and individual
sessions. Armstrong (1994) posits that we must always continue to question our methods
and expectations when working with students. This type of self-inquiry prompts
educators to evaluate if what they are doing and where they are going aligns with student
interests, motivations, and overall intelligence. If we continually question our methods,
we will become more knowledgeable about our student’s needs and interests. If all we
gain from this inquiry is more student knowledge, we have succeeded.
Directly related to the counseling profession, Armstrong’s “self-inquiry” is what
we ask our students to do on a daily basis. We ask our students to reflect and evaluate
decisions, behaviors, and thoughts. Why should we not do the same? I am making it a17
point to incorporate daily, self-inquiry into my methods of instruction and counseling.
Asking questions will make me more aware of what I need to improve and what I am
already doing well. For instance, if I am holding a group session on peer pressure, I want
to ask whether or not all students are benefiting from my instructional delivery and group
facilitation. Are students looking bored? Are students sharing and responding with their
peers? Have they been sitting down or working under the same learning process for too
long? Do the students want to learn more about peer pressure or are they satisfied with
what has been presented? These are all questions that need to be answered through selfinquiry.
Similar to my staff, I too want to be excited about and engaged in my work. To
do this, I must acknowledge that there is a learning process I must embark on as well. I
need to recognize where my own strengths and weaknesses lie. What types of lessons do
I typically plan (VL or Intra or ML or etc…?) and how comfortable am I with trying
something new? Learning how to embrace other, weaker intelligences in my work will
undoubtedly make sessions more interesting for students. Students tend to get used to
how a teacher teaches, speaks, and evaluates. Mixing up these variables, I am re-igniting
their excitement and quest in learning. In Winner’s article, Uncommon Talents (1995),
she describes the importance of identifying student talent and struggle through creating
new courses of instruction. Changing the way I counsel and teach, I am creating new
ways of reaching out to all students. I am also identifying and helping them to identify
where they belong in this world. For high school students, discovering where they
belong is often the biggest struggle.
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MI theory is important and worthwhile in the field of education. A teacher,
counselor, or entire staff can benefit from using different modalities in their teaching
style. Students will take notice when the change of pace has been altered. If not for only
the brief moment of students being alert and inquisitive, this form of teaching is
worthwhile. We, as educators, need to awaken our students, our classrooms, and lessons.
We need to tap into all our resources and encourage our students to do the same.
Education is free, engaged learning is priceless.
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Reflections on Portfolio Pieces
Throughout this course on Multiple Intelligences, I have learned the essential
components that form a successful lesson and classroom climate. Although I do not
usually have large groups of students in my presence for more than a half an hour, I still
will be able to implement many of the strategies in small group and individual settings.
Reflecting on what experiences have impacted me most, keeping a daily journal,
developing lesson plans, analyzing research articles, and presenting on the multiple
intelligences will undoubtedly become invaluable.
Writing in a daily journal has prompted me to start keeping a personal journal.
For over ten years, I kept a journal, which included all the ups and downs going on in my
life. Throughout those ten years, I was able to look back and see where I was and what I
was going through at that stage in my life. I enjoyed doing that I want to start again. I
think this portfolio piece is important because it allows me to not only see what I have
learned from this class over the course of a week but also to encourage creative, loose
writing. It is important to be able to write freely and think without “criteria” or with the
guidelines of a rubric.
Developing lesson plans has also been important for me as a class participant.
Since I am not a teacher and do not have any experience with writing lesson plans, it was
something new for me to try. I always enjoy trying something new and figuring out if it
is something I will want to begin to include in my planning for counseling activities. I
have to say that I will use lesson plans in the future to stay organized and to also ensure
that the objectives I wish to touch upon will be met. I think it is important to try new
things in my profession. So many times I feel as if I am doing the same thing the same
way. However, I must realize that it is different each time because I work with different
students and no two groups are alike.
Analyzing research articles was extremely beneficial because I have not been
diligent in keeping up with new studies or findings in my profession since leaving
graduate school. I think that when a person is in school for an extended period of time,
they want to distance themselves from anything resembling “school-work” as a way to
detach and relax. I know that when reading these research articles, I became excited 20
again about experiments, variables, hypotheses, and conclusions. This piece in my
portfolio has encouraged me to begin, slowly, reintroducing myself into the scientific
world of my profession. Not only will it keep me up to date on the latest counseling
findings, but it will also keep my mind active and inquisitive.
Finally, working with classmates to present on two types of intelligence
(Mathematical-Logical & Naturalistic) made me feel like part of a team again. Being the
only counselor in my building, I am often isolated and stressed wondering if I am
providing the needed services to my students. Being part of a team again was not only
good for my soul but also good for my career. I have learned that I need to seek out
consultants more often and request that others contribute to what kind of environment I
would like to create as a school counselor. Also, it was important to learn, in depth, at
least a few of the intelligences I have been exploring all week. I feel more
knowledgeable and comfortable with the two intelligences I felt least.
21
Reference List
Armstrong, Thomas (1994). Multiple intelligences: Seven ways to approach
curriculum. Educational Leadership.
Campbell, Bruce (1990). The research results of an MI classroom. New Horizons
for Learning’s: On the Beam.
Lazear, David (1999). Eight ways of knowing: Teaching for multiple intelligences,
Ed. III, Arlington Heights, IL: Skylight Professional Development.
Sweet, Sharon S. (1998). A lesson learned about multiple intelligences. Education
Leadership, Vol. 56.
Winner, Ellen (1995). Uncommon talents: Gifted children, prodigies, and savants.
Scientific American Presents: Human Intelligence
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