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Self-efficacy and Multiple Intelligences, 2008.
This paper examines the implication of the interconnection between the theory of multiple intelligences and self-efficacy.
11,080 words (approx. 44.3 pages), 41 sources, APA, £ 151.95
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Abstract
This paper discusses two relatively new areas of research in education - self-efficacy and the concept of multiple intelligences which are intertwined in a number of decisive and practical ways. As this paper attempts to elucidate, self-efficacy is closely linked to and enhanced by the theory of multiple intelligences. A central theme of this paper shows why self-efficacy is such an important part of the learning development and motivation in young students. This is combined with an analysis of the views on multiple intelligences and how this theory furthers self-efficacy. Lastly, the paper briefly looks at the implications of this discussion in terms of the curriculum and what impact it has on the teacher's role and curricula development.
Outline:
Introduction
Intelligence
Howard Gardner and the Theory of Multiple Intelligences
An Example Self-Efficacy in Reading Comprehension in Sixth Grade
The Cognitive Self and Efficacy.
Multiple Intelligences and Self-Efficacy
The Importance of Self-Efficacy
Case Study
Teaching and Curricula Implications.
Conclusion
From the Paper
"If one translates theory into actuality, then one could easily envisage how a student with an intelligence such as intrapersonal intelligence or another less recognized form of intelligence, would have a low sense of self-worth and hence a low level of self-efficacy, with the concomitant low achievement prospects. As Gardner has intimated in the above quotation, the opposite process occurs in a situation where various intelligences are recognized and formally accepted in the teaching and classroom environment. The sixth grade student who feels that his to her specific form of intellect is accepted and validated will have a greater sense of self-worth and most probably higher levels of self-efficacy and higher achievement outcomes.
"The scenario sketched above is of course somewhat simplistic and there are many other elements to consider in ascertaining the relevance and functioning of self-efficacy. However, in theory and in practice, the relationship between multiple intelligence and self-efficacy can be seen as a greater acceptance of the talents, intellectual predilections and intelligence of an individual who would have possibly felt marginalized in the past."
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Multiple Intelligences, 2004.
An exploration of the concept of multiple intelligences, especially as regards the integration of an arts-based education model throughout the entire curriculum.
4,349 words (approx. 17.4 pages), 19 sources, MLA, £ 79.95
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Abstract
This paper argues that education in all of the art forms benefits children by increasing their cognitive skills. It looks at how, when children engage in the arts, they are able to access and incorporate many different learning styles and intelligence factors that enhance not only their learning within the arts themselves, but also generally improve their verbal and written skills. It examines the concept of multiple intelligences, in general, as well as applying it specifically to the incorporation of arts education, and suggests a possible application of how teaching through the arts is a way of supporting a multiple intelligence approach. Overall, it argues that a multiple intelligence approach, especially one incorporates the arts, helps students to learn.
Outline
Abstract
An Anti-Cookie-Cutter Model
Multiple Intelligence and the Arts
Gardner?s ?Frames of Mind?
Standardized Tests and Intelligence(s)
Critical Thinking and Multiple Intelligence
Recommendations
Rembrandt for Fetuses
Conclusion
From the Paper
"It should come as no surprise to us that children ? and adults ? learn in different ways and that we can use different learning styles and different kinds of intelligences to help children achieve their greatest potential. While there are a number of different ways in which the idea of multiple intelligence can be used to provide classroom instruction, one of the most powerful may be to integrate the concept of multiple intelligence and the praxis of art education. Participating in the arts ? music, dance, and visual art ? helps children learn not only about the arts themselves but also about a wide range of other subjects."
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Multiple Intelligences, 2005.
This paper is a research proposal to study first grade language acquisition and classroom practices given the theory of multiple intelligences.
1,300 words (approx. 5.2 pages), 7 sources, APA, £ 30.95
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Abstract
This paper explains that, unlike the previous belief that defined a singular I.Q., the Multiple Intelligence Theory proposes that people use at least seven (7) relatively autonomous intellectual capacities which are linguistic, logical-mathematical, musical, bodily-kinesthetic, spatial, interpersonal and intra-personal intelligences; these intelligences do not develop equally or at the same rate. The author points out that without the critical factor of acknowledgement of multiple intelligences in the first-grade classroom and that without this being acknowledged, the students in the first-grade classroom may be mislabeled and get off on their educational journey on the wrong foot thereby affecting them permanently in terms of their development. The paper relates that the four factors in educational reform within the theoretical base of multiple intelligences are (1) assessment (2) curriculum (3) teacher education and (4) community participation.
Table of Contents
Introduction
Purpose of the Study
Background of the Problem
Significance of the Study
Hypothesis and Research Questions
Limitations of the Study
Definitions and Terms
Literature Review
Summary
From the Paper
"Gaining an understanding in multiple intelligences assists students in gaining self-understanding as well as gaining an understanding of others personally, interpersonally, professionally and culturally. Another consideration is that the assignation of intelligence is different from one culture to another. For example while one culture holds that linguistic intelligence is more vital another culture may hold that logical or spatial intelligence is superior. Integration of learning styles is a challenge in the classroom and requires that the teacher assist the students in finding each his or her own identity through their own unique assets and strengths toward successful learning."
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Multiple Intelligences, 2004.
Examines Howard Gardner?s theory of multiple intelligences in relation to cognitive development in middle childhood.
2,876 words (approx. 11.5 pages), 18 sources, APA, £ 59.95
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Abstract
Howard Gardner, a developmental psychologist and neuropsychologist from Harvard University, is best known for his theory of multiple intelligences. This paper examines Howard Gardner?s theory, how it relates to cognitive development in middle childhood, and the implications for educators and educational psychologists. The inspiration for this paper originated with a journal article, ?Multiple Intelligences in Action?, written by Bruce Campbell in the summer of 1992 and published in the same year by ?Childhood Education?.
From the Paper
"Gardner?s original research projects culminated in his 1983 book ?Frames of Mind?. Using the research from his work with children and patients suffering from brain damage, Gardner set out to change the definition of intelligence. In fact, he pluralized the meaning of intelligence from only relating to linguistic and logical abilities, to an array of other abilities. Gardner himself notes that although he himself cannot remember exactly when he decided to name these abilities ?intelligences?, he does now realize the significance of his word choice."
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Howard Gardner's Multiple Intelligences, 2002.
A look at the utilization of Howard Gardner's multiple intelligences in classroom discipline management.
1,150 words (approx. 4.6 pages), 10 sources, £ 30.95
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Abstract
This paper addresses the significance of Howard Gardner's Multiple Intelligences in managing discipline in classrooms. The paper further lists and explains all the eight types of intelligences proposed by Gardner in his theory.
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Multiple Intelligences, 2002.
Analyzes the impact and history of Gardner's theory of multiple intelligences.
1,775 words (approx. 7.1 pages), 7 sources, £ 39.95
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Abstract
This paper examines Gardner?s theory of multiple intelligences- the history, the details, and the impact, and discusses the flaws of standardized testing and how the blossoming field of brain research has led to new discoveries in the sphere of human interaction. The author analyzes the definition of intelligence and how our common, definition has affected the educational system.
From the Paper
"The inner workings of intelligence, intellect, and rational have been contemplated since the beginning of thought. As knowledge is the greatest gift human kind possesses, it is imperative to our survival to know the factors of intelligence and, perhaps more importantly, how to cultivate the power of these factors. There have been many theories about the nature of the mind since the ancient philosophers picked up the pen. For Descartes, mind was seen as hydraulics, or a fluid in the supposed nerve tubes. The ancient Greeks supposed that marionettes, controlled by strings, provided the model of mind, which gave birth to our word neuron as neurone is the Greek word for string. Centuries later, Francis Galton extended Darwinian Theory and introduced the idea that perhaps intelligence was hereditary. Thus, the study of the mind was transformed from an entertaining science to one crucial to our continued existence."
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Gardner?s Theory of Multiple Intelligences, 2006.
This paper discusses Gardner's Theory of Multiple Intelligences and applies each intelligence to teaching in the classroom.
875 words (approx. 3.5 pages), 3 sources, MLA, £ 21.95
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Abstract
This paper explains that there are eight distinct and independent intelligences: Linguistic, logical-mathematical, spatial, musical, bodily-kinesthetic, interpersonal, intra-personal and naturalist.
The author defines each distinct intelligence and gives an example of it application such as (1) linguistic intelligence involves sensitivity to spoken and written language, the ability to learn languages and the capacity to use language to accomplish certain goals; therefore, (2) to develop this type of intelligence, a teacher must discusses metaphors and onomatopoeia. The paper states that classroom activities should be more varied, allowing students to learn use and to develop all the various intelligences.
From the Paper
"Naturalist intelligence is used in discerning patterns in natural, such as how differences species are related or what type of weather we might expect on different days. If I had a naturalist student, I would allow them to share their knowledge with other students. For example, during a science discussion about plants, I would allow the student to explain the evolution of plants in their own words because most teachers have the tendency to use words that most students do not understand. By allowing the student to explain it, the other students would understand it better."
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Howard Gardner's Multiple Intelligences, 2002.
Discusses the Multiple Intelligence Theory of educational pyschologist, Howard Gardner and his views on the purpose of education.
1,150 words (approx. 4.6 pages), 5 sources, £ 30.95
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Abstract
During the past two decades, Howard Gardner's work in developmental and educational psychology has offered teachers and educational psychologists the means of education, but, until recently, he has not made explicit his theory of the purpose of education (the ends of education). His description of the means of education has been based on his research establishing the seven, eight, or nine intelligences. His work in the 1980s and early 1990s demonstrated that nearly all humans, regardless of culture, have seven basic intelligences (linguistic, logical/mathematical, spatial, interpersonal, intrapersonal, musical, and bodily-kinesthetic). Since that time, he has added an eighth intelligence, the naturalistic and he is toying with the idea that there might be a ninth, the existential.
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The Multiple Intelligence Approach, 2006.
This paper provides a clear description of the multiple intelligence approach while discussing how this particular teaching technique ,if implemented, effectively can and does improve students' comprehension and performance in the classroom.
2,537 words (approx. 10.1 pages), 16 sources, MLA, £ 52.95
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Abstract
The writer of this well-researched paper supplies a concise review of the relevant literature pertaining to the multiple intelligence approach. This paper focuses on a case-study involving a third-grade class that had incorporated this specific teaching technique in its curriculum while also citing its effectiveness in teaching the students about the people of Colonial America. This paper examines the manner in which the multiple intelligence approach technique assists teachers in identifying and facilitating their students' multiple skills and talents in various intellectual areas. This paper discusses and details the seven relatively independent domains that comprise this specific learning technique. This paper also supplies pertinent published research results and statistical data relevant to this particular topic.
Table of Contents:
Statement of the Problem
Review of the Relevant Literature
Background and Overview
Multiple Intelligence Approach
Application of the Multiple Intelligence Approach
References
From the Paper
"According to Haas and Laughlin (2001), teachers employ a wide range of instructional approaches that largely depend upon their goals and the topic being studied. "The teachers reported using a variety of strategies in their teaching," the authors note. "The majority of the sample (65 percent) still taught in self-contained classrooms, and 47 percent reported teaching social studies as a stand-alone subject" (p. 122). When teachers were asked how frequently they used textbooks, media, and computers, 81 percent reported using maps/globes/satellite images at least once each week with 67 percent indicating use of these geographic tools several times a week; fully 90 percent indicated using a textbook for instruction, 45 percent said they used the book no more than once per week and 8 percent used no textbook."
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The Multiple Intelligence Theory, 2005.
This paper is a literature review of Howard Gardner's multiple intelligence theory in preparation for the development of a classroom project.
1,960 words (approx. 7.8 pages), 15 sources, MLA, £ 43.95
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Abstract
This paper explains that Howard Gardner's multiple intelligence theory defines a person's intellectual capacity as eight different intelligences: Linguistic, logical-mathematical, spatial, bodily-kinesthetic, musical, interpersonal, intra-personal and naturalist intelligences. The author points out that one of the most powerful aspects of the multiple intelligence theory is how it provides eight different potential pathways to engage and stimulate children of all intelligence instead of a one-size-fits-all program. The paper relates that, because the act of learning involves a student using his or her own talents to engage with the material, non-standard, experiential and, hands-on activities such as storytelling, drama, dance, music, art, observation, experiment, constructing, problem-solving, discussion, reading and writing are all important.
Table of Contents
Introduction
Statement of the Problem
Literature Review
From the Paper
"Walter McKenzie's "Multiple Intelligences and Instructional Technology" also provides a wealth of ideas on the incorporation of Gardner's theory in the classroom setting, including at the Grammar School level. McKenzie brings together theory and tool for a practical implementation that might benefit all students in the class. He provides a detailed rationale for modifying standard lesson plans that exalt the reading, writing, and arithmetic so prevalent in established curriculum, and even helps teachers decide what intelligences are best incorporated into their unique learning environments. He hails the POMAT method in design, the theory of "backward planning" supported by Jay McTighe and Grant Wiggins."
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Teaching Expository Writing Using Multiple Intelligence Theory, 2002.
This paper details methods used in teaching expository writing, and then gives an overview of multiple intelligence theory. Uses buzzwords like empower and geared to specific intelligences.
1,840 words (approx. 7.4 pages), 23 sources, MLA, £ 41.95
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Abstract
This paper explores the different methods of teaching expository writing at a secondary school level. The topics covered are: Different theories of teaching expository writing; different methods used to teach expository writing; the use of multiple intelligence theory as a framework for diverse teaching of writing; and the application of multiple intelligence theory in the classroom.
From the Paper
"Information literacy in the form of classes on information management and retrieval precede any actual writing in composition classes at some schools (Farmer & Mech, 1992). Behaviorist approaches, such as the one advocated by Kanellas, Carifio, and Dagostino (1998), require the teacher to break the tasks involved in expository writing into small teaching units that will ultimately lead to an acceptable paper. Chomsky (1985) sees poor writing as evidence of an inability of the student to develop his own knowledge, as do teachers of writing from middle school to college."
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The Multiple Intelligence Theory, 2008.
A review of "Intelligence Reframed: Multiple Intelligences for the 21st Century" by Howard Gardner.
784 words (approx. 3.1 pages), 1 source, MLA, £ 18.95
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Abstract
The paper relates that Gardner wrote "Intelligence Reframed" to assess how well his theory of multiple intelligences had been accepted, to dispel the myths of the theory and to examine its practical applications. The paper lists the various intelligences and their neurological characteristics and then looks at how Gardner discusses the importance of his theory in education and its implications for schools.
From the Paper
"Intelligence Reframed is a 1999 update on how Howard Gardner's theory of multiple intelligences has changed and evolved since it was first discussed in his 1993 book Frames of Mind. The theory of multiple intelligence sets forth that all individuals develop each intelligence to some extent, but some do so much more than others do. Each one of these intelligences can be nurtured and directed in specific ways to enhance an individual's life experience. These multiple intelligences learning type descriptors are strongly linked to their own neurological characteristic."
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Multiple Intelligence and Language, 2004.
Explores the concept of multiple intelligence, with a focus on the acquisition of secondary languages.
1,548 words (approx. 6.2 pages), 7 sources, MLA, £ 34.95
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Abstract
This paper suggests that the current models of teaching secondary languages, which emphasize the value of drills and memorization with standardized testing, are overly limited, especially in their failure to acknowledge the different kinds of intelligences that exist in the human population. It looks at how those teaching strategies that incorporate the principle of ?multiple intelligences? allow each student to learn the same material in different ways. It shows how some students will be best served by learning material visually, others interpersonally, and how others are best served when musical or aural elements are introduced into the classroom.
From the Paper
"The concept of multiple intelligences in some ways goes against much of many of the developments in the public schools over the last decades. While standardized tests in the form of IQ tests have been given to some people for years and older students have for decades taken exams such as the SAT to help them gain entrance into prestigious colleges and the MCAT to help them gain entrance into medical school. But the past decade has seen an increasing trend to test students at a young and younger age so that middle and elementary school students are now taking exams along with the older counterparts in high school and college. These exams in many ways undermine the entire concept behind multiple intelligence teaching by forcing each student to learn in a narrowly delineated way as Johnson (1997) suggests."
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Howard Gardner's Theory of Multiple Intelligence, 2000.
Discussion of Howard Gardner's "Multiple Intelligence" theory.
1,444 words (approx. 5.8 pages), 6 sources, £ 32.95
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Abstract
This paper discusses the "Multiple Intelligence" theory, proposed by Howard Gardner and how his theory of the mind could revolutionize education. An in depth discussion is given on each of the ?intelligences? as well as the criteria for determining new ?intelligences.?
From the Paper
"This new theory, the Multiple Intelligence Theory or MI theory was proposed by psychologist Howard Gardner in 1983. The Multiple Intelligence Theory shatters the conventional theory on the mind and intelligence. Conventional wisdom dictates that there is one intelligence in the human mind. The thought is either you are ?smart? or you are ?dumb.? This can lead some people to think that they are ?dumb because they do not have logical skills, or they cannot do math, etc. Howard Gardner?s Multiple Intelligence Theory differs from conventional thought in that the Multiple Intelligence theory states that the human intelligence is made of many different intelligences of different strengths. Different intelligences can be stronger in one person than another, and all people have all of the intelligences. People think and understand in their stronger intelligences while they get confused when trying to understand things in their weaker intelligences. "
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