Multiple Intelligence Theory

Question: Discuss how multiple intelligence theory might influence student evaluation.

A person’s intelligence is usually a major indicator of their ability to carry out tasks and to what level of performance they will reach. In our reading “Classroom Assessment in Action” Shermis and DiVesta define intelligence as a unitary characteristic of human thinking, a predictor of later performance (p 391). Quite a few times this year I was asked to give my students a survey during Advisory. Both studies pushed my young thinkers to take a thoughtful approach to situations that affect students at the high school level. Neither one of the tests were the same, but they both asked them their thoughts on the overall representation of intelligence. The questions got my students thinking about their intelligence and the importance of learning new things academically and socially / emotionally in their interactions with others on a school day. Surveyor’s wanted to know if my student felt a person’s intelligence could be altered or increased based on an individual’s actions to improve their intellectual capacity. Most of them said yes. The purpose of going to school, doing homework and interacting with others is to help us increases our intellect to get jobs and perform as adults in society.

How will all of this relate to Multiple Intelligence Theory and student evaluation? Facts have proven that a person can improve their intelligence over time. Implementing the eight theories of Multiple Intelligence such as:

 Linguistic intelligence ("word smart")

Logical-mathematical intelligence ("number/reasoning smart")

Spatial intelligence ("picture smart")

Bodily-Kinesthetic intelligence ("body smart")

Musical intelligence ("music smart")

Interpersonal intelligence ("people smart")

Intrapersonal intelligence ("self smart")

Naturalist intelligence ("nature smart")

Into our teaching and classroom culture students can improve their IQ and in return perform more efficiently on assessments and evaluations. Because our student comes to us with differences intellectually we have to be able to provide them with as many avenues to learning as possible for the kind of stimulation their brain needs to improve.  Much like Medina’s “Brain Rules” these principles are here to help us provide young brains with information in a way that will help them utilize the brain to its fullest capacity and work past various road blocks that can stump intellectual growth. Increasing the use of video clips and visuals in my powerpoint lessons is one way off the dance floor I can see myself better implementing the multiple intellect theory.   On the dance floor, I am continually using dance vocabulary in class and referring to posters or asking students to demonstrate as I re-go over the words. Teaching dance and PE is naturally kinesthetic, so it is my job to find ways to incorporate the other theories without taking away the enjoyment of movement and music that is already incorporated in my class.  

Medina, John. Brain Rules: 12 Principles for Surviving and Thriving at Work, Home, and School. Seattle, WA: Pear, 2008. Print.

Shermis, Mark D., and Di Vesta Francis J. Classroom Assessment in Action. Lanham, MD: Rowman & Littlefield, 2011. Print.

Armstrong, Thomas. Multiple Intelligences in the Classroom 3rd ed. Alexandria, VA: Association for Supervision and Curriculum Development, 2009.

Statewide Testing.

Fitness and Dance are performance-based activities that I feel schools have incorporated into their daily curriculum to expose young learners to activities that build skill and tap into parts of their learning and interests in a way that traditional subject do not. The difference between core subjects and electives are statewide testing. The Glossary of Education.org defines statewide testing as:

  

• ·         A high-stakes test is any test used to make important decisions about students, educators, schools, or districts, most commonly for the purpose of accountability—i.e., the attempt by federal, state, or local government agencies and school administrators to ensure that students are enrolled in effective schools and ...Aug 18, 2014, edglossary.org/high-stakes-testing/

Other than the Fitness Gram which is a mandated district program physical education teachers in my district use to test students on cardiovascular endurance, muscular endurance, muscular strength and flexibility we have no other way to assess our student's fitness level honestly. PE and Dance do have State-wide standards and assessments to help guide teachers on what the State feels each student should know and master before finishing a semester or year of the class, but no high stakes tests are given. Besides standards-aligned lessons and tests created by teachers at the primary and secondary level, no other academic establishment will be using student PE grades to determine their acceptance into college or work placement. Would making my students take a physical education test that could potentially determine to fund for my school or whether or not I should keep my job apart of their learning? NO!

I work in a school where most of my students don’t know how they are going to pay for necessitates let alone participating in activities outside of school that promote fitness and healthy eating. Truthfully most of my students look at PE as high school recess. Physical education is not taken seriously by most and for some leave, them feeling defeated. Besides my students, their families also lack the knowledge about healthy eating, reading food labels or the amount of exercise their children or themselves need to be lifelong fitness participants. I realize it I my job to expose them to this information and remind them of the pros and cons of living a healthy lifestyle. The same way students who come from families who read to them every night, sat with them to play math games beyond what homework required or took them to educational events that promoted fun and brain stimulation are better prepared for academic success and for that reason are more likely to be high achieving in school. These are the same kids on youth sports teams dedicated to creating the next pro athlete. Can my students compete with this? No, and neither can my school whose budget for the arts and fitness are fleeting. My thoughts are not me ranting on my frustration for not having enough money to give my student the dance and fitness experience I want. This blog is more of a moment to process that though the arts have and fitness is important and can lead to various opportunities or health benefits, a student’s health or ability to run for an extended period shouldn’t determine their whole future or the future of others.