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.