Howard Gardner’s Theory of Multiple Intelligences + 3 Related Tips for Online Learning

Posted on by Hannah Rosenthal

Many learning scenarios follow a typical pattern: teacher gives information, learner gets information, teacher tests information, repeat. In fact, the term “pedagogy,” commonly known as teaching techniques and principles, originates from the Greek paid (child) and agogus (leader of.) [1]

 

However, many teachers today also know that this dispensary style of teaching and learning doesn’t work for everyone, and many classrooms (traditional or nontraditional) offer opportunities for students to learn actively and apply new material and skills rather than passively receiving information. Many of those teachers and learners have found themselves at home on LRNGO.

 

Yet online educators must keep in mind that, above all else, teaching is a profession dealing with people: that is, individuals who who have different strengths and challenges. And as our society becomes more inclusive of various manifestations of diversity, teachers must honor and prepare for learning diversity online as well. Dr. Howard Gardner, a professor of Education at Harvard University, developed a theory of multiple intelligences in 1983. This theory still serves as a touchstone today for any teacher wanting to embrace learning diversity, and any learner seeking autonomy in the learning process.

 

[1] International Women Online Journal of Distance Education https://www.wojde.org/FileUpload/bs295854/File/04_22.pdf

 

Multiple Intelligences

 

The theory outlines eight types of “smart”:

  • 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”)

 

This theory refutes the emphasis placed on being “word smart” and “number smart” in the classroom[2], encourages a balance in the presentation and processing of new information, and shifts how gains in knowledge or proficiency are represented. Below are three ways LRNGO instructors can tap into the multiple intelligences of their learners, and hopefully improve learning outcomes and teaching experiences for all!

 

  1. Take an Inventory. Get to know your learner before the teaching starts. Often good instructors will administer diagnostic assessments to get a baseline idea of their learner’s prior knowledge and skills. Instructors can also find several inventories for students to complete, which provide insight in to the learner’s unique strengths and challenges. You may like this one from Edutopia.
  1. Try Multiple Routes. Once you have a better sense of your student as whole, use this information to strengthen your teaching. For example, if you found that you are working with a visual/spatial learner, try to replace words with pictures as much as possible. If you are working with a naturalist, try to create connections between your topic and the natural world. A kinesthetic learner may need to make or touch things in order to learn best, so you can think creatively about how to make that happen in a virtual learning space. Try to also consider your own intelligence – this may influence how you teach.
  1. Expect Different Outcomes. Allow your students to show what they know in different ways. Interpersonal learners may want to talk their way through the process with a partner, but intrapersonal learners may want to practice on their own and show you their progress later. If you are teaching multiple students on the same topic, consider creating a menu of choices that your students can choose from when it comes time for a final assessment, performance, or project. This site offers a variety of options.

 

There are millions of paths to meet the needs of diverse learners, but whatever you do, try to shake up your lesson presentation and offer variety in student response along the way, capitalizing on students’ existing strengths and challenging them to learn in new ways!

 

[2] American Institute for Learning and Human Development https://www.institute4learning.com/multiple_intelligences.php

 

Author Hannah Rosenthal is a New York University graduate with a degree in Childhood & Special Education and a decade of experience in inclusive education. She has served as a special education learning specialist, classroom teacher & co-teacher, and literacy director. Hannah is now the co-founder of Teaching2gether, an inclusive educational consulting group collaborating with educators and developers to reach and teach the broadest audience.

Which One Would You Hire?

Posted on by David C. Brake

mugshotsI’ll save you the suspense. The answer is None of the Above.

Although none of these guys will likely be hired, every year, roughly one quarter of all people who post profiles on Lrngo and other search and hire sites don’t seem to get the memo. Let’s look at the reasons why, and then find what they all have in common.

A. The “mugshot.” Ok, we get that you’re not the smiley type. We even get that you might live in a rough area, so you don’t want to look like “food.” Unfortunately though, people don’t usually do business with anyone they’re not comfortable with. You’re selling your services and abilities, but you’re not showing the face of a salesman. You’re showing the face of someone who makes people feel like they have to keep their eye on you. Would you feel relaxed letting this guy into your office? How about your house? The point is, letting people see that you at least have the capacity to be friendly makes them feel like they want to work with you. Otherwise, they will have the impression that you’re not a team player, or worse that they have to worry about your intentions.

Letting people see that you have the capacity to be friendly makes them want to work with you.

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B. The “goofball.” This is the other extreme.  Sure a sense of humor is good, but not if it affects performance or becomes a distraction. You might be fun to be around and even be a team player, but is this the face of someone who I can count on to reach a goal or to tell me the truth? Does this picture tell me you’re funny? No, it tells me you’re not taking this seriously. Unfortunately for you though, I am, and I’m not going to hire you.

C. The “nothing.” Before I get into this, I’m going to make a disclaimer here. There may be legitimate reasons if you are female to not have a picture, for instance, in situations or countries where it may be dangerous to do so. However, for 90% of all you males, you better put up a picture if you want to compete. The reasons why are simple. First, psychologically, people want to feel assured that your profile is real and you are an actual person with good intentions. While you won’t really know how accurate the picture is as a representation until a visual meeting, a picture is the first reference upon which a path to that perceived reality is based. Second, the unknown is always scarier than the known. (It’s probably fine, but what if he has hair down to his knees and molars the size of the Pyramids?) Finally, people like to feel that they are on equal ground. This is why statistics from basically every site with profiles show consistently that profiles without pictures are contacted less often (generally 5x to 50x). Let me explain it another way. If I took this seriously enough to put up a picture and you didn’t, the bottom line is, I’m not talking to you.

D. The “incognito.” Congratulations. You are so clever, the way you beat the system with your cool sunglasses. You managed to get a picture of your face on your profile even though no one can really see what you look like. Unfortunately for you, that’s the whole point of a picture. The “incognito” might as well be the “nothing.” (Are you wanted in ten states, or only five?) They say eyes are the windows to the soul, but apparently your soul is tinted.

They say eyes are the windows to the soul, but apparently your soul is tinted.

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At the end of the day, what all of these examples have in common is that they project a visual lack of trust. Of course, one could argue that until you actually see the real person, you don’t know whether you can trust the authenticity of a picture anyway (which is why the other worst thing you can do is put up a picture that doesn’t actually look like you). However, psychologically, the right picture induces the perception of an actual person who can be trusted, and all people are looking to hire someone they can trust to help further their cause so that the outcome will be a job well done.

It is well known in business that people also naturally want to work with people they like. A smile goes a long way in this regard. It’s not a beauty contest, it’s an “I think this person can help me get this done” contest, and “I will achieve my goal if I hire him/her.” By the way, it’s no different with barter transactions. You still want to know that you can trust them with your goals, and psychologically at least, a picture of their face is an indicator–not just of who you are working with, but also that they are not afraid to be themselves, and that they are taking the opportunity seriously.

People naturally want to work with people they like. A smile goes a long way in this regard.

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They say a picture is worth a thousand words. However, a thousand random words are meaningless, so don’t put up a random picture. Make sure it says exactly what you want it to say about you.

Is Knowledge All Powerful?

Posted on by David C. Brake

knowledge is power

It has often been said that knowledge is power, and for good reason.

Knowledge can enable us to improve, protect, help, or hurt, and which of these we choose can decide the meaning in our lives.

The question is, though, is knowing actionable or is it just the first step to more knowing, and do those steps lead to effective results? In short, is there a disconnect between learning and doing?

Is there a disconnect between learning and doing?

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I’ll give you a real life example. One of my very good friends with a Ph.D. and two Masters degrees decided he wanted to learn to code at the same time as my co-founder a year and a half ago. This is a brilliant guy. He came in to my office with a whole stack of books explaining how it works, and today, he knows all about it. He has a very good understanding and he can answer questions for you.

However, he hasn’t built anything. He’s tried and it hasn’t gone so well. He “knows” all about it, he’s studied it, but he can’t “do” it. (My theory is the fact that he was taught “not to get the answer wrong” is the impediment.) Meanwhile, my co-founder screws up stuff left and right then fixes it and makes it work, and I’ll be damned if she isn’t starting to get good at this. Do you see my point?

Our learning structures weren’t traditionally built to learn from getting the answer wrong, but instead to get the answer right at any cost. (More on this from Sir Ken Robinson.) Unfortunately, the accelerated environment that we now find ourselves in doesn’t lend itself well to the fear of wrong answers.

As those in the world of startup ventures know, you have to gravitate toward trying stuff out and failing, and then learn quickly in order to iterate. Being scared to get the answer wrong adds too much time to this equation. I’ve struggled with this issue myself, but even Steve Jobs, as picky as he was about getting every product right, stressed not being afraid to ship and take risks or make mistakes, because that’s the only way you really learn.  Much like natural selection, in order to evolve, ideas need to become mistakes just like animals need to die.

Like natural selection, to evolve, ideas need to become mistakes just like animals need to die.

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The point is that going forward, there may need to be more emphasis on getting people to learn coping and adapting skills to help close the knowing/doing gap.

My conclusion? Perhaps the real answer is this:

All knowledge is potentially all powerful, but it depends on what you do with it.

Go forth learners, and don’t be afraid to change the world.

All knowledge is potentially all powerful, but it depends on what you do with it.

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