Multiple Intelligences Theory to Practice in Third Grade: Call All Children to Learn

• In Event: Exemplary Elementary Social Studies in an Age of Standardized Testing

Abstract

Objectives

The paper shares an example of a classroom where meaningful elementary social studies survives. In this study, Kristine, a third grade teacher, works with a diverse group of children in an urban setting in the southeastern US. Teachers and administrators at this school embrace Howard Gardner’s Multiple Intelligences theory and practice it as the heart of their instructional planning and implementation. Children learn in multiple ways and are encouraged to develop multifaceted ways of demonstrating their knowledge.

Perspectives

Howard Gardner proposed his theory in 1983 with an argument for relatively autonomous intelligences. He defines intelligence as the “ability to solve problems or fashion products that are of consequences in a particular cultural setting or community” (Gardner, 1993). He emphasizes that there is not one intelligence but, rather, a variety of intelligences working together that explain how people take on diverse roles in society.

Modes of inquiry

We use qualitative methods of analysis, specifically phenomenological research methods to illuminate a specific teacher (Kristine) and student reactions to learning centers designed with the MI framework. Our goal was to identify phenomena particular to content knowledge and instructional decisions. We employed inductive, qualitative methods such as interviews and discussions.

Data sources

The source of data for understanding how Kristine plans and implements instruction is the evidence of thinking from the children. Planning for MI theory-based instruction is, perhaps, the most challenging feature of teaching, as she plans for instruction with three or four ways to understand that instructional goal. Kristine uses centers to reflect different aspects of her instructional goal and essential questions. Students explore MI theory centers labeled in color and bold print. Linguistic Intelligence is “Word Smart,” and the reading loft is labeled “Self Smart.”

Results

Kristine’s instruction yielded many of the 15 Common Practices of exemplary elementary social studies teachers:

1.establish a learning community
2.design goals-oriented Instruction
4.foster narratives and discourse around powerful ideas
5.balance constructivist and transmission teaching
6.employ a range of assessment tools
7.approach standards holistically
9.model intellectual curiosity
10.promote critical thinking
11.promote intellectual responsibility
12.integrate meaningfully social studies and other subjects
14.reflect on student understandings to assess her practice

Scholarly significance

Kristine is a talented teacher in a school that complements her strengths. Kristine’s teaching is characterized by her constructivist approach and her use of MI theory to design and implement learning centers and project based learning opportunities. With her eye on her children and her passion focused on their learning, Kristine truly calls all of her children to learn. This case study of exemplary elementary social studies provides elementary teachers and methods professors with the knowledge that, even with standardized testing, it is still possible to teach meaningful social studies.

Gardner, H. (1993). Multiple intelligences: The theory in practice. New York: Basic Books.

Author

• Karon Nicol LeCompte, Baylor University