Welcome! If you are a first time reader, thanks for visiting us and welcome to this third (of four) editions of the MI-News for the year 2002. This web site version is provided free by Branton Shearer's Multiple Intelligences (MI) Research and Consulting. We also publish an email version of this same newsletter. Here are some details about our email version:
Table of Contents
Dissertation Summary: An
Investigation of Multiple Intelligences and Self-Efficacy in the University
English as a Foreign Language Classroom by Jane Shore
The MIDAS Touch by Nancy Fluke
Applying MI Theory to Children with
Autism Spectrum Disorders by Christy Magnusen
Some MI Occupations and Inventories by
5. For Your MI Only by Clifford Morris
1. Dissertation Summary: An Investigation of Multiple Intelligences and Self-Efficacy in the University English as a Foreign Language Classroom by Jane Shore
application of Multiple Intelligence Theory (MIT) to the field of education has
been influential in molding today’s culturally and linguistically diverse
classrooms into models more suited for a variety of learners. Cultural
and linguistic diversity is expected in the collage of today’s classroom, and
inherent in our English as a Second or Foreign Language programs in the United
States that support students from a variety of backgrounds.
This study examined the influence of multiple intelligences in the University English as a Foreign Language (EFL) classroom on self-efficacy in reading, writing, and speaking. The study’s aim was to (1) describe the university EFL classroom through the eyes of the teacher and the eyes of the student, (2) find correlations between student multiple intelligence strengths and self-efficacy, (3) investigate the correlation between the use of intelligences in lessons, student strength in the corresponding intelligence and self-efficacy in reading, writing or speaking and finally, (4) investigate the relationship between student culture and intelligences.
Findings indicate that 90% of the teachers who participated in the study tend to include mathematical logical, linguistic and interpersonal intelligences in their lessons more than others in these university classrooms. Students reported the greatest strengths in and preferences for mathematical-logical, visual-spatial, intrapersonal and interpersonal intelligences. Correlation analysis revealed that highly significant positive correlations were found between reading self-efficacy and mathematical-logical and interpersonal intelligences. In addition, strong positive correlations were found between writing self-efficacy and interpersonal, intrapersonal, bodily-kinesthetic and linguistic intelligences. Finally, speaking self-efficacy was found to be positively correlated with interpersonal and visual-spatial intelligence.
This study adds to the growing body of knowledge describing the influence of multiple intelligence theory in education. In order to fully investigate those influences, other studies should be conducted that are descriptive and experimental in nature and add to the support for the intrinsically attractive multiple intelligence theory in English language courses. This research will be used to begin the creation of a sourcebook using research to make recommendations and provide suggestions given by teachers and students regarding the application of MI theory in culturally and linguistically diverse classrooms. This will be supplemented by a professional development video outlining and modeling strategies for implementation. As the classroom that incorporates MI theory uses authentic assessment, activities will tap all the senses and will be supported by real world applications of the assignments. All of the teachers and students involved will be collaborators and co-authors of the sourcebook. This book might help those teachers who believe intrinsically in the use of MI theory in the University EFL classroom, but do not have hard support or training in its use. Perhaps through this application of research to practice, we can build bridges from theory to the real world in which research informs our actions.
2. The MIDAS Touch by Nancy Fluke
a recent Freshman Target Hour, students at Tallmadge High School, in Tallmadge,
Ohio, complete Branton Shearer's Multiple Intelligences Developmental
Assessment Scales (MIDAS). The MIDAS helps students
to recognize that there are many ways of demonstrating human intelligences and
their own unique profile of strengths and limitations. The school staff
have learned how to initiate lessons and activities that appeal to or develop
the various types of intelligences.
In the Target Hour, students analyzed their MIDAS profiles. They were asked to take their profiles home so that their parents might verify their personal assessments. One result was that students found out various studying techniques that appealed directly to them, an act that could assist them to develop their own interests and gifts. As well, they were able to see how involvement in certain activities was helpful in their personal growth. They investigated careers that required certain MI strengths. Relationships were thus drawn to college majors that perhaps might create foundations for satisfying futures.
The school's counseling staff followed up in the next months with career guidance inventories that helped students to appreciate their interests and their abilities along with the things that they valued. They were exposed to the vocational offerings available throughout the Six District Vocational Compact. Students were able to select a specific career that they wished to shadow.
Recently, Tallmadge High School received a grant that allowed the teaching staff to take the freshmen out into the workplace for several hours to visit a career area.
Tallmadge High School
3. Applying MI Theory to Children with Autism Spectrum Disorders by Christy Magnusen
have been intrigued by the theory of MI for many years. Because I am
geographically located near St. Louis, MO, I have had the pleasure of visiting
and being mentored by Dr. Tom Hoerr and his staff at New City School. My
specific interest is focused on the application of Dr. Gardner's theory to
children with autism. For years, we have known that these children are
very diverse learners with splintered skills ranging from global delays to
savant skills. They typically do not learn in the "traditional"
way. Indeed, children on the autism spectrum appear to learn best through
a multi-sensory approach, particularly when one combines tactile / kinesthetic,
visual / spatial, and musical teaching, which appears to be the stronger of
their multiple intelligences. On the flip side, their biggest challenge
is in the areas of inter- and intra-personal relationships. So it appears
that their areas of weakness as well as their areas of strength are very easily
explained using an MI backdrop.
That being said, Dr. Gardner deserves another pat on the back!
What I am interested in knowing is if anyone has substantiated findings, or is currently conducting research, on this subject. If so, please contact me at email@example.com or at firstname.lastname@example.org.
4. Some MI Occupations and Inventories by Clifford Morris
In 1999, I began editing this newsletter. Since that time, I have received numerous and kind emails from readers who have been pleased with one or more sections from one or more of our (see above) newsletters. In the main, their comments, suggestions and questions can be summarized under three (3) topical themes: MI inventories, MI careers, and MI Schools. Unfortunately, due to numerous internet virus attacks and hard disk crashes, I've lost most ... but thankfully not all of them. But as I cannot match their prose, here are the verbatim contents of two of them (from their e-mails):
"Mr. Morris: I teach a career
development/internship course at [name of institution was here]. Just
recently, I found your web
page on Occupations That Need the Multiple Intelligences ... It’s
awesome. 2 questions: May I print and show the lists to my
students? And do you have any recommended web
sites that have self-assessment questions which help students determine their
strongest “intelligences?” Thanks again, and I look forward to
hearing from you at some point soon. Sincerely ..."
2. "Thank-you Mr. Morris. I got your MI inventory on your website and completed the survey last night. In addition, my two nieces completed your survey. One niece is thinking about a career change. She was a manager for corporate travel and now only part-time. She had been musically inclined since 3yrs old and still sings but just as a hobby. This survey verified this. Its a very good survey."
Due to numerous comments similar to the above two, I
have put together the following list of MI inventories as well as (see
sub-section 1. immediately above) eight lists of general occupations that I
feel require many of Gardner's intelligences. To see my list of MI
schools, skip down to "Section 5" below. Some of the inventory
locations are listed below for your convenience. If I have inadvertently
omitted an inventory that you feel is of value and thus ought to be added to
the immediately below list, could you please send me an e-mail containing their URLs.
Before suggesting that you click on all and then select one that best appeals to you, a few words of caution. Some of the inventories contain expressions that imply rather strongly that their inventory does indeed measure MI. Please beware of such counsel as it is an extremely difficult research task to come up with a reliable and valid way to measure Gardner's intelligences. More to that most serious subject, if you truly seek accuracy about this whole issue of measuring Gardner's intelligences, I feel that you should know his thinking on this important issue. You must remember that it was never Gardner's intention to have his MI formally assessed. I believe that his overall goal for developing his MI model was to provide a cerebral mechanism for better understanding of various domain specific content knowledge bases. That is, he wants teachers, students and the general public to comprehend the process of understanding a concept that can, in turn, be used to solve similar contextual-oriented problems. His MI model simply represent different cerebral avenues, so-to-speak, or entry points, to these contents. I feel that all users ought to view each and every one of these inventories as simply a beginning or a starting point into investigating someone's intellectual strengths or / and limitations.
This list was not arranged in any special order.
Intelligence Quiz was developed by Human Resources Development Canada
(HRDC). Viewers are shown 64 statements, 8 for each of Gardner's 8
intelligences. For each statement, they are asked to choose a number
between one (1) and five (5) to rate how each statement best describes them,
that is, from "5 - the statement describes you well" to "1- the
statement does not describe you at all." HRDC estimates that this
quiz will require 10 minutes. Upon completion, the user is asked to click
on a "Submit" button. When s/he does this, a MI profile,
including a few corresponding occupations, is presented. To view eight
more lists of general occupations that require many of Gardner's intelligences,
The Multiple Intelligences
Teaching Approach (MITA) was developed by Ellen Weber.
Here, users are asked to check at least 15 statements which capture their
greatest interest. Then, by checking their responses to a key, they can
determine clues to their strongest intelligences.
Assessment: Finding Your
Strengths This form
can help you determine which intelligences are strongest for you. If you're a
teacher or tutor, you can also use it to find out which intelligences your
learner uses most often. Many thanks to Dr. Terry Armstrong for graciously
allowing us to use his questionnaire.
The Multiple Intelligence
Inventory was designed by Gary Harms. Users are to check
one box from each dropdown list of 80 MI descriptions.
The Multiple Intelligence
Development Assessment Scales (MIDAS) were designed by Branton Shearer.
Most simply stated for here, the MIDAS does two things. First,
it provides information regarding intellectual development, activities,
and propensities not generally available from standardized intelligence quotient
(IQ) and most aptitude tests. Second, the MIDAS provides information
directly from the person's (and/or significant other's) experience that can be
used to inform educators to personalize learning, curriculum design and to
enhance the counseling process.
The Multiple Intelligences Survey by
The Multiple Intelligences
Snowflake fosters the belief that all of us possess an unique
combination of multiple intelligences. To help understand how we learn
best, users are asked to answer a few questions.
Discovering Your Natural
sponsored by the Association for Supervision and Curriculum Development
(ASCD). The inventory was taken from Thomas Armstrong’s Multiple
Intelligences in the Classroom 2nd edition book. On July 24, 2000, I
submitted, to Amazon.com, the
following Customer Review.
Here is what I said at that time.
Have you considered restructuring your 2000-2001 teaching program or, if you are a school administrator, your entire school program around Dr. Howard Earl Gardner's Theory of Multiple Intelligences (MI)? If you answered that important question in the affirmative, then Thomas Armstrong's Multiple Intelligences in the Classroom 2nd Edition is a must read. Here, he reinforces Gardner's (1983) MI theory as a confirmed classroom application. This revised and expanded book encourages all types of teachers, be they special education teachers, regular classroom teachers, or teachers of students identified as intellectually exceptional, to show a more holistic view that validates students for who they truly are. The 156 pages of this book outline innovative strategies for integrating an eighth intelligence, the naturalist, into a classroom/school program. Moreover, Armstrong presents new outlooks, including three potential predicaments, about the possibility of a ninth intelligence -- the existential -- the intelligence of concern with ultimate life issues and its potential. Armstrong's insights for teaching and learning as well as the recent case studies and research on the effective uses of MI theory represents a welcomed update to his initial 1994 book of the same title. Armstrong is to be commended for his comprehensive comments on nurturing students' intellectual strengths. He suggests practical strategies for reducing ... or even possibly eliminating achievement gaps between all types of learners. Moreover, he provides (those busy) classroom teachers and school administrators with new insights for developing a MI learning environment. This 2000 revised book is a necessary read for all who are interested in MI forms of schooling.
Testing yourself: How are you
answering a series of questions, users are here able to gauge which forms of
intelligence are their strongest -- and weakest. This exercise will
enable them to focus on making sure they make the most of their existing
abilities and -- if they so desire -- to see if they can develop some of the
others. This 'test', from the Accelerated
Learning Network web
site, emphasizes that most people have a mixed portfolio of intelligences and
that there is no purpose in trying to simply label someone as a
‘logical-mathematical’ type or a ‘bodily-kinesthetic’ type. The checklist is
designed to help the user develop a fuller appreciation of the intelligences
5. For Your MI Only by Clifford Morris
Some MI Schools
As just mentioned in
"Section 4" immediately above, many have searched cyber space and
located a link to this newsletter and / or to my website. Then they
have emailed me and, more often than not, have asked me about internet
addresses to schools that are, in some way, currently using Gardner's Multiple
Intelligencers Theory (MIT). The below list represents my answer thus
far. When one assembles such a list, there is always the chance that
certain addresses may become obsolete, moved to another web location, or have
been sent to that eternal web cemetery in space. This could easily occur
here. If you notice such a cyber death before I do, would you mind taking
a few minutes to email me so that I may fix the situation.
Over the years, I have been to various MI-based seminars, workshops, or / and conferences. There, I have heard others comment that there are "hundreds of school around the world using Gardner's MIT" philosophy. That indeed may be true ... but I was only able to locate the following 21 URLs. If I have inadvertently omitted a school that you feel ought to be added to the list, could you please take a minute or two out of your busy schedule to send me an email containing the URL. I shall review the site and if I feel that our readership would benefit from it being listed below, I shall do that. Here then is what I have located thus far. They are listed in alphabetical order and thus not in any order of priority.
3. Banded Peak Elementary in Alberta, Canada
4. Capitol School in Alabama
5. Chariho Regional School District in Rhode Island
11. Key Elementary/Key Renaissance in Indianapolis
13. Mesa Elementary School in New Mexico
15. The New City School in Missouri
18. The Ross School in New York
19. San Jose Elementary in Florida
20. Spectrum School
The Winter 2002 Edition (Volume 4, Number 4) of the MI-News will be published on or around Sunday, December 15, 2002. If you have interesting MI ideas, tried-and-tested MI-based lesson plans, or practical MI suggestions that you feel our readers would enjoy viewing, please e-mail me, Clifford Morris, newsletter editor, with your comments.
Copyright © 2002 by MI-News