Multiple Intelligence is an idea that maintains there exist many different types of

"intelligences" ascribed to human beings. In response to the question of whether or

not measures of intelligence are scientific, Gardner suggests that each individual

manifests varying levels of different intelligences, and thus each person has refined in

subsequent years.Intelligence be broadened to include a range of human

computational capacities, including those that deal with music, other persons, skill in

deciphering the natural world. However, it is important that intelligence should not

be conflated with other virtues, such as creativity, wisdom, or morality.

Each person has a unique blend of different intelligences just as each person has a

unique fingerprint. Gardner’s definition of intelligence is “The capacity to solve

problems or to fashion products that are valued in one or more cultural settings."

Many people still have a narrow view of what intelligence is. Intelligence is usually

related to academic ability, yet people display intellect in so many different ways.

Intellectual growth and creativity comes from embracing the dynamic nature of

intelligence.

The intelligences did not work independently but are used at the same time and

complement each other.

The appeal of multiple intelligences to educators

Howard Gardner's theory of multiple intelligences has not been readily accepted

within academic psychology. However, it has met with a strongly positive response

from many educators. It has been embraced by a range of educational theorists and,

significantly, applied by teachers and policymakers to the problems of schooling. A

number of schools in North America have looked to structure curricula according to

the intelligences, and to design classrooms and even whole schools to reflect the

understandings that Howard Gardner develops. The theory can also be found in use

within pre-school, higher, vocational and adult education initiatives.

Use in education:

Traditionally, schools have emphasized the development of logical intelligence and

linguistic intelligence (mainly reading and writing). IQ tests (given to about 1,000,000

students each year) focus mostly on logical and linguistic intelligence as well. While

many students function well in this environment, there are those who do not.

Gardner's theory argues that students will be better served by a broader vision of

education, wherein teachers use different methodologies, exercises and activities to

reach all students, not just those who excel at linguistic and logical intelligence.

Summarize interviews about what things make each learner creative: I

interviewed miss Sajida, miss Asifa and parents.

I interviewed different teachers that how can they map the intelligence of the students.

They told me different views and ideas about that I want to share with you. I also told

them about the Gardener theory.

Many teachers see the theory as simple common sense. Some say that it validates

what they already know: that students learn in different ways.

I also contend that intelligence should not be so broadened that it crosses the line from

description to prescription.

Nowadays, however, given the advent of computers and virtual technologies, it

is possible to look directly at individuals performances to see how they can argue,

debate, look at data, critique experiments, execute works of art, and so on. As much

as possible, we should train students directly in these valued activities and we should

assess how they carry out valued performances under realistic conditions. The need

for ersatz instruments, whose relation to real world performance is often tenuous at

best, should wane.

Miss Sajida said that: Creativity is way if thinking and acting or making something that is original for the

individual and valued by that person or others. Young children are naturally creative.

This means they behave in ways and do things that are unique and valued by

themselves or others.

Miss asifa said;

Being able to provide for more and greater variety in the program.

Creativity in preschool children is stimulated when they are allowed to think

differently. In many ways, both the child and teacher benefit from activities that

encourage creativity.

Parents talked about creativity and learning process in their own language

and way in parent teaching meeting but the conclusion was that: Learning to feel good about them. Learning to seek many answers to a problem.

Developing their potential to think. Developing their individuality. Developing new

skills. Experiencing the joy of being different..

• My first step was in a first grade classroom of ten students. I teach social

studies and the theme of the unit was lives in the villages and cities today and

in the past. The key vocabulary words were the names of different

characteristics of villages and cities. Buildings, noise, facilities, roads, people

dresses and transport the names of vehicles they use and their places of work.

The target structure to be used was to recognize that the people of Pakistan

live in villages and cities. Students were expected to tell the differences and

similarities between rural and urban live. I thought it would be interesting for

this group of very active and curious children to engage in a series of tasks and

activities around this theme.

I talked to my fellow teacher about the idea and she showed interest in participating

and helping. Our school is in village and we deal with primary classes. Students know

a little about village but don’t know about city life. I planned to take the students on

an outing to visit the various places of nearest city Chakwal. I am also a head teacher

so as a head I organized the formal aspects of the outing such as parent’s signatures,

transportation.

Process implementation and result:

The trip which appealed to naturalistic intelligence featured a visit to the city noise on

the way we passed shops, banks and other buildings in city and how the structure of

houses in city. Some pictures of city life.

It was a unique opportunity to name them while they were actually seeing them. The

children were absolutely delighted to talk to each other see and touch the vehicles

and the things on the shops and people in the hospital and the people how they dress

up than they differentiate between dresses of people of village and cities. Some

pictures taken in the village.

This eagerness to learn and experience was, in my opinion, the key to success.

During the following two weeks, interest and motivation in the activities I introduced

never diminished, and all the students in class completed every task. Each activity

was focused on a different intelligence, sometimes a combination of two or more.

Writing a story verbal-linguistic intrapersonal intelligence was meant to be a brief

account of the trip. With the help of flashcards and pictures these six-year-old

children some of them were still struggling to write in their own words. They

willingly added information and drawings.

Drawing visual- spatial, interpersonal intelligences was a cooperative learning, hands-

on activity, in which students made the buildings they had visited out of cardboard,

brightly colored paper. They worked in groups, and when each had finished, they

built a single model of the city and village placing the buildings in the correct street.

They also added twigs and leaves to represent the parks in city and fields in village.

Musical intelligence was a combination of two activities. First students brought small

boxes, yogurt cups, cans, bottle caps, sticks, wire, rice and different types of dried

beans from home. I talked to them about different instruments and their sounds, and

students had to produce at least one instrument. The young children sang songs about

the advancements about the cities as well as about the natural beauty of acted the

village to the accompaniment of their own instruments. They also danced and out

action songs.

How people do work logical-mathematical intelligence involved working with the

information they had gathered during the outing. They wrote about how doctors

treated patients in hospital and what are the similarities in attitude of people in

villages and city. They also discussed that how shops are small in village and big

shopping centers in city. And the roads of city are wider than village. And transport of

different types in city, like rickshaw, cars, bikes, trucks and buses. And in village

mostly they see cycle, carts.

Role play: linguistic, interpersonal, bodily- kinesthetic intelligences was also a two-

part activity. Students presented a role-play in this they divided in two groups present

rural life and the other represent urban life. After that dress shows traditional dresses

which villagers wear and people in city wears.

Last activity deals with intrapersonal interpersonal intelligences. Common professions

in city and village student’s represents different characters like cobbler, musician,

tailor, butcher.

Quotes from learner’s perspective:

• "If your actions inspire others to dream more, learn more, do more and

become more, you are a leader". John Quincy Adams (1767-1848) • Education is a progressive discovery of our own ignorance. ~Will Durant

• Education would be much more effective if its purpose was to ensure that

by the time they leave school every boy and girl should know how much

they do not know, and be imbued with a lifelong desire to know it.

~William Haley

• Education's purpose is to replace an empty mind with an open one.

~Malcolm S. Forbes

• From the satisfaction of desire there may arise, accompanying joy and as

it were sheltering behind it, something not unlike despair. ~André Gide,

The Counterfeiters, 1925