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The author argues for the ongoing relevance of using multiple intelligence (MI) theories to meet the varied needs of students in the classroom. She presents results from an informal survey of K-12 teachers enrolled in graduate education courses to find out their backgrounds in MI theory, how they applied what they learned about MI theory in their own K-12 classrooms, and the value of taking a course on teaching to Mis. The gathered data indicated teachers had a positive response to the use and value of MI theory in the classroom because it helped the teachers discover and address the different ways in which children learned best.
Introduction
The diversity of the learner is defined commonly by ethnicity, economic conditions, and gender; however, there are other issues of diversity-such as the visual or auditory abilities or the disposition of the learner-that can affect learning. An important aspect of considering the diversity of the learner is recognizing that each person has several ways in which he or she learns best. The learning theory that has brought light to the way in which each child learns differently is multiple intelligence (MI) theory,
Howard Gardner's theory that began with seven Mis in the 1980s has now evolved to eight (Gardner, 2006). Gardner suggested that the brain has many capacities for learning that he called intelligences. The eight Mis identified by Gardner are
? Linguistic; the heightened capacity for using words and language.
? Mathematical/Logical: the enhanced capacity for numerical or logical patterns.
? Naturalistic: the capacity of understanding of nature or biology well.
? Spatial: heightened abilities and manipulation of the visual-spatial.
? Bodily/Kinesthetic: the well-developed skill of physical movement.
? Musical: the enhanced capacity to discern rhythm and patterns.
? Interpersonal: the heightened ability to understand and respond to others.
? Intrapersonal: understanding of one's own emotional strengths.
These intelligences are found in all people; however, each person usually excels in only one or two. If teachers can determine the intelligences (enhanced abilities) in each child and then teach to those enhanced abilities, the child will learn better.
Since Gardener's theory was first introduced, other theories of MI have emerged. Daniel Goleman (1995), who began with the emotional intelligence (El) theory, expanded this theory into a...