intelligence is unitary.pdf

8/14/2019 intelligence is unitary.pdf

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Junnie Armel T. Salud

3rd yr, BSEd-English Far Eastern University-Manila

PRINCIPLES OF TEACIN! " #E$%SAT &'()'-&"(''

TOPIC( MULTIPLE INTELLI!ENCES

PRINCIPLES OF TEACIN! AN$ LEARNIN! LAN!UA!E which is composed of 3 lessons.

The first lesson is about the multiple intelligences. Before we go on with our discussion, let us

try to analyze this question *Is intelli+en,e a sin+le tin+ r varius intelle,tual /a,ulties01

!ou must find out the answer after this lesson.

"r. #oward $ardner, a professor of cognition and education at the #ar%ard $raduate School of

Education, de%eloped his theory of multiple intelligences &' years ago. "r. $ardner says that

people employ se%eral different types of intelligence, rather than one general type. (s a teacher,

our primary customers are the learners. The starting point of teaching is, therefore, )nowing the

nature of the learner and the nature of the learner naturally includes his*her intelligence.

++hat does intelligence mean to you

-ntelligence is the capacity to do something useful in the society in which we li%e.

++s intelligence an important characteristic of a person

-!es. Because intelligence may be the best way to classify #umans/we ha%e our

differences0 different le%els and )inds of intelligences, and with that, with the help of propermeasuring materials, we can determine where a person lac)s competiti%eness on a particular

type of )nowledge. (nd also through this intelligence, we are distincti%ely different from all other

creatures in the world.

++"oes intelligence define one1s personality

-2or eample, person 4(5 lo%es to play musical instruments since he was a )id, and

person 4B5 lo%es to write poems, read no%els and watch plays. ith gi%en manifestations, what

can you say is the type of intelligence persons 4(5 and 4B5 has So, if all of you become a

teacher someday and you see some of your students for eample, they are %ery interested in

writing essays, no%els, etc. 6r some are interested in music and arts, as a teacher, it is your

duty to disco%er e%erybody1s talent and help it blossom.

7ow that we already )now the meaning and essence of intelligence, let us compare the old %iew

of intelligence %ersus the new one.



Intelli+en,e 2as /i3ed4 They loo) at intelligence before as bounded by certain limitations and

ntelligence is fied at a certain le%el and is focused primarily on a particular )nowledge. n the

new %iew, the intelligence can be de%eloped0 there is a quotation that goes li)e this, 8"ES9TE

TS 7(:S9;6:S (99E(<(7;E, T#E B<(7 ;(7 ST6<E =6<E 726<=(T67S T#(7

(>> 62 T#E >B<(<ES 7 T#E 6<>".? =eaning you could still acquire more )nowledge

and the learning doesn1t stop at one phase.

Intelli+en,e 5e/re 2as measured 5y num5er4 in pre%ious times before you can be

considered intelligent, you got to pass some )ind of an eam, the score you will get would

determine your le%el of intelligence/and these are called @ Tests. 87umbers mean

something?, according to =r.;ulala on our class in =easurement and E%aluation, but in

measuring intelligence you cannot really determine one1s le%el and )ind intelligence by using a

test and basing on the test score alone because most of the ntelligences are not numerically

quantifiable/li)e =usical, Bodily-Ainesthetic, nterpersonal and ntra-personal because it

requires performances in which you cannot do in a paper-pencil @ test.

Intelli+en,e 2as unitary4 n the traditional %iew they loo) at intelligence as one general type

that can be measured thru an @ Test, but now a person1s intelligence can be ehibited in

multiple ways/and these are the =ultiple ntelligences.

Intelli+en,e 2as measured in islatin4 before they belie%e that the only way we can

measure our intelligence by the use of @ Tests, but now that they loo) at ntelligence as not

unitary, we cannot ust say that a person is intelligent based on the result of an @ Test alone

but also through some performances, that most of the intelligences require. (nd now they

belie%e that a person is intelligent if he can use his )nowledge to sur%i%e in real-life situations.

Intelli+en,e 2as used t srt students and 6redi,t teir su,,ess4 before thru an @ test,

they classify and ran) people based on the result of the @ Test and foresee the future of the

person based on the measured intelligence. But now the )inds and le%els of intelligence are

used to determine the strengths and wea)nesses of a person1s intelligence, and can be used to

e%aluate and further de%elop one1s capacities.



#a%e you e%er wondered why Tiger ood 4for eample5 is so good in golf and others

are not !ou might say because Tiger ood has 8T(>E7T?. ith "r. $ardner1s Theory of

=ultiple ntelligences, he tells us that this it is in fact what we call 87TE>>$E7;E?. #is wor)

not only has challenged the traditional %iew of intelligence as a unitary capability that measured

by @ Tests but also has gi%en rise to a new definition of intelligence and a new approach to

learning and teaching. #is %iew of intelligence is dynamic-epanding far beyond the linguisticand logical capacities that are traditionally tested and %alued in schools. (ccording to $ardner,

the intelligence is consists of C intellectual capacities.

1.) >inguistic- s)ill in the use of words for epressi%e and practical purposes.

( person with %erbal-linguistic intelligence

#as the ability to spea) effecti%ely or write effecti%ely.

the inclination for spea)ing, writing, listening, reading.

a sensiti%ity to the sounds, meanings, structures and styles of language.

&.5 >ogical-mathematical- s)ill in organization, problem sol%ing and reasoning, curiosity and

in%estigation.

3.5 Spatial- %isual acti%ities.

D.5 Bodily-Ainesthetic- use of physical strength*body.

.5 nterpersonal- responding to other1s feelings.

F.5 ntra-personal- assessing oneself.

G.5 7aturalist- classifying li%ing or natural things.

C.5 =usical- acti%ely enoys listening to music*playing musical instruments.

The implication of the theory is that learning*teaching should focus on

the particular intelligences of each person. 2or eample, if an indi%idual has strong

spatial or musical intelligences, they should be encouraged to de%elop these abilities. (

further implication of the theory is that assessment of abilities should measure all formsof intelligence, not ust linguistic and logical-mathematical. (nd someday if you become

a teacher don1t udge your students by academic result alone, told you that as being a

teacher you should encourage your students to de%elop their talents and help them out

blossom0 your students may possess other intelligences waiting for you to disco%er. So

can you now answer this question, “IS INTELLIGENCE A SINGLE THING OR

VARIOUS INTELLECTUAL FACULTIES?” 4The types of ntelligence %aries within each



person, the intelligence is not unitary because intelligence can be ehibited in many or

multiple ways5.

7ow that we1re done with =ultiple ntelligences, let1s go now to the net lesson, e%ery

one of us has our own unique styles/in cheating 7ope, but basically in learning. 2or

this lesson, we are going to study the D learning styles gi%en by #ar%ey Sil%er. >et1s read

these situations +++4acetate5 and let1s find out what particular learning style does each of

them has. The following four passages were written by four different th and Fth grade

students about their eperiences at school and each student represents one of the D

learning styles. <ead the passages and decide which one sounds the most li)e you.

4>ET S6=E ST:"E7TS <E(" T#E 9(SS($ES 67E (T ( T=E5

...Samuel, -wants to )now eactly what is epected of him and how well the tas) must

be done and why.

-he li)es when the teacher shows him eactly what to do.

-he also li)es seeing tangible results.

Samuel T. shows signs of person with a =(STE<! ST!>E of learning.

A Persn 2it(

-MASTER7 ST7LE

Learns 5est /rm(

$rill4 dem4 6ra,ti,eand ands-ne36erien,e.

Li8es t(

-d tin+s tat aveimmediate4 6ra,ti,aluse.

$esn9t li8e %t(

-d tas8s tat arent in 6ra,ti,al use.-a,tivites tat



-5ein+a,8n2led+ed.-5ein+ 6raised /r6rm6t and,m6lete 2r8.-re,eive /eed5a,8s.

re:uire ima+inatin.-a,tivities 2itmulti/a,eteddire,tins.

...Nina, -lo%es epressing herself much.

-she lo%es to eplore new ideas.

-she li)e thin)ing of things to do.

7ina 2. has signs of person with a SE>2-EH9<ESSIE ST!>E of learning.

-SELF-E;PRESSI<EST7LE

Creative A,tivities-learn tru+dis,very.-6ersnal insi+ts rdis,veries.

-detailed anddemandin+ rutines.

...Nan,y, -lo%es studying about ideas and how things are related.

-lo%es to compare choices and ma)e decisions.

-problem-sol%ing

7ancy has signs of person with an :7"E<ST(7"7$ ST!>E of learning.

-UN$ERSTAN$IN!ST7LE

Le,tures4 readin+4l+i,al dis,ussins.

-li8es t 6lan andr+ani=e er 2r8.-2r8inde6endently.

-memri=atin-rutine r rleassi+nments.

...Samir , -li)es helping someone.

-lo%es getting emotionally in%ol%ed.



Shamir shows signs of person with an 7TE<9E<S67(> ST!>E of learning.

-INTERPERSONAL

ST7LE

!ru6 E36erien,es4

rle 6layin+46ersnal e36ressin

-re,eivin+

en,ura+ement-sarin+ 6ersnal/eelin+s

-ln+ 6erids /

2r8in+ alnesilently

(;TIT!

<an) the D characters according to their similarity to you

J.7ot at all li)e me &.( little li)e me 3.Somewhat li)e me D.( lot li)e me

SAMUEL NINA NANC7 SAMIR

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