Movement Education and Multiple Intelligences

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Movement Education 1

Running head: MOVEMENT EDUCATION AND MULTIPLE INTELLIGENCES

Movement Education and Multiple Intelligences

Mallory Bauer

Instructor: Mat Erpelding

PHYE 210: Physical Education for Elementary Teachers

Fall 2011


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Movement Education and Multiple Intelligences

Introduction

Decades ago at Harvard University, Howard Garner and his peers acknowledged eight

intelligences as well as the learning styles correlated with each. In order to effectively teach

however, we must understand the brain and its functions. This paper focuses on Howard

Gardners theory of multiple intelligences as well as provisions and settings that can optimize

learning in classrooms. This paper also includes ways to implement movement for both typical

and atypical students in the classroom.

Brain Based Learning for Teachers

Our brains are so complex; it can be challenging to comprehend its purposes. According

to Caine (1990), there are twelve brain principles that educators need to become aware of to

optimize learning in the classroom. These principles include: The brain is a parallel processor,

learning engages the entire physiology, the search for meaning is innate, the search for meaning

occurs through patterning, emotions are critical to patterning, every brain simultaneously

perceives and creates patterns and wholes, learning involves both focused attention and

peripheral perception, learning always involves conscious and unconscious processes, we have

two types of memory: a spatial memory system and a set of systems for role learning, the brain

understands and remembers best when facts and skills are embedded in natural spatial memory,

and each brain is unique (Caine, 1990).

According to Elaine (n.d.), research indicates that there are specific stages when our brain

is developmentally ready to learn certain skills. Emotions and stress also have a great impact on

what the brain will be able to handle. Keeping our emotions positive will promote a love for

learning. Copious amounts of stress can cause the brain to shut down the upper-level processing.


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Making sense of material will promote facts to stay in the long-term memory rather than the

short-term. The brain is able to think at many different levels, so it is important to challenge

students to think critically.

Multiple Intelligences in the Classroom

We all have many intelligences; Howard Gardner has categorized the following

intelligences: verbal-linguistic, logical-mathematical, spatial, musical, bodily-kinesthetic,

naturalist, interpersonal and intrapersonal (Nolen, 2003). According to Gardner (1993), every

individual has all eight intelligences, but in different proportions; one of the intelligences will be

dominant in each individual. As a teacher, observing the students will help in finding out each

childs particular strengths in the intelligences and learning styles. It is important to create lesson

plans with as many of the intelligences as possible so that all students will get the most out of the

material (SPARKed, n.d.).

Verbal-linguistic learners do best by learning and saying. They thrive in spelling, reading,

writing, and vocabulary exercises. Logical-mathematical learners are very good at seeing

patterns and may work well with numbers. They may excel at experimenting, exploring and

figuring things out their selves. Spatial learners may be good at recognizing details, faces,

scenes, etc. They usually will have a very keen visual memory. Bodily-kinesthetic learners enjoy

doing hands-on activities. They tend to learn better when moving about and touching or

manipulating objects. Musical learners understand rhythm and melody very well. They may

enjoy singing or playing an instrument. Naturalist learners typically love the earths natural

features. They learn best by going outdoors and seeing Mother Nature. Intrapersonal learners

know who they are as a person very well. They love to work alone on projects or assignments.


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Interpersonal learners understand people well. They prefer to work on projects in groups and like

to socialize (Feagin, 2011).

Movement Education

When creating lesson plans, the integration of physical education into the classroom is

very important (Campbell, 2009). In elementary school, the children are developing and learning

through movement. Although they move about in their physical education class and recess, this

is still not enough physical activity for young students. Students should not be sitting in their

desks for long periods of time. They get the most out of subjects when they are able to do hands-

on activities and other movement activities to get their energy out.

According to Campbell (2009), an individuals attitudes and values are formed early on.

It is important to build great physical education programs in the elementary schools so that a

child will not form negative attitudes towards fitness. It is important to also inform and teach

students about the diseases that result from not practicing a healthy lifestyle. Promoting healthy

behaviors at an early age will likely stick to a child and follow into adulthood.

Conclusion

Personally, I definitely agree with Gardners multiple intelligences theory. The whole

concept makes perfect sense to me. I will definitely use it to help understand my students better.

I will also help my students improve their weak intelligences because I believe all intelligences

are equally important. As for the brain-based learning, I was not familiar with in until I read the

article. All the research on the brain that it provided was very logical and useful. I will use the

information learned in my personal life as well as when I am an educator. My lesson plans will

also implement movement because I am a firm believer when it comes to moving around in the


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classroom. I do not want my students to get bored and dislike school or develop a negative

attitude towards health or fitness.


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References

Caine, R. N., Caine, G. (1990, October). Understanding a Brain-Based Approach to Learning

and Teaching.Educational Leadership, 66-70.

Campbell, K., Combs, C.A., Kovar, S. K., Napper-Owen, G., Worrell, V.J. (2009).Elementary

Classroom Teachers as Movement Educators. New York: McGraw Hill.

Elaine, K. (n.d.). Brain Compatible Learning. 1-5.

Feagin, Clairece (2011). School-age Children: Spatial Intelligence. McLean, Virginia: The Care

Courses School.

Gardner, Howard (1993). Frames of Mind: The Theory of Multiple Intelligences. New York:

Basic Books.

Nolen, J. (2003). Multiple Intelligences in the Classroom. Education, 124(1), 115-119.

SPARKed (n.d.). Multiple Intelligence Theory. Spark in Education, 1-4.

Movement Education and Multiple Intelligences

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