Multiple Intelligences

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Dr. Rene Diaz-Lefebvre teaches Psychology at Glendale Community College in Arizona. His collaboration with Howard Gardner, the creator of the multiple intelligences theory, has resulted in his incorporation of the theory into his classroom teaching. Diaz has written a book, Coloring Outside the Lines: Applying Multiple Intelligences and Creativity in Learning, which will be available at the end of 1998. The Community College of Aurora (CCA) has previously offered extensive faculty development opportunities on learning styles. During the fall semester, CCA invited Dr. Diaz to the community for a series of college and community workshops. I was sponsored by the Teaching/Learning Center at the Community College of Denver and attended a two-day series for college faculty. The flyers advertising the workshops were boldly printed.

The first afternoon we discussed the eight intelligences identified by Gardner.

After the introductory discussion, Diaz administered the TEELE Inventory of Multiple Intelligences with the emphasis that this is not an exercise in categorizing learners, but rather it is a tool to see which of the intelligences ‘lead your parade’. Also included in the handouts was a self assessment developed by Joyce Bishop, Keys to Success 2ed, and based on Gardner’s theory of Multiple Intelligences.

Traditionally, higher education has emphasized the linguistic and logical-mathematical styles; however, these styles were representative of only a small minority of this sample. Manipulative action, hands-on experiences, and cooperative learning environments are best suited for the majority.

The following day Diaz spoke at length about experiences shared with his colleagues at Glendale Community College. Faculty in several disciplines are incorporating activities and projects that allow students to choose how they will present proof of their learning. Poetry, art, and music are showing up in math classes. Providing these learning options for students are not trivial exercises and require extensive research and planning on the part of the instructor. Detailed instructions emphasizing the components of the activities must be prepared to guide the student through this unfamiliar learning path. Diaz recommends proceeding slowly by adding one option each semester. He was also cautious of new faculty implementing some of the innovations. Expertise with the content and class management are prerequisite skills. Many examples and guides are provided in the soon-to-be-published book. However, the willingness of the faculty to take risks with providing learning opportunities is fully compensated by the willingness of the students to also embark on path of risk-taking behavior in applying the academic material. All participants are stretching and moving out of their comfort zone.

In summary, learning requires that the brain be stimulated; this activity then combined with efficient feedback systems and challenges for reflection and emotional energy. Demonstration of the learning need not be limited to the old view of intelligence as primarily math and language skills. Once again, I heard the presenter emphasize that the growth and effectiveness of a learning community depends on faculty and administration collaboration and dedication.