PSY FPX 6110 Assessment 3 Current Debate in Learning Theory: Multiple Intelligence Theory

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Capella University

PSY FPX 6110 Learning Theories in Psychology

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Current Debate in Learning Theory: Multiple Intelligence Theory

There are various learning theories and neuroscience studies aimed at enhancing our understanding of how individuals learn and communicate. These studies primarily focus on determining the reliability of these theories as society evolves. Howard Gardner established the Multiple Intelligence Theory, first introduced in the 1980s. The theory comprises seven components of intelligence, later expanded to eight. The eight intelligences are linguistic, logical-mathematical, spatial, bodily-kinesthetic, musical, interpersonal, intrapersonal, and naturalistic (Gardner, 2006). The Multiple Intelligence Theory expanded upon traditional thought by helping identify areas where individuals are competent and areas where they may have deficits.

Advances in Learning Theory

Since Gardner introduced the Multiple Intelligence Theory, numerous advances have been made in his research. Two other prominent theories that have developed are Direct Instruction and Successful Intelligence. In direct contrast to the Multiple Intelligence Theory, Direct Instruction is based on how information is transmitted from the teacher to the learner. This theory is generalized so that when the teacher focuses more on the objective, it shows the delivery method while utilizing problem-solving. When the sender specifies learning objectives, the theory becomes more generalized. Applying problem-solving material and the timeframe for explanations illustrates the method of delivery rather than just creating a clear picture of the objectives. After the sender provides the information to be learned, it is up to the receiver to analyze and apply the information to master what they have been taught. When the Multiple Intelligence Theory is applied to academics and training methods, it is altered. For example, when developing a curriculum, educators and trainers make lessons more student-centered to ensure that students are not disadvantaged if they begin their studies later than others (Thomas & Axelrod, 2005).

Successful Intelligence Theory focuses on accomplishing individual goals and the ways individuals compensate for their limitations (Sternberg, 2005). Successful intelligence defines individual success by a person identifying their goals and then utilizing their strengths to accomplish those self-defined goals.

The Instructional Approach in teaching strategies requires teachers to focus on the curriculum, meaning that all their teaching strategies are based on students’ prior experiences and knowledge, learner interests, learning styles, and developmental levels. The instructional approach is linked to learning objectives. There are categories of instructional strategies. For example, a teacher may provide information through a lecture method (direct instruction) while also using indirect instruction by asking students to participate and ask questions about the significance of the information delivered. This approach is mainly student-centered and can include reflective discussion, concept formation, concept attainment, problem-solving, and guided inquiry. This strategy seeks a higher level of student involvement as it asks students to draw conclusions and encourages them to participate in generating alternative solutions.

Direct Instruction is teacher-directed and more commonly used than the Instructional Approach. It also uses methods such as lecture, didactic questioning, practice, drill, and demonstration. Direct instruction is effective for providing information or developing step-by-step skills. This works well for introducing other teaching methods. This method relies on didactic questioning and can test comprehension skills. The direct approach gives more room for a passive teaching experience where the students may have a limited attention span. Students are unable to assimilate the lectured content due to learning preferences.

Multiple Perspectives

Multiple Intelligence Theory, as well as studies in neuroscience, have impacted education and students. One debate concerns the significance of using Multiple Intelligence Theory to accommodate the needs of learners. Research from a survey of teachers who teach grades kindergarten to 12th grade aimed to assess and evaluate individual experiences utilizing Multiple Intelligence Theory. The study questioned the implementation of what students had learned and whether they felt there was any value in multiple intelligences.

Delving deeper into the study, it’s important to present arguments from both sides of the debate. The previously presented research makes it easy to understand why Multiple Intelligence Theory has been more accepted or preferred over Direct Instruction. Learners thought that the curriculum was easier to navigate when using Multiple Intelligence Theory over direct instruction. The Multiple Intelligence approach was more motivating and helped learners create a personal connection to what they were learning (Douglas et al., 2008). Direct Instruction could be compared to a banking process, as teachers are depositing information to their students, who are then expected to withdraw the information later when it is time for testing (Hoerr, 2005). The theories have similarities; for example, educators are responsible for depositing information to learners and then withdrawing it during testing.

PSY FPX 6110 Assessment 3 Current Debate in Learning Theory: Multiple Intelligence Theory

In a quantitative study conducted by Adcock (2014), Direct Instruction and Multiple Intelligence approaches were compared in terms of learning. He found that when the Multiple Intelligence approach was used, it made the curriculum much more comprehensible to more students. The Multiple Intelligence approach was found to be more motivating and helped students understand what was being taught by bringing it to a personal level, which encouraged them to become more engaged. For example, when beginner readers have trouble comprehending a story and are all at different reading levels, the teacher will practice more reading interventions to help the individual students. As educators, teachers need to be able to develop learning activities that interest each student in their classroom, and the Multiple Intelligence approach can allow them to do so (Adcock, 2014).

This research is important; however, it has implications. The results may be biased given that the teachers self-report how successful the students in their classroom feel after changing teaching methods. The way this research demonstrates the impact of teaching methods is based on whether or not the students’ comprehension of the topics increases or decreases. This does not directly tell us whether the students are actually gaining better insight unless we are able to evaluate scores. There are multiple ways to assess a student’s improvement in learning with this approach. The researchers claim that Multiple Intelligence Theory can be used for all students, meaning that there is not a compromise for less intelligent students. The method will change regardless of whether the students think they need it or not. This research also mentioned that students who are engaged and challenged while learning do not cause behavioral problems (Adcock, 2014). In theory, this method should decrease the number of disciplinary issues; I believe that it would also help improve the confidence levels of the students who feel “less intelligent.”

Current State of the Learning Theory Debate on Multiple Intelligences

The authenticity in teaching and learning has been called into question in recent years. Modern educators are encouraged to incorporate characteristics from both Multiple Intelligence Theory and Direct Instruction into their teaching methods. The hope is that teaching will become increasingly effective and have a positive effect on the learning curve. Multiple Intelligence Theory will help educators focus on the quality of learning. It will also encourage increased research into the subjects they are teaching.

There is significant value in utilizing Multiple Intelligence Theory because it addresses the learners directly. Multiple Intelligence Theory also identifies and addresses the diversity found in the classroom. Multiple Intelligence can be used to make improvements in learning and teaching; it acknowledges how brain functionality can affect learning paces in students and ensures that no students are left behind. The combination of learning and teaching makes the improvements education needs to keep up with time and the changing society or educational systems.

Conclusion

Education has shifted much of its current focus on learning and the ways that the brain connects with teaching. In this age of constant technological advances, educators have utilized many different tools to bridge the gap between teachers and learners. Educators are tasked with learning as technology is constantly evolving. Educators from grade school to higher-level learning institutions are having to adapt to advances in educational research to communicate efficiently with students, such as having to utilize long-distance learning measures like Zoom to teach during COVID-19. It is the responsibility of modern-day educators to find alternative ways of learning and making methods of learning as effective as possible. It is also important to remember that every student has a different way of obtaining information and learning; therefore, they need to continue to find new ways to present the information.

References

Adcock, P. K. (2014). The longevity of multiple intelligences: An analysis of Gardner’s theory. Delta Kappa Gamma Bulletin, 80(4), 50–57.

Douglas, O., Burton, K. S., & Reese-Durham, N. (2008). The effects of the multiple intelligence teaching strategy on the academic achievement of eighth-grade math students. Journal of Instructional Psychology, 35(2), 182–187.

Gardner, H. (2006). The development and education of the mind. New York, NY: Routledge.

Hoerr, T. R. (2005). Applying multiple intelligences in schools. New Horizons for Learning.

Sternberg, R. J. (2005). The theory of successful intelligence. Interamerican Journal of Psychology, 39(2), 189–202.