Multiple Intelligences: Navigating Diversity within Honors

1
Multiple Intelligences Navigating Diversity
within Honors

• Richelle Brown
• Diversity Outreach Coordinator/Advisor
• NACADA National Conference 2007

2
Overview

• Intelligence
• Honors Gifted
• Multiple Intelligences Theory
• The Multiple Intelligences
• Multiple Intelligences Diversity
• Composites
• Implementations
• Discussion

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Intelligence

• What do you think of?
• What is it?
• Intelligence comes from the Latin verb
  intellegere, which means to understand.

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Honors vs. Gifted

• Honors
• Is the individual smart?
• Gifted
• How is the individual smart?

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Multiple Intelligences Theory(Bringing a fair
opportunity to all)

• Multiple Intelligences Theory
• An educational theory by psychologist Howard
  Gardner, who challenged the view that
  intelligence could be objectively measured and
  reduced to a single number (IQ).
• Implies that multiple kinds of intelligence
  exist in human beings, and thus each person has a
  unique cognitive profile.
• Gardner broadened the scope of human potential
  beyond the IQ score to include 8 intelligences.

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The 8 Multiple Intelligences
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The Multiple Intelligences

• Linguistic intelligence
• word smart
• Logical-mathematical intelligence
• number/reasoning smart

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The Multiple Intelligences

• Spatial intelligence
• picture smart
• Bodily-Kinesthetic intelligence
• body smart
• Musical intelligence
• music smart

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The Multiple Intelligences

• Interpersonal intelligence
• people smart
• Intrapersonal intelligence
• self smart
• Naturalist intelligence
• nature smart

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Potential 9th Multiple Intelligence

• Existential Intelligence
• Ability to exhibit the proclivity to pose and
  ponder questions about life, death and ultimate
  realities.
• Examples
• Philosopher, Theorist

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How are the intelligences determined?

• Gardner determines intelligence candidates by a
  range of criteria that includes, the ability to
  resolve 'genuine problems of difficulties within
  certain cultural settings.
• Examples
• Case studies of individuals with unusual talents
  in a given field.
• Neurological evidence for areas of the brain that
  are specialized for particular capacities.
• The existence of a symbolic notation.

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Reasons Multiple Intelligences Diversifies

• Reason One Development
• Reason Two Empowering
• Reason Three Equality

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Multiple Intelligences Development

• The theory of multiple intelligence claims that
  we all possess at least eight types of mental
  functioning and every individual has the ability
  to use each. However, everybody has one or two
  that work better for him or her to learn and
  excel.
• Project SUMIT
• All around development in all areas by tapping
  into individual intelligences.

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Multiple Intelligences Empowering

• What an individual thinks, believes, and feels
  will affect how he/she behaves.
• These beliefs can affect students behavior by
• Choice of behavior
• Effort
• Thought patterns/emotional reactions
• Humans as producers
• Higher self-efficacy leads to self-directed and
  self-regulated behaviors so that all students
  will be empowered not just those who excel with
  linguistics and math.

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Multiple Intelligences Equality

• Historically, society has only prioritized two
  intelligences in our educational system.
  (logical/mathematical verbal/linguistic)
• This societal bias is a main contributor to
  non-diverse honors programs.
• Multiple Intelligences can assist in eliminating
  this by seeing smart through different lenses.

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Multiple Intelligence Theory Diversifying
Higher Ed

• Puts an end to stereotypes of higher education
  students, especially in terms of who is smart.
• Creates a holistic approach to communicate that
• Diverse, intelligent students in various areas
  are welcome.
• Students of all intelligences are valued in our
  society.
• Students should feel comfortable in their own
  skin.
• Students should be cognizant and compassionate
  for the diversity of others, with an appreciation
  of all.
• The notion of high-ability students should be
  rethought.

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Possible Composites

• Typical Honors Student Composite
• SAT 1300
• ACT 30

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Possible Composites

• Atypical Honors Class (using MI) Student
  Composite
• SAT 1000
• ACT 25

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Which Would You Prefer?
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Potential Implementations

• Include measures beyond the typical verbal/logic.
  
• Holistic Admission
• Portfolios (Language, Self/Society, Arts,
  Math/Science/Technology)
• Interviews
• Applications in all forms (let students show how
  they are smart using their intelligences, not
  forcing them to paper-based applications)
• Essays focusing on different methods of reasoning
• Insight Resume (showing the unique individual)
• Approaching the gifted in this manner enables for
  a wider range of students participating in
  college honors programs and college in general.

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Cautions

• Misinterpreted to justify any type of racial,
  ethnic, or cultural stereotyping for
  intelligences.
• Focusing on only one intelligence and overlooking
  the full profile.

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Outreaching with Multiple Intelligences

• Multiple Intelligences Inventory
• Awareness
• http//www.bgfl.org/bgfl/custom/resources_ftp/clie
  nt_ftp/ks3/ict/multiple_int/questions/questions.cf
  m
• Multiple Intelligences Activities
• Campus Day Event
• Age-appropriate activities for each intelligence
• Group activity utilizing each intelligence with
  same scenarios
• Connect with Multiple Intelligences-Based Schools

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The Whole PictureResource Eric Oddleifson
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Thank You

• Questions
• Discussion/Thoughts
• Richelle Brown
• Diversity Outreach Coordinator
• Indiana University Hutton Honors College
• brownr_at_indiana.edu
• NACADA 2007

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Discussion Thoughts

• What does your program use to select students?
  (Admission Criteria)
• What kind of outreach do you do to
  underrepresented groups?
• How are your diversity numbers?
• If well-represented how did you go about that?

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Resources

• Gardner, H. Intelligence Reframed Multiple
  Intelligences for the 21st Century.
• Gardner, H. Multiple Intelligences The Theory in
  Practice.
• Gray, J. The Theory of Multiple Intelligences
  Understanding Cognitive Diversity in School
• Bandura, A. Social Foundations of Thought and
  Action A Social Cognitive Theory.
• Kezar, A. Theory of Multiple Intelligences
  Implications for Higher Education
• Multiple Intelligences Inventory Test
  http//www.bgfl.org/bgfl/custom/resources_ftp/clie
  nt_ftp/ks3/ict/multiple_int/questions/questions.cf
  m
• Schwartz 1997
• Eric Oddleifson, Boston Public Schools
• Project SUMIT