Walter's reply.....

Hi Yvonne - thanks so much for your interest! In response to these very important questions: 1. How would Gardners' theory of MI be supported by school principals? Certainly by being aware of its tenets. But in practical terms, by providing a faculty climate where teachers are encouraged to accommodate the different intelligences. In this day and age where state assessments are adding pressure to master a large amount of knowledge in each grade level, it's human nature to drill skills and teach towards the test. But in doing so we perpetuate the emphasis on verbal/logical intelligences that education has traditionally embraced. Teachers need to know that students can learn using all the intelligences and perform well on standardized tests at the end of the year. You don't have to teach strictly verbal/logical to have students test well in a verbal/logical format. Teachers need the permission of their administrators in order to loosen up enough to let this happen. 2. What should school principals know about Gardners' theory of MI? First, Gardner can be embraced along with the psychometric establishment. We do not need to cast aspersions on our school psychologists and child study processes in order to utilize MI. Rather, Gardner sees psychometric testing as one piece of a larger puzzle in identifying a child's strengths. That's the second point: rather than identifying and labelling a child by his or her weaknesses, Gardner insists that MI is a way of empowering all students by stressing their strengths. Students should not be serviced by their MI deficiencies. Rather, educators should be able to devise learning environments that support and stimulate MI strengths. MI is an inclusive model. Third and most importantly, as educators we all need to keep in mind that all the intelligences work in consort all the time. In designing effective instruction we should be holistic. It goes against the intent of Gardner's model to develop lessons that target intelligences in isolation. If principals can internalize these three core tenets of Gardner's model, they can effectively lead their teachers in successfully reaching every child. 3. How do you think Gardners' MI can be applied with Indian children? From the outset Gardner is very sensititve to culture and its role in intelligence. By his very definition, intelligence is culturally based. Culture provides the context for the values we possess about intelligence. What Indonesian natives value in intelligence is not the same as what British citizens value. Indeed, a British school boy would struggle to function successfully if thrown into the Indonesian culture. With Native American students, then, the key is to provide curricula and learning experiences that tie into their culture and heritage. This results in more relevant learning experiences which promote greater retention and recall. If we do not respect the cultural context in which learners come to us in the schools, we are setting these children up for failure. 4. What can be created in school programs that support the MI's and what changes would need to be implemented? Regardless of one's culture or background, the key to increased learning success using Gardner's model is to create an environment rich in experiences that stimulate all the intelligences. Gardner's example of the ideal MI classroom is a hands-on museum. It is rich with meaningful experiences and stimulating materials. It allows for student choice and active participation. It empowers each student to take ownership of his or her own learning. It is based in real-world learning opportunities. And most importantly, it sparks further questions in each student which compel him or her to pursue further understanding. In educational terms, it necessarily promotes those higher levels of thinking while helping students internalize heuristics and standards they will use for a lifetime. In terms of making changes in the present classroom, I have found in working with teachers that it is most beneficial to identify what they are already doing that is consistent with Gardner and build on those commonalities. Teachers typically already are aware of different student approaches to learning and the benefits of projects and collaborative group work in the classroom. A principal can help by making each teacher more aware of the intelligences they teach to and the possibilities for further developing instructional strategies to stimulate those intelligences they do not naturally accommodate in their instructional style. In this way we empower teachers to expand on the good work they're already doing. I have found this is a much more effective strategy than imposing Gardner's model as a new approach that must replace the existing instructional program. It's only natural to resist change when you are told to throw the baby out with the bath water. And theres no need to do that - Gardner is all about inclusion! I hope these answers help. Feel free to write back and continue the dialogue! -Walter

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