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The Zorgons and Multiple Intelligences

An assignment completed by Angele Morrison, Carllie Necker, Eric Pye, Helen Ho and Shelley Morin for ADL 110-014 Diversity in Adult Learning (July 7, 2014)
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Eric Pye

on 16 October 2014

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Transcript of The Zorgons and Multiple Intelligences

Fifteen parsecs past, this council created a pan-galactic research team, tasked with finding and studying intelligent life and intelligent teaching on other planets, analyzing instructional methods and outcomes, and developing a new philosophy and practices to improve the state of Zorgonian education.

Here in the central vortex of our galaxy, planets teem with life. Increasingly creatures from these planets have mixed and migrated, creating challenges on Zorgon as increasing numbers of aliens join our communities and schools. In addition, young Zorgonians have become vocal about their dissatisfaction with traditional classroom ways.
A grid-by-grid, solar-system-by-solar-system search of the outer arms of the galaxy found numerous planets inhabited, but only one with what could be classified as "intelligent life." This planet was Earth.

Careful study revealed to us a sage psychologist of advanced wisdom whose theories have proven highly popular in educational circles on Earth, and it is his ideas that we have chosen to present here for your consideration.
Report on Earthling Learning to the Zorgon Planetary Education Council
The wise psychologist we speak of is named Howard Gardner, and his educational ideas are referred to on Earth by the term "Multiple Intelligences."

Our report to you will focus on the following:
A description of Gardner and some of his pertinent, underlying ideas on learning
Summaries of the Multiple Intelligences
Discussion of the concept of "Entry Points," which are a useful educational technique for working with Multiple Intelligences in the Earthling classroom
Our recommendations
Howard Gardner is an Earthling developmental psychologist, who developed the Theory of Multiple Intelligence 19 parsecs ago, in the Earth-year 1983 (1).

According to Garner's theory, intelligence is "the ability to solve problems or fashion products that are valued in one or more cultural or community setting" (2). Each Earthling (they call themselves Humans) has a unique blend of all intelligences (which makes up their intelligence profile), and each is different in how they use and/or combine these intelligences to solve problems or complete tasks (3). Gardner believes that a Human’s culture (place or human-type of origin) also impacts their profile (4).

Gardner's theory has been implemented over many Earth years into the Human school system, and though they originally only tested for Logic Intelligence and Linguistic Intelligence (similar to what we do on Zorgon now), they are re-inventing the way they test Human students to include all learner intelligence types (5).
And so on Earth, intelligence is no longer measured in a single IQ assessment as it is on Zorgon.

Because of this, situations like the one pictured next (6), which mirror some of the issues we currently face on Zorgon and used to be common on Earth, no longer occur there.
Gardner believes there are nine different intelligences: Musical, Interpersonal, Intrapersonal, Spatial, Bodily-Kinesthetic, Logical-Mathematical, Linguistic, Naturalist and Existential (originally, Gardner theorized only seven, adding Naturalist and Existential later.) (7).

The next part of our report looks at Gardner's nine intelligences in more detail, focusing on the typical abilities of Human's with those tendencies, and the kinds of activities they might enjoy in a learning context.
Musical Intelligence (Music Smart)

Sensitive to tones, rhythms and musical patterns including environmental noises. May possess musical abilities, appreciation of music (8).

Tasks and assessment
: complete gaps in lyrics of a pop song; create a mnemonic or rhyme to help memorize information; find a piece of appropriate music to accompany a passage from a book; create lyrics to an existing melody about a text or topic studied in class (9).
Interpersonal Intelligence (People Smart)

Awareness of people including their moods, intentions and motivations. Possess understanding and ability to work with others (10).

Tasks and assessment
: discuss answers in pairs or groups; work on writing assignments with partners; give feedback to peers; mentor or coach a peer (11).
Intrapersonal Intelligence (Self Smart)

Knowledge of self. Discriminate range of emotions and use to understand and guide one’s own behaviour. (12) Independent, organized, sets own personal goals (13).

Tasks and assessments
: think about possible individual reactions compared to a video viewed in class; write a learning journal; write a diary for a few days in the life of a character in a book; reflect on characters in a text and on similarities or differences to self (14).
Spatial Intelligence (Picture Smart)

Able to think in three dimensions, manipulate mental imagery and reason spatially. Demonstrate intelligence with artistic, graphic, design, game playing abilities (15).

Tasks and assessments
: complete a chart or diagram about a topic from class; predict contents of a text or story using an accompanying picture; discover differences between two pictures without showing them to group mates (16).
Bodily-Kinesthetic Intelligence (Body Smart)

Through cognitive features of body usage, able to express an emotion (dance), play a game (sport) or create a new product (17)

Tasks and assessments
: re-order a cut-up jumbled reading text; write stories in groups by writing the first sentence of a story on a piece of paper and passing it to a peer for continuation; create a similar scene to one read about in class, and perform the scene (18).
Logical-Mathematical Intelligence (Logic Smart)

Able to rapidly process problem-solving, solution is constructed before it is articulated (19). Power to deduce, observe, calculate and cope with many variables.

Tasks and assessments
: listen to three parts of a story and decide the correct order; compare two characters or opinions in a text; write steps in a process; discuss and re-order pictures in groups, without showing them to group mates, to create a story (20).

Linguistic Intelligence (Word Smart)

Able to think in words, express complex meaning, understand the order and meaning of words (21).

Tasks and assessments
: answer true/false questions about a text; write a letter or short story about something studied in class; rewrite part of a book as a film script; discuss statements about a controversial topic (22).
Naturalist Intelligence (Nature Smart)

Keenly aware of how to distinguish plants, animals, natural configurations into ecological niche (23).

Tasks and assessments
: listen to sounds inside and outside the classroom and discuss what was heard; discuss an environmental issue; read descriptions of nature in a novel and then write new ones; make a mind map on a topic from nature (24).
Existential Intelligence (Universe Smart)

Interested in pondering fundamental questions of existence; "intelligence of big questions." (Is there intelligent life on other planets…?) (25)

Tasks and assessments
: think about or discuss deep questions like: "What is the meaning of life?" "Why do we die?" "How did we get here?" (26) "Why are some races favoured over others?" "What is the definition of 'success'?"
Artist Unknown (6)
Searching
Intelligence
for
Howard Gardner suggests that "most topics {in an education setting} can be approached through a variety of ‘entry points’ (engagement activities) that roughly map onto the multiple intelligences" (27). "In this way, there is a good chance that diverse learners with different ways of knowing and different intelligence profiles will find a relevant and engaging way of learning" (28).

Our next slide summarizes some suggested entry points:
1)
Narrative entry
: narrative or vocal method of learning/engagement, utilizing storytelling to develop/convey understanding (29).

2)
Logical, quantitative entry
: analytical method of learning/engagement, utilizing both deductive and inductive reasoning to develop/convey understanding (30).

3)
Foundational entry
: philosophical method of learning/engagement, posing questions to develop/convey understanding (31).

4)
Aesthetic entry
: sensory method of learning/engagement, utilizing art and other forms of expression to develop/convey understanding (32).

5)
Experimental entry point
: hands on method to learning/engagement, utilizing the physical world to develop/convey understanding (33).
Recommendations for the Planetary Council

Howard Gardner notes "(Multiple Intelligence) theory has taken on a life of its own" (34). He forecasts that intelligences will evolve, some in, some out, and some combining. We believe that on Zorgon, this is already occurring, and suspect there may be more than nine variations.

We recommend that each council member reflects on your own, individual intelligence profile, and whether your education might have benefited from some of the varied methods outlined in this report.

And of course, we recommend that the Council introduce multiple intelligence theory to educators and business leaders to support the learning and integration of young Zorgonians and near-Zorgon aliens in as expedient a manner as possible.
References

1.
Smith, M. K. (2002, 2008). Howard Gardner and Multiple Intelligences, The Encyclopedia of Informal Education. http://www.infed.org/mobi/howard-gardner-multiple-intelligences-and-education, Para. 11
2.
Ginsberg, M. B. & Wlodkowski, R. J. (2009). Diversity and Motivation: Culturally Responsive Teaching in College. San Francisco, CA: Jossey-Bass A Wiley Imprint, pg. 159
3.
Ginsberg & Wlodkowski (2009), pg. 161
4.
Ginsberg & Wlodkowski (2009), pg. 161
5.
Guignon, A. (2010). Howard Gardner’s Multiple Intelligences: A Theory for Everyone. Education World. http://www.educationworld.com/a_curr/curr054.shtml
6.
Uncredited Cartoon included in El-Ramey, D. (2011). National Standards: Are They Necessary? Bornstoryteller blog. https://bornstoryteller.wordpress.com/2011/06/27/national-standards-are-they-necessary-guest-blog/
7.
Ginsberg & Wlodkowski (2009), pp. 159-160
8.
Gardner, H. (2011). Frames of Mind: The Theory of Multiple Intelligences. New York: Basic Books, pp. 107, 126
9.
Tanner, R. (2001) Teaching Intelligently. English Teaching Professional Magazine, Issue 20, July 2001, pg. 41
10.
Gardner, H. (2008) Multiple Intelligences: New Horizons in Theory and Practice, pg. 15, 18
11.
Tanner (2001), pg. 41
12.
Gardner (2008), pg. 17, 18
13.
Ostwald-Kowald K. (2013) Understanding Your Student's Learning Style: The Theory of Multiple Intelligences. http://www.connectionsacademy.com/blog/posts/2013-01-18/Understanding-Your-Student-s-Learning-Style-The-Theory-of-Multiple-Intelligences.pdf
14.
Tanner (2001), pg. 41
15.
Gardner (2011), pg. 182
16.
Tanner (2001), pg. 41
17.
Gardner (2008)
18.
Tanner (2001), pg. 41
19.
Gardner (2008)
20.
Tanner (2001), pg. 41
21.
Gardner (2008)
22.
Tanner (2001), pg. 41
23.
Gardner (2008)
24.
Tanner (2001), pg. 41
25.
Gardner (2008)
26.
Northern Illinois University. The Nine Types of Intelligences. http://www.niu.edu/facdev/resources/guide/learning/howard_gardner_theory_multiple_intelligences.pdf, pg. 1
27.
Ginsberg & Wlodkowski (2009), pg. 163
28.
Ginsberg & Wlodkowski (2009), pg. 165
29.
Ginsberg & Wlodkowski (2009), pp. 163-164
30.
Ginsberg & Wlodkowski (2009), pg. 164
31.
Ginsberg & Wlodkowski (2009), pg. 164
32.
Ginsberg & Wlodkowski (2009), pp. 164-165
33.
Ginsberg & Wlodkowski (2009), pg. 165
34.
Gardner, H. (2006). Multiple Intelligences: New Horizons. Basic Books. New York, pg. 26
Background Images Credits

Images used by kind permission of the artists:

Rocket in Space image
: Courtesy of Katie at Katie's Nesting Spot. http://www.katiesnestingspot.com/2011/01/to-stars-and-back-digital-kit-blog.html

Multiple Intelligence Infographic image
: Courtesy of Diana Ziv on Behance. https://www.behance.net/gallery/7787289/Infographics
An assignment completed by Angele Morrison, Carllie Necker, Eric Pye, Helen Ho and Shelley Morin for
ADL 110-014 Diversity in Adult Learning (July 7, 2014)
Full transcript