Introduction
The paper provides a model of the innovative school development, which is based on the multiple intelligences concept. The approach was elaborated by the professor from Harvard University, Howard Gadner. In contrast to the traditional understanding of human mentality, Gadner’s methodology claims that intelligence should be viewed as a unique potential, which allows developing diverse skills and competencies.
Divergences between two doctrines
The essential divergences between two doctrines of intellectual development refer to several factors. Primarily, the customary view of human mentality reveals that people possess a distinct amount of intelligence when they are born. Furthermore, the educational approaches, which are built on traditional intelligence method, emphasize that a certain set of mental skills can’t change through the lifetime, which is why the teaching programs encompass the same materials for everyone. In the opposite, multiple intelligences theory refers to the idea that a person is born with a set of competencies, which evolve in different combinations and may be improved through drills and directed study (Sternberg, 2000).
The development of a school profile, which is based on the approach of multiple intelligences, may be characterized by a diversity of educational doctrines, which are used throughout academic involvement. Specifically, the system of education has to be based on the subjects, which allow the learners developing a full spectrum of their intelligence possibilities. The advantages of the program are already estimated in the leading countries of the world. Thus, the research studies show that the level of educational progress in the USA has increased with the introduction of MI-based instruction. Specifically, the American educators link the MI learning improvements to the test scores, and student discipline progresses as well as the overall learning involvement progression (Furnham, Hosoe, & Li-Ping Tang, 2002).
MI-based education
The principle of grouping the students in multiple intelligences classroom stems from the grounding idea of the given theory, according to which every learner possesses seven intelligences that can be used in different combinations. The implications of forming MI-based groups presuppose the exclusion of special education concerns. Thus, in contrast to the traditional class formation, which reveals that exclusively linguistic and mathematical learning modes are correct, MI-based education suggests that even the learners with a bright revelation of musical or intrapersonal intelligence may show excellent academic results.
Therefore, the educational program, in the designed school, roots from the possibility to include every child in a cooperative group of learners, which does not only provide the opportunities for learning excellence but excludes the notion of “learning disability.” According to the doctrine, the analyzed educational program allows non-discriminatory grouping. In the opposite, the designed form of instruction encourages a selection of the students with diverse backgrounds and learning potentials. In this way, the learners may observe and analyze the methods of disclosing various types of intelligence types. However, the educators must take into consideration the fact that the designed group shapes require multi-sided student approaches as well as individualized instruction methods.
The MI-based curricula must reach beyond the conventional understanding of the subjects, which are introduced in schools. Thus, while traditional schooling prioritizes such disciplines as arithmetic and writing, the program that is based on multiple intelligences, emphasizes that arts and music as equal to the former ones. The strategy contributes to the idea that children, who possess musical intelligence, should not feel marginalized. In addition, the study of every MI discipline has to be adjusted to the values of alternative learning.
Thus, every subject must be approached in the manner of in-depth elaboration while traditional disciplines’ study implies information delivery. The second critical issue in the designation of MI-based curricula is an introduction of the complete subject variety in the primary school so that to provide opportunities for early academic involvement. Eventually, when children are able to get involved in all possible spheres of learning activities from the first days of their school commitment, the educators may perceive the ways, in which they group their mental intelligences. Therefore, an early addiction to learning, as well as the inclusion of the diverse disciplinary development, serves as the major advantages of multiple intelligences curricula.
With these points in mind, the designed school offers the following set of disciplines: arithmetic, reading, grammar, sciences, art, music, geography, physical training, astrology, communication basics, history, physics, chemistry, literature, and creative writing. The selected subjects have to be introduced on all levels of academic learning: from primary to high school. Nevertheless, the gradation of material difficulty has to be well-differentiated. The assessment complies with Gadner’s spectrum project, which prioritizes observation and all-covering examinations rather that casual paper tests.
The implementation of MI approach at school complies with Gadner’s theoretical claim, according to which seven intelligences have to be clearly separated from each other. As a conclusion, the demarcation must be viewed not only in instruction peculiarities but space organization as well. Therefore, it is suggested to employ the construction of seven learning centers, which might be differentiated through the inclusion of thematic appliances (Feldman, 2014). Naturally, the centers for study must correspond with seven intelligence types.
Mainly, in one classroom, the practice of disclosing linguistic intelligence should be encouraged while the other targets the elaboration of logical-mathematical competence, etc. The division contributes to the creation of centralized instruction, which prioritizes and develops human abilities. However, the school administration makes sure that the learning centers are situated in close distances from each other since the students are supposed to sustain their academic practices in the modes of all seven intelligences, which is why classroom switch must become a casual process. The approach ensures that the students may learn one and the same issue in seven ways, which enhances the chances for academic progress.
Conclusion
The use of Gadner’s intelligence approach requires special teaching preparation since the modes of instruction in MI-based school differ from those, which are practiced in traditional learning environments. Specifically, the educators must take into notice that MI instruction is highly individualized. Therefore, the learners can’t be educated in the same manner since every student reveals his/her personal study potential. The essential task of the educator is to shape individual intelligences so that the learners could use their skills in an optimal way. The primary theoretical information set, which must be mastered by MI professionals, refers to the detailed analysis of individual competencies.
Thus, a teacher must also be proficient in child psychology since the interpretation of intelligence types falls into the sphere of educator’s competencies. Moreover, a MI specialist has to be well-acquainted with the methodologies of individualized instruction as well as with the materials, which are used in all identified learning classrooms. Finally, a MI educator is characterized by professional flexibility. Since the learners tend to change the ways, in which they master the material, the teachers must always be ready to changing program directions and switching to different instruction modes.
References
Feldman, R. (2014). Child development: A topical approach. New York: Pearson.
Furnham, A., Hosoe, T., & Li-Ping Tang, T. (2002). Male hubris and female humility? A crosscultural study of ratings of self, parental, and sibling multiple intelligence in America, Britain, and Japan. Intelligence, 30(1), 101-115.
Sternberg, R. (2000). Intelligence and education. Cambridge University Press, 67(7), 519-533.