Visit Howard Gardner's website to learn more about him, his theory, and publications: Visit the : his Official Authoritative Site of Multiple IntelligenceS.
Prince Siddhartha Gautama lived a cloistered life of ease and abundance. At the age of 29 years he came across a sick man, an old man, a dead man and an ascetic. Siddhartha had never seen these unpleasant aspects of life before, and was profoundly moved and confused. He could no longer ignore the existence of suffering in the world and live his life of privilege, knowing that old age and death are our inevitable fate. It was at this time that he choose to depart from his sheltered life to become an ascetic and find the truth to the universe.
b. Supporting evidence for the first idea:
Multiple Intelligences Institute: is committed to understanding and application of this theory in educational settings from pre-school through adult education.
This guide aims to help you write a .
Walter McKenzie's Surfaquarium: has content devoted to Multiple Intelligences in Education (e.g., an overview of MI, media and software selection, MI and instruction, templates, etc.).
We have tried to integrate thoughts from the and the .
Caution: Readers should also be aware that although determining learning styles might have great appeal, "The bottom line is that there is no consistent evidence that matching instruction to students' learning styles improves concentration, memory, self-confidence, grades, or reduces anxiety," according to Dembo and Howard (2007, p. 106). Rather, Dembo and Howard indicated, "The best practices approach to instruction can help students become more successful learners" (p. 107). Such instruction incorporates "Educational research [that] supports the teaching of learning strategies...; systematically designed instruction that contains scaffolding features...; and tailoring instruction for different levels of prior knowledge" (p. 107). Cognitive scientists Pashler, McDaniel, Rohrer, and Bjork (2009) supported this position and stated, "Although the literature on learning styles is enormous, very few studies have even used an experimental methodology capable of testing the validity of learning styles applied to education. Moreover, of those that did use an appropriate method, several found results that flatly contradict the popular meshing hypothesis" (p. 105). They concluded "at present, there is no adequate evidence base to justify incorporating learning-styles assessments into general educational practice" (p. 105) and "widespread use of learning-style measures in educational settings is unwise and a wasteful use of limited resources. ... If classification of students' learning styles has practical utility, it remains to be demonstrated" (p. 117). This position is further confirmed by Willingham, Hughes, and Dobolyi (2015) who concluded in their scientific investigation into the status of learning theories: "Learning styles theories have not panned out, and it is our
responsibility to ensure that students know that" (p. 269).
If you do not know what to write about, you will have to look for .
Using video and audio to support multiple intelligences and varied learning preferences and disabilities is one of the strategies noted by Tomlinson and McTighe's (2006) to support differentiated instruction. Here's a sampling of video sites for your consideration in support of their recommendation: