Multiple intelligences and skills

Multiple intelligences and skills

The theory of multiple intelligences was developed by the American psychologist Howard Gardner in 1983 and suggests that there are 8 types of intelligence : linguistic, logical-mathematical, spatial, musical, bodily, intrapersonal, interpersonal and naturalist.

All people develop these intelligences greater or lesser extent, depending on their potentials, opportunities and motivations.

This theory promotes a new perspective of teaching in the classroom, focusing on students and their particularities.

The centers that carry out activities based on this theory apply individualized learning methodologies, taking into account the needs of students and the type of intelligence that is more developed.

To learn more about the projects carried out in this new monograph Educaweb, experts have proposed to send us articles recounting his experience. Multiple intelligences and competencies The Theory of Multiple Intelligences is closely linked with the model of emotional education Daniel Goleman, as both are committed to providing the same importance verbal and math skills and emotional competencies.

Emotional Education aims to help people discover, learn and regulate their emotions and incorporate them as skills. Currently, the educational curriculum places special emphasis on education and skills assessment to be grouped in the area of the logical intelligences mathematics and linguistics. The schools that promote projects based on Multiple Intelligences demanding greater presence of other intelligences in the curriculum.

There is a correlation between some of the basic and transversal skills that work in the classroom and the theory of multiple intelligences, such as the Learning to learn can be linked with intrapersonal intelligence, but do not appear explicitly.

For Alba Garcia, Associate Professor of the Open University of Madrid , the theory of multiple intelligences “implies a perfect starting point to work transversal skills as teamwork, knowledge of other cultures and customs, or the sensitivity to individual differences , all of which are necessary for the formation of people not only accept human diversity, but integral part sit.”

Mar Andreu, Lecturer and Doctoral Student Research, believes that the key is teacher training, “the New times require teachers to encourage creativity and collaboration and create competent students for the foreseeable future. By applying multiple intelligences to the classroom and working skills, we, among all teachers, help develop skills related to natural development and actual everyday situations, to get skills that contribute to individual flexibility and initiative in the face of new challenges.

“But how do we incorporate competencies into the curriculum? Amparo Acereda, Associate Professor of the Department of Psychology at the Universitat Abat Oliva CEU, aims to “assemble a complete intervention plan for the development of these skills, planning systems integrated programs, or interdisciplinary curricular integration, or from objective or transverse axes, or a plan of action tutorial, etc.

All this led to introduce emotional education at school, in order that teachers help children to develop and enjoy a more advantageous situation in life, being more efficient and more able to “dominate” their own productivity, mental habits that lead them to success, while allowing them to grow and develop based on social values and principles of cooperation and understanding themselves and others. “What we bring Multiple Intelligences? Experts say multiple intelligences work in schools many benefits Para.

Nuria Miro, director of the College holder Montserrat Barcelona, one of the pioneers in the application of Multiple Intelligences, the advantages are clear: “the care and development Multiple Intelligences leads students to be competent, that is, to be known develop a flexible and fluently in different contexts where applied their understanding”.

In this sense we could say that the emotional education and multiple intelligences have a strategic value not only to promote the cognitive and emotional development of children and adolescents, but in adulthood, being able to apply the skills acquired and a way of doing and thinking the employment context.

Here we can see five key aspects that contribute Multiple Intelligences:

Working emotional competencies. The education system has traditionally focused on cognitive development and the expertise of the curriculum areas, without paying much attention to emotional development. Emotional education not only affects the person individually, but which affects the ability to better interact with others.

Self-awareness, self-evaluation and self. Work favors emotional competencies that students are more aware of yourself, your reactions to complex situations, skills and aspects that need improvement.

Introduction of active methodologies in the classroom. The need to adapt activities to classroom diversity and the specific needs of each student contributes to personalize learning. The teacher must be flexible, be able to innovate and stay updated.

Student motivation. The experts agree that a methodology based on Multiple Intelligences can capture the attention of students much more effectively, improving the climate in the classroom and self-esteem of students.

Attention to diversity. Alba Garcia said that “working with Multiple Intelligences and publicizing the different profiles existing intelligence in the classroom, on the one hand can help teachers to personalize education and providing adequate educational response to each student, and secondly, to ensure that the students are enriched by the diversity of the class group, members feeling it.”

Finally, individuals need to develop emotional skills to deal with personal and social situations that we encounter throughout life, to interact with that surrounds us and to achieve success and wellness.

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