PSY FPX 6110 Assessment 3

Current Debate in Learning Theory: Multiple Intelligence Theory

There have been many learning theory and neuroscience researches that have contributed to improving the understanding of an individual’s processes of learning and communication via interaction. They are for purposes of knowing theories’ viability over the background of changing times. Howard Gardner’s Multiple Intelligence Theory, developed around the 1980s, classifies seven prominent characteristics of intelligence, later changed to eight. They are linguistic, logical-mathematical, spatial, bodily-kinesthetic, musical, interpersonal, intrapersonal, and naturalistic intelligences (Gardner, 2006). Multiple Intelligence Theory varies from the earlier conceptions that have assisted in identifying the weaknesses and strengths of individuals.

Advances in Learning Theory

Theories such as Direct Instruction and Successful Intelligence also gained popularity subsequent to Gardner having created Multiple Intelligence Theory. Direct instruction is opposed to multiple intelligence theory, with data flowing from teacher to student, with problem-solving at the top of the agenda. Successful intelligence calls for individual goal attainment and deficit compensation (Sternberg, 2005). Teaching methods, from teacher-directed to student-directed, shift with learning objectives and student profiles (Thomas & Axelrod, 2005). Theories redefine teaching, impacting curriculum planning and instruction planning.

Multiple Perspectives

Arguments are made as to the usability of multiple intelligence theory to address diverse learners’ requirements. Research indicates students become more motivated and more likely to form personal connections with curriculum with multiple intelligence-based models compared to direct instruction’s ‘banking’ model (Douglas et al., 2008). Quantitative research indicates greater understanding and motivation using the multiple intelligence strategy, suggesting its capacity for modification to various learners’ patterns (Adcock, 2014). However, assessments of learning outcomes and behavioral impacts should be researched in greater detail before being utilized as evidence of such claims.

Current State of the Learning Theory Debate on Multiple Intelligences

Educational conversation allows for the convergence of elements of Multiple Intelligence Theory and Direct Instruction to realize greater teaching effectiveness and address the demands of diverse learners. Diversity of cognition clarifies the need for instruction tailored to the pace and willingness of diverse learners. Education is increasingly adapting to meet the needs of a changing society that requires adaptability from the educators to employ different pedagogical tools and technology (Douglas et al., 2008).

Conclusion

Modern education requires critical understanding of learning theories and teaching methods to ensure effective learning and teaching processes. With advancements in technology and shifting societal trends, teachers need to embrace multiple learning modes and continuously improve teaching techniques. With the realization of the multi-dimensional nature of learning, teachers need to make an effort to create inclusive learning environments that cater to different learner needs.

PSY FPX 6110 Assessment 3 Current Debate in Learning Theory: Multiple Intelligence Theory 

Gardner, H. (2006). The development and education of the mind. New York, NY: Routledge.

Sternberg, R. J. (2005). The theory of successful intelligence. Interamerican Journal of Psychology, 39(2), 189-202.

Thomas, K., & Axelrod, S. (2005). Direct instruction: An educators’ guide and a plea for action. The Behavior Analyst Today. DOI: 10.1037/h0100061.