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| TRADITIONAL VIEW OF "INTELLIGENCE" | "MULTIPLE INTELLIGENCES" THEORY |
| Intelligence is a uniform cognitive
capacity people are born with. |
Multiple intelligences can foster learning and problem-solving styles. |
| It can be measured by short-answer
IQ tests. |
Short answer tests do not measure mastery or deep understanding.
At best, they only measure rote memorization skills and one's ability to do well on short answer tests. |
| People are born with a fixed amount
of intelligence. |
Human beings have all of the intelligences, but each person has a unique combination. |
| Intelligence level does not change over a lifetime. |
We can all improve each of the intelligences, though some people will improve more readily in one intelligence area than in others. |
| Intelligence consists of ability in logic
and language – basically, the 3R's. |
There are many more types of intelligence which reflect different ways the child interacts with the world – the eight kinds of "smart". |
| In traditional practice, all the students
learn the same material. |
Multiply Intelligences imply that students learn and are assessed differently based on individual intellectual strengths and weaknesses. |
| Students learn a topic or "subject." |
Student learning activities are well-thought out around an issue
or question, and go
beyond the subject boundaries. Students use various strategies that
allow them to
demonstrate multiple ways of understanding, and their uniqueness is
appreciated. |
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