In commitment to viewing children holistically, I think that Howard Gardner’s Multiple Intelligence theory is an excellent approach.
Gardner’s multiple intelligence assessment focuses on eight intelligences:
· Linguistic: Skilled in using words or reading
· Musical: Sensitive to rhythms and skilled in playing
· Logical-Mathematical: problem solving-skilled in organization and calculations
· Spatial: Artistic
· Bodily-Kinesthetic: Physical skills, sports, dance
· Interpersonal: understanding of people, leadership skills
· Intra-personal: Awareness of one’s ideas, awareness o f goals
· Naturalist: Skill for understanding animals, ability to work with plants or science
If school aged children were assessed with these types of intelligences in mind, it could assist in finding ways in which children learn best. For example if a child’s assessment is scored higher in the area of spatial, maybe as a educator or parent new or challenging ideas could be presented in a spatial way, therefore building on a child’s strengths. Another train of thought with this theory is that children that are stronger in one area should be encouraged to develop these abilities.
I also think assessments such as this would be of great assistance to children with disabilities. The other day I was at the Christmas program at my children’s school. The 3rd grade choir was singing Jingle Bells and I heard this wonderful clear voice coming from the choir. I began to seek out where this beautiful voice was coming from. Finally I spotted this little boy at the end of a row, moving back and forth looking a little different from the other children in the class. One of the employees at the school told me the little boy was developmentally delayed, but wow, what an amazing voice. I am not sure, but what if the educators of this child really focused his learning around music: What would happen? It could be amazing results.
Because China is such a competitive country especially when it comes to the US, I wondered how children were assessed. Children in China usually enter school around the age of 6 years old. Children who are in grades 1-6 are tested at the end of each term and including year end test. Before children graduate from primary school they are also required to take graduation examinations. The reason I chose China, I had heard that when Chinese notice a child that is gifted in a certain area, they encourage the child to pursue that area. However I was misinformed, it is Singapore that notices children that are gifted in a certain area and separate those from other children encouraging them to excel in their talent. I don’t necessarily agree with the idea of separating, but there is something to recognizing how children learn best at a young age.
Gardner,W. (2010).Walt Gardner’s Reality Check: Gifted Children are Step Children in School Reform Education Week
Retrieved from http://blogs.edweek.org/edweek/walt_gardners_reality_check/2010/05/gifted_children_are_stepchildren_in_public_schools.html
Zhang J. (2004) China Skill Assessment System; Institute of Population and Labor Economics Chinese Academy of Social Service Retrieved by http://siteresources.worldbanc.org/EDUCATION/
My husband grew up in Yugoslavia (which no longer exists). What you described above regarding Singapore sounds similar to the education he received. During his childhood, school was not a right, it was a privilege - anyone wanting to attend school had to prove that they were worthy of it. Getting by with C's or worse, which is what many American students do today, was not an option. Those who could not keep their grades up were taught some sort of trade - they were destined for labor jobs. Those who could make it in school were split based on their strengths. There were math and science schools, language schools, literature schools, athletic academies, etc. In this way each member of society could reach his or her full potential and contribute in the best way that they could. This was a communist country, so whether one became a garbage collector, an Olympic athlete or a rocket scientist - they are all given a comparable home to live in, food to eat, and wage. They did not compete for jobs that paid more money - they only competed with themselves to become the best that they could be.
ReplyDeleteAnyway, it is interesting to consider the ways that other countries go about educating their children.
Gloria,
ReplyDeleteI have always believed in Gardner's multiple intelligence when it comes to learning. I know for myself that I am not a logical mathematical learner. If I was only tested in that area, I will never pass. So this confirm my belief in looking at a child holistically when it comes to assessment. The point you made about the little boy singing made me think of when I taught 3-5 year olds. I realized that the children are able to absorb concepts when it is put in the form of music/songs. Even now, I am seeing this through my daugher. If I put anything in a song she tends to listen and follow the directions better. It is just fascinating how we all learn differently.
I share your opinion on not separating a child. There is nothing wrong with encouraging someone who has a gift. However, I don't agree with not allowing them to share their gift with others. As we know through our readings this week, children respond well to peers. By seeing another peer thrive could possibly encourage a student to try even harder.
ReplyDeleteI too talked about Gardner's multiple intelligence.I also agree that we need to assess the child as a whole and not just assess one aspect of the child.
ReplyDeleteGreat Post! I think that if those intelligences were considered when testing it maybe very helpful because it is focusing on the whole child.
ReplyDeleteKim, I very much enjoyed reading your posts - in particular your views on multiple intelligences. I agree with you that all of these intelligences should be taken into consideration during testing. Thanks for all of your informative posts during this class!
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