Multiple Intelligences

Morlan, Meaghan


Edutopia (2016). Multiple intelligences: What does the research say? Retrieved from

Summary: Breakdown of the 8 different intelligences proposed by Howard Gardner and the difference between “multiple intelligences” and “learning styles”. There was also an emphasis on the importance of incorporating a variety of ways to teach students.

Evaluation: I found it interesting that many people use the two terms interchangeably, but that they really shouldn’t be. There is a difference. I also loved that there was an embedded link to a short quiz to help determine what intelligences you are strongest in. It was fun!

Rethinking the Measurement of Intelligence

Duffy, Leah


Schwartz, K. (2016, April 11). Rethinking intelligence: How does imagination measure up? Retrieved April 13, 2016, from

The article starts out by discussing Dr. Scott Barry Kaufman and his struggles in early education. Due to a processing disorder he was placed in special needs courses until a high school teacher realized he probably could take regular courses. He overcame his background of special education classes and went on to university to study psychology and become a professor. Schwartz goes on to discuss Dr. Kaufman’s research on an “imagination quotient.” He believes that IQ alone is not a good way of measuring intelligence. Some creative people, who can be successful when passionate about a subject, don’t have minds that work in ways traditionally measured by the school system and this can be detrimental. There are different neural networks, the default node network and the attention network, which function at different times. There is research being conducted on the connection between these networks and how creative people have enhanced connections between the networks. Dr. Kaufman suggests that teachers need to enhance the time that children use the default node network and not just the attention network. 

This is a great, brief article that shows that not all minds work the same. Traditional IQ tests can be helpful but they shouldn’t be the sole measure of academic potential.  School systems need to embrace different types of intelligence because not all minds work in the same way. Dr. Kaufman’s background shows that different ways of thinking don’t have to be detrimental to success. Educators that are willing to be flexible with their students can help non-traditional thinkers become prosperous students. 

Additional Thoughts on Differentiated Instruction

Parker, Linda


Center for Comprehensive School Reform and Improvement (2008). A

    teacher’s guide to differentiating instruction. Retrieved May 5, 2013, from

     I found this article to be very helpful because of how the concept of differentiated instruction was defined and how the article provided practical tips and pointers for teachers to use in bringing materials to a diverse level of learners within the classroom. One of the most important ideas listed was the fact that differentiated instruction alone will not automatically improve performance, but that it comes from a combination of factors such as curriculum, instructional strategies, student interest, activities, and student satisfaction.

What Does ‘Design Thinking’ Look Like in School?

Jennifer Alfonso-Punzalan


K Schwartz.  (2013, March 4).  What Does ‘Design Thinking’ Look Like in School?  [Web log comment].  Retrieved from

Design thinking is a way of learning such that students solve real-life problems with creatively thought-out solutions.  Students use multiple intelligences to solve problems.  The article uses the Nueva School in Hillsborough, California, a private K-8 school, as an example of a school where design thinking is incorporated in all the curricula and through all grades.  An example of design thinking is a project where 4th grade students use an LED light to make a light for the family member who needs a lamp the most.  The students must study how the person would use the light, research, and design a lamp.  Design thinking uses all sorts of intelligences, including empathy, visual, kinesthetic, and possibly other types of intelligence.

This is a good article to illustrate the real-life applications of what education should be doing for students in the 21st century.  Students are learning to identify problems, come up with and design solutions, learn how to collaborate and also be independent learners.  Design thinking fosters lifelong learning.