Multiple Intelligence theory is all too often simplified or simply misunderstood…
Catering to a learner’s strength is critical but this theory is not actually about teachers creating an activity for mathematical kids; another for visual kids; and yet another for those who have musical aptitude. Quite frankly, this results in little more than teachers who are exhausted as they create two zillion activities!
MI Theory is actually about receiving, internalizing and expressing learning.
In order to learn anything, a learner must first take in the new learning (receive); he must process the learning (internalize); and finally, he will communicate his knowledge and understanding (expression) in an effort to share what he now knows.
While this may make perfect sense to you, it must be recognized that when it comes to assessment and evaluation, the teacher generally considers only the learner’s expression. Very few teachers would consider how this learner took in or received the learning. Fewer yet would ever consider how, or even if, the learner actually internalized it.
This incomprehensive approach to assessment and evaluation comes with a host of implications. However, when MI Theory is considered in relation to assessment and evaluative practices, the implications are compounded.