In education, there are many different theories hoping to fully explain the intricacies of learning and education. One of the most famous theories is Bloom's Taxonomy. In this theory of education, knowledge is divided into a hierarchical scale. The scale goes from bottom to top indicating the cognitive levels of learners. The taxonomy begins with remember and moves up to understand, apply, analyze, evaluate, and create. The taxonomy is a very basic set up created to create a common language for educators.
Gardner's Theory of Multiple Intelligences ”advocated that students could learn and display knowledge in multiple ways, according to their developed strengths.” Gray, K. C., & Waggoner, J. E. (2002). Multiple intelligences meet Bloom's taxonomy. Gardner's research aligned with brain research that claimed that “diversified instruction” was able to reach more and a wider variety of learners. “Gardner's concept purported that knowledge could be displayed in multiple ways-different "ways of knowing": verbal/linguistic; logical/mathematical; visual/ spatial; musical/rhythmic; bodily/kinesthetic; naturalistic; interpersonal; intrapersonal. MI provides a viable way to differentiate instruction so that a teacher can reach more students more of the time.” Gray, K. C., & Waggoner, J. E. (2002).
I believe that Gardner's Theory of Multiple Intelligences is more prominent in my area of education, art. Even within art there are many different focuses and processes for art creation. In the art field it is very well known and appreciated that artists have a wide variety of strengths and focuses that make them unique and individualized artists. This aligns with Gardner’s Theory that students learn and display their knowledge in different ways, based on their strengths. Some of the strengths that Gardner mentions are musical, naturalistic, interpersonal, visual-spatial, and more. As an art educator, I pay attention to these areas of strength in my students and attempt to create lessons aimed at these strengths. This is a natural part of artistic practices. Finding the area of strength and interest for a student is crucial for helping them grow as artists. Of course, art educators should try to broaden their students’ horizons, but finding out what interests a student is crucial.
This is all very much connected to the 4MAT model, and more specifically the connect step of 4MAT. Finding what students connect with is a crucial first step in creating meaningful and impactful learning experiences. If students are disinterested in their learning, it will be very difficult for students to stay focused and retain knowledge.
Resources:
Gray, K. C., & Waggoner, J. E. (2002). Multiple intelligences meet Bloom's taxonomy. Kappa Delta Pi Record, 38(4), 184–187
Sajaganesandip (2015). The intelligence modalities. Image: Theory of multiple intelligences Wikipedia
Jessica Shabatura (July 2022). Using Bloom’s Taxonomy to Write Effective Learning Outcomes. Image: University of Arkansas Tips
University of Central Florida (n.d.). Bloom’s Taxonomy. University of Central Florida
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