Running head: BRAIN BASED AND MULTIPLE INTELLIGENCE

Brain Based Learning and Multiple Intelligences Meg Roe Mr. Erpelding PHYE 210Physical Education for Elementary Teachers Tuesday/ Thursday 8:30-9:15 AM

Running head: BRAIN BASED AND MULTIPLE INTELLIGENCE Abstract This paper looks at four different articles on Brain-Based learning and Gardeners theory of Multiple Intelligences. Two of the articles, written by Renate Nummela Caine and Geoffrey Caine and by Elaine Kennedy are brain-based and look at emotions, stress, meaning, and perception as well as many other principles. The other two articles are written by Jennifer L.

Nolen and compiled by SPARK in Education. These two articles delve into Gardeners Multiple Intelligence, and how to apply them in the classroom setting. I will also look at the role of these two theories in regards to exceptional students.

Running head: BRAIN BASED AND MULTIPLE INTELLIGENCE

Brain Based Learning and Multiple Intelligences Brain Based learning and Multiple Intelligences have very different perspectives and research to back up their ideas. However, it seems that both believe that who we are and how our brain perceives information is the mode we learn best. The two theories have divergent roads on how we get from our brain to actual learning. Brain- Based Learning Elaine Kennedys Brain Compatible Learning focuses on her students at New Morning School and how brain-based learning model is achieved there. She talks in depth on how emotions are intertwined with learning. Emotions and cognition cannot be separated. The brain is a parallel processor (Caine, 1990), able to work combined emotions and information. However, if those emotions are negative, it appears to have a negative effect on retention. Positive emotions create an excitement and love of learning. They spur motivation to learn and tell us if we are confident (Jensen, 1998). At New Morning School, they attempt to create an environment of fun, challenge, and excitement (Kennedy). The best idea is to keep the classroom as peaceful and fun as possible. In each grade level it is important to look for developmental readiness. In the article, Kennedy goes over different age groups and their developmental readiness. For instance, between the ages of 1 and 10 the brain is able to understand and learn foreign language most efficiently. Their school focuses on the early years of education and provides foreign language during those peak years. According to Caine, there can be a five year difference in maturation between two average children. Gauging achievement on the basis of chronological age is therefore inappropriate.

Running head: BRAIN BASED AND MULTIPLE INTELLIGENCE Perhaps the most understated, yet significant point is that meaning is more important to the brain than information (Kennedy). Isolated pieces of information that are unrelated can be meaningless to a child (Caine, 1990). A child is going to understand a topic much better if the pieces of information fit into a well-defined whole. The most effective mode of retaining information is through natural spatial memory, where a real-life example that uses positive emotions and meaning can be experienced by the students. The route that brain-based educators believe should be taken is to move away from memorization and towards meaningful learning that encompasses positive emotions, developmental readiness, includes meaning, and natural spatial memory. Multiple Intelligence Theory Howard Gardners multiple intelligence theory is fairly new to the scene, first published in 1983 (SPARKed). When the theory came out, it included seven intelligences, being: Logical-Mathematicalthe ability to detect patterns, reason deductively, and think logically; Linguisticthe ability to use language masterfully to express oneself; Spatialthe ability to manipulate and create mental images in order to solve problems; Musicalthe ability to read,

understand, and compose musical pitches, tones, and rhythms; Bodily-Kinestheticthe ability to use ones mind to control ones bodily movements; Interpersonalthe ability to apprehend the feelings and intentions of others; IntrapersonalThe ability to understand ones own feelings and motivations (SPARKed). An eighth intelligence was added a short while later, and it is environmental or naturalist; involves the ability to understand natures symbols, to respect the delicate balance that lets us continue to live (Nolen, 2003). The theory explores how each person has a more meaningful intelligence. Many teachers struggle with finding ways to reach individual learning styles and needs (Nolen, 2003).

Running head: BRAIN BASED AND MULTIPLE INTELLIGENCE

This theory gives teachers clarification on why some students learn in some avenues and struggle in other area. The hope in encouraging teachers to use this theory is so they can reach all students in their specific intelligence, therefore teaching a varied curriculum. Educators should think of all intelligences as equally important (SPARKed). A more authentic assessment of students would be to provide students a testing method in their designated intelligence, and to do that, each teacher needs to create intelligence profiles for their students (SPARKed) and then give them individualized ways to demonstrate their knowledge. The main thought on Multiple Intelligence Theory is to realize that every person learns differently and is intelligent in different respects. To give each student a chance to comprehend and learn the information, it is best to teach the student in their own intelligence. In a classroom, this means to give each of the intelligences a role in education. Exceptional Students It is important to understand how students with exceptionalities learn. The ranges of special needs students go from dyslexia to severe cerebral palsy; each individual student has a different challenge and as teachers we need to provide general and specific modifications for learning. Teachers need to be creative when thinking of ways to accommodate a specific student. Try to put yourself in the place of the student, and problem solve (Kovar, 2009). For instance, a student with a hearing disability will not succeed in your class if the entire class structure is based around verbal lecture. To accommodate for this particular student, give written notes, teach with real life props, and plan activities for the students to become personally involved. This creates an atmosphere where the student can be included. Inclusion when possible is valuable as an exceptional student is encouraged to participate within their class, and is not singled out.

Running head: BRAIN BASED AND MULTIPLE INTELLIGENCE As a teacher of students who may have special needs, it is crucial to understand their

strengths and weaknesses. Using brain-based information can give you a better understanding of where a student may be. As we look at a student with disabilities, they may be cognitively on the same page with the other students, yet have a physical disability; or they may be physically similar, yet behind in developmental readiness. The aspect of emotions in a person who is disabled may play a significant role, for either good or bad. Using Multiple Intelligence theory allows a teacher to look at the student as an individual, with strengths and weaknesses and teach to the students strengths. More than anything, as teachers, our goal should be to accept each student as they are, to teach them in the best way for them to learn. Conclusion The two theories we discussed are Brain-Based Learning and Multiple Intelligence, both of which focus on the individual learner and attempt to create a more productive learning environment. Brain-Based Learning achieves this by looking at the students background, climate in the school, emotions, physiology, memory, developmental readiness and well as a number of other criteria and formulates a way of teaching. Multiple Intelligence Theory looks at each student and assesses their intelligence, suggests that learning should involve each of the intelligences so each person is reached in their distinct intelligence. In working with special needs students, it is vital we look at the most productive way of teaching, and this means taking the best from both theories and using them to the advantage of the student. Both of these theories are important and should be used together in a classroom to create a congruent learning situation.

Running head: BRAIN BASED AND MULTIPLE INTELLIGENCE References

Caine, G. a. (1990, October). Understanding a Brain-Based Approach to Learning and Teaching. Educational Leadership, pp. 66-70. Jensen, E. (1998). Introduction to Brain-Compatible Learning. San Diego, CA. Kennedy, E. (n.d.). Brain Compatible Learning. Kovar, S. K.-O. (2009). Elementary Classroom Teachers as Movement Educators. New York, NY: McGraw-Hill. Nolen, J. L. (2003). Multiple Intelligences In The Classroom. EBACO Publishing, 124. SPARKed. (n.d.). Multiple Intellligences Theory. SPARKed in Education.