Educational Psychology

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Source: Gardner, 1983, 2003

As evidence for the possibility of multiple intelligences, Gardner cites descriptions of individuals with
exceptional talent in one form of intelligence (for example, in playing the piano) but who are neither above nor
below average in other areas. He also cites descriptions of individuals with brain damage, some of whom lose one
particular form of intelligence (like the ability to talk) but retain other forms. In the opinion of many psychologists,
however, the evidence for multiple intelligences is not strong enough to give up the “classical” view of general
intelligence. Part of the problem is that the evidence for multiple intelligences relies primarily on anecdotes—
examples or descriptions of particular individuals who illustrate the model—rather than on more widespread
information or data (Eisner, 2004).

Nonetheless, whatever the status of the research evidence, the model itself can be useful as a way for teachers to
think about their work. Multiple intelligences suggest the importance of diversifying instruction in order to honor
and to respond to diversity in students’ talents and abilities. Viewed like this, whether Gardner’s classification
scheme is actually accurate is probably less important than the fact there is (or may be) more than one way to be
“smart”. In the end, as with cognitive and learning styles, it may not be important to label students’ talents or
intellectual strengths. It may be more important simply to provide important learning and knowledge in several
modes or styles, ways that draw on more than one possible form of intelligence or skill. A good example of this
principle is your own development in learning to teach. It is well and good to read books about teaching (like this
one, perhaps), but it is even better to read books and talk with classmates and educators about teaching and getting
actual experience in classrooms. The combination both invites and requires a wide range of your talents and usually
proves more effective than any single type of activity, whatever your profile of cognitive styles or intellectual
abilities happens to be.

Gifted and talented students..........................................................................................................................

The idea of multiple intelligences leads to new ways of thinking about students who have special gifts and
talents. Traditionally, the term gifted referred only to students with unusually high verbal skills. Their skills were
demonstrated especially well, for example, on standardized tests of general ability or of school achievement, like
those described in Chapter 12 (“Standardized and other formal assessments”). More recently, however, the meaning
of gifted has broadened to include unusual talents in a range of activities, such as music, creative writing, or the arts
(G. Davis & Rimm, 2004). To indicate the change, educators often use the dual term gifted and talented.

Qualities of the gifted and talented

What are students who are gifted and talented like? Generally they show some combination of the following
qualities:

• They learn more quickly and independently than most students their own age.


• They often have well-developed vocabulary, as well as advanced reading and writing skills.


• They are very motivated, especially on tasks that are challenging or difficult.


• They hold themselves to higher than usual standards of achievement.

Educational Psychology 70 A Global Text