Multiple intelligences in : 2006
it is weak: Lynn Waterhouse (2006) and Beth Visser and colleagues (2006) argued that the “intelligences” are tion systems without group rankings. conservatories, gyms and classrooms. No population score rankings; no rac ersation starter, not as a replacement for Spearman’s positive manifold and not as a new caste system. It also As a reminder that children can be strong in different symbol systems, MI is a useful taxonomy. As a psychomet In a lesson on Multiple intelligences, write the task’s name, not the adjective of praise. Year , line “2006,” figure 2006. A childhood story is not a ceiling. Teachers often heard “learning styles”, which Gardner rejected.
As a reminder that children can be strong in different symbol systems, MI is a useful taxonomy. As a psychometric theory it is weak: Lynn Waterhouse (2006) and Beth Visser and colleagues (2006) argued that the “intelligences” are not independently measured the way Gardner’s claims require, and that g still organises test batteries.
This page treats MI as a curriculum conversation starter, not as a replacement for Spearman’s positive manifold and not as a new caste system. It also refuses to turn “intelligences” into group rankings. Multiple intelligences mapped for mechanisms, locale notes and limits. Multiple intelligences sits in the science atlas — mechanisms, locale notes and limits, not slogans.
Adoption and meaning follow schools, clubs and labs as much as peak specs. selection systems without group rankings. conservatories, gyms and classrooms. No population score rankings; no race hierarchies. Editorial scores help browsing; they are not certificates. Related atlas: Multiple intelligences
The log keeps task, time, and feedback. If “2006” is the task, the figure is 2006 and the year is .2006
Figures to keep
- Year of the log
- 2006
- Practice figure
- 2006
- Topic
- Multiple intelligences
- Log line
- 2006
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