Practice means designed work with feedback — Ericsson’s construct, not Gladwell’s hour ticket.
Where Macnamara et al. 2014 published domain bands (games ~26%, music ~21%, sports ~18%, education ~4%), this page uses those rounded figures and does not invent new precision.
Steps
- Name eight as a list, not scores
Linguistic, lm, musical, spatial, bk, inter, intra, naturalist.
Taxonomy mode.
- Assign one real product each term
Across different symbol systems.
Spectrum, not a quiz.
- Ban styles surveys
Different claim, weak evidence.
Keep MI from the mashup.
- Keep maths and writing strong
Do not use MI as escape.
g-loaded skills still matter for access.
- Cite Waterhouse or Visser once
In the staff handbook.
Honesty.
- Review who gets which label
Stereotype check.
Equity.
Checklist
- Used as taxonomy — Not eight IQs.
- Products exist — Not only posters.
- Styles mashup refused — Different literature.
- g not denied — Tests still intercorrelate.
- Hard symbols taught — No opt-out caste.
- Savants not circus — Clinical respect if cited.
- No group ranks — On any “intelligence”.
- Critique on the syllabus — Waterhouse / Visser.
Drills
- Domain week — Same theme in music, map, essay, model.
- Poster rewrite — Replace eight thermometers with eight example tasks.
- Factor-story lesson — Teach Spearman’s manifold in one staff meeting.
- Stereotype tally — Who is invited to dance versus debate.
- Product critique — Judge the work, not the supposed intelligence type.
Pitfalls
- Eight fake scores — The psychometric overclaim.
- Learning-styles slide deck — A different and weaker industry.
- Using MI to track kids — New labels, old sorting.
- Ignoring Waterhouse — Adoption ahead of evidence was her point.
Tools
- Frames of Mind (1983) — The primary text, read as proposal.
- Waterhouse 2006 — The educational-psychologist critique.
- Visser et al. 2006 — The measurement paper.
- Domain rubrics — For music, design, writing — crafts, not IQs.
Multiple intelligences: design the hour; retire the poster. Education is not a diagnosis.