(Gardner’s procedures test)

My dear friends,
I’m sending you some instructions / information connected with our project activities.


As we all know, our following point is to carry out and analyze the results of Gardner’s Test. Here I have posted a video with Mr. Gardner’s interview, where he talks about his idea:

Gardner’s answer to one important question which may come to your mind:
Question: What are the major educational implications of the theory?
Answer: It is important to stress that MI theory began as a psychological theory, one that also drew on brain and genetic knowledge in the early 1980s. I was surprised that the principal interest in the theory came not from psychologists but from educators. And that has remained largely true until today.
Initially, I did not have strong ideas about how to apply MI theory to education. And indeed, no scientific theory can be translated directly into educational applications because education is suffused with values.
That said, I think that there are two principal educational implications: Individuation and Pluralization. The first, individuation (also termed personalization), suggests that since human beings have their own unique configuration of intelligences, we should take that into account when teaching, mentoring or nurturing. As much as possible we should teach individuals in ways that they can learn and we should assess them in a way that allows them to show what they have understood and to apply their knowledge and skills in unfamiliar contexts.
Traditionally, individuation was possible only for families with means. Nowadays, with the easy accessibility of powerful digital devices, it is possible to individualize education for everyone. If you think that this description is a critique of standardized testing, you are correct! As for pluralization, that is a call for teaching consequential materials in several ways. Whether you are teaching Arts, Sciences, History, or Maths, you should decide which ideas are truly important and then you should present them in multiple ways. If you can present the art works of Michelangelo, or the laws of supply and demand, or the Pythagorean Theorem in several ways, you achieve two important goals. First of all, you reach more students, because some students learn best from reading, some from building something, some from acting out a story, etc. Second, you show what it is like to be an expert—to understand something really well. Think about anything with which you have a deep familiarity: your family, your neighborhood, your work, your hobby, etc.
Presumably you can describe and convey it in several ways. Indeed, if you are limited to only one way of conveying an important concept or topic, your own understanding is probably tenuous. We teachers discover that sometimes our own mastery of a topic is tenuous, when a student asks us to convey the knowledge in another way and we are stumped.
So much for the ‘nutshell.’ The rest of this Q and A is organized by topic and so you may want to skim the headers so that you can be guided toward your own area of curiosity as expeditiously as possible.

Gardner’s Intelligence Types.


So, here goes the test, which you are going to do with your students. There is also a chart, which must be filled in. You will also find Gardner’s characteristics of the particular intelligences, just to be aware of what it’s all about.

I would like you to choose students involved in the project, who are going to complete Gardner’s test. In addition the test could also be carried out among the teachers (it would be interesting to include adults in the follow-up activities, too).

Next you need to carry out the test among all the people (at least 25 students and teachers involved in the project), fill in the chart, sign it with your name and country.

After the test, when you know the results, could you add some comment / sum-up where you describe what surprised you, what you became aware of when reading the results of the tests, or maybe the result only confirmed what you knew already, whether you had ever carried out such a test before. If so, did it help you then? How? We are not expecting the answers from all the students and teachers. We would like you to analyze it with them, discuss and then pick up the most interesting responses, the most surprising, etc. or just in general. Some people can say they were not stressed (this is the idea contrary to IQ test). Maybe some of you have done IQ tests before, then you can compare the emotions which accompanied the tests. So when you do this and analyze with the chart (descriptions, preferences…) then you will see it will be easy to talk with them about it. Gardner’s test is impartial – Gardner talks about it in the video.

There is going to be enclosed a characteristic of all intelligences tested, so you can analyze it without a problem in order to personalize and individualize some activities according to the students’ needs. All of you can easily find out what is right for you. The test result plus the characteristics will give you the answer.

You need to pack the result charts, add the comments / summary and send them on eTwinning space by 21st December.
Our task is to gather all the results of the test (filled in charts), prepare a presentation and activities based on the test results.
On a videoconference, which will be held on 21st December we are also going to use our comments / summaries, when discussing the results together (each country will present its comment / summary). We are also going to talk about the characteristics of the particular intelligences.
Once again: 25 students + teachers filling in a chart, signing it, comment / summary, sending packed in. zip to eTwinning, by 21st December, prepare for presenting summary / comment to be discussed in videoconference.