In a nutshell, the multiple intelligence (MI)
theory asserts that there is no such thing is a ‘stupid’ student. That may be a
tremendous over-simplification of the very intricate and complex theory but is
one of the most obvious, if not most important implications in education.
MI and Standardized Tests
MI claims that there are various areas of
intelligence: rational, oral, spatial, visual, etc. and that every student may
be weak in one area but in strong in another. What this implies is that using
standardized tests tend to favour only those who are ‘intelligent’ in oral and
written communication. As such, by their very nature, standard exams and other
standardized modes of testing and evaluation focuses on only very specific
types of intelligence. When a student fails in such exam it does not mean he or
she is incompetent or poor but instead, he or she may be good in other forms of
intelligence.
For instance, if one student finds math
difficult while another does not, it is probably because they have different intelligence
areas. It has nothing to do with math being difficult in and by itself. Similarly,
those who are weak in reading comprehension may be completely good in
mathematics. Of furthermore, they may be good at reading but they have find a
hard time answering written reading comprehension tests but can do better in
oral presentations Aside from arguing that there is no such thing as a stupid
learner, it also indirectly and consequently argues that there is actually no
such thing as difficult or easy subject only interesting ones, suitable teaching
strategies and evaluation methods that matches students intelligence area and
the type of test he or she is given.
Individualized Learning Styles and Criticisms of MI
The implications of
the philosophy of course are controversial. Aside from arguing against
standardization, MI also asserts the need for individualized approaches to
teaching and learning. In other words, not only does multiple intelligence
reject standard evaluation tools, it also rejects large-group instruction where
a common teaching style is applied to heterogeneous learners with diverse
backgrounds, preferences, experience and personality.
But one-on-one approaches are difficult to
do in a classroom especially considering the sheer sizes of classes these days.
Or even among small-groups, individualized teaching and measuring may not just
be impractical but almost impossible.
Home Tuition as MI Bridge in Education
Home-based tutorials provide, if not an
alternative, a supplementary means of education by providing individualized
instruction to complement standardized formal education. In other words, it
acknowledges the difficulty of applying MI in the classroom and therefore
provides an avenue for its applications.
In terms of learning styles for instance, combined humanities tuition centre in
Singapore uses language, literature and art topics as springboard or reference
for developing more technical competencies in math and science. To roughly put
it, Singapore combined humanities tuition
helps improve computing and abstract skills through reading and art
appreciation. This allows students to understand, even appreciate, abstract
concepts through material that they can ‘relate’ to. This bridges expected
learning competencies of formal school curriculum while at the same time recognizing
the need to make lessons more cognizant with personal interests, learning styles
and even preferences.