MIRS
Multiple Intelligence Research Study
Phase I of MI Study
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In
the second semester of the 1999-2000 school year, 15 foreign language
and second language teachers and 450 students from different six states
participated in an action research study to determine the impact of
infusing the MI Theory into instructional activities. Howard Gardner’s
Theory of Multiple Intelligences suggests there is “no general
intelligence,” but rather that each person has at least eight distinct
intelligences which can be developed throughout his/her lifetime. This
pilot study investigated how the MI Theory might shape and inform
teaching practices, instructional strategies, and assessment. The
purpose of the study was to identify, document, and promote effective
real-world applications of MI Theory in language learning classrooms at
the secondary level.
 Results from Phase I indicated that teachers were
profoundly affected as they developed and implemented alternative
presentation methods and assessments. Students demonstrated keen
interest in multiple intelligences concepts and showed positive
responses to the increased variety of instructional strategies utilized
in their classes. For the pilot study, student achievement data are not
conclusive. However, an in-depth case study at one site revealed
interesting findings that merit further research. An unanticipated
outcome of the research project was the positive impact it had on
student motivation.
 Gardner’s MI Theory highlights eight intelligences: Verbal/Linguistic, Interpersonal/Social, Bodily/Kinesthetic, Musical/Rhythmic, Naturalist, Logical/Mathematical, Visual/Spatial, and Intrapersonal/Introspective. In a traditional classroom, most instructional strategies focus on verbal/linguistic and logical/mathematical intelligences. For this study, each student’s intelligence profile was identified with an informal MI survey. The survey was adapted from Seven Kinds of Smart (Armstrong, 1993). The results raised student and teacher awareness of the multiple intelligences. For research participants, this experience was an introduction to MI Theory and an opportunity to learn more about their own learning preferences. Survey results provided teachers with a valuable reference for instructional planning. The MI Study involved creating and disseminating a collection of instructional strategies and alternative forms of assessment that activated all eight intelligences. Participating teachers shared ideas with each other, enriching classroom instruction at all project sites. Background materials and planning tools provided by the researcher helped teachers develop lessons and alternative assessments. Project participants noted that these methods impacted student achievement and attitudes in positive ways. To determine the effects of interventions, qualitative and quantitative data were collected and analyzed. Qualitative data consisted of:
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