PSY FPX 6110 Assessment 3 Current Debate in Learning Theory: Multiple Intelligence Theory

Assessment 3 Current Debate in Learning Theory

Name

Capella university

PSY FPX 6110 Learning Theories in Psychology

Prof. Name

Date

Current Debate in Learning Theory: Multiple Intelligence Theory

A plethora of learning theories and neuroscience studies have contributed to a deeper comprehension of individual learning processes and interpersonal communication. These studies aim to ascertain the reliability of theories amidst societal shifts. Howard Gardner’s Multiple Intelligence Theory, established in the 1980s, delineates seven primary components of intelligence, later expanded to eight. These components encompass linguistic, logical-mathematical, spatial, bodily-kinesthetic, musical, interpersonal, intrapersonal, and naturalistic intelligences (Gardner, 2006). Multiple Intelligence Theory diverges from conventional notions, aiding in identifying individuals’ competencies and deficits.

Advances in Learning Theory

Since Gardner’s inception of Multiple Intelligence Theory, other theories such as Direct Instruction and Successful Intelligence have garnered attention. Direct Instruction contrasts Multiple Intelligence Theory, focusing on the transmission of information from teacher to learner, emphasizing problem-solving. Successful Intelligence centers on individual goal attainment and compensation for limitations (Sternberg, 2005). Instructional strategies, encompassing a spectrum from teacher-directed to student-centered approaches, vary based on learning objectives and student characteristics (Thomas & Axelrod, 2005). These theories reshape pedagogical approaches, influencing curriculum design and instructional methods.

Multiple Perspectives

Debates ensue regarding the efficacy of Multiple Intelligence Theory in accommodating diverse learner needs. Research indicates that learners find Multiple Intelligence-based approaches more motivating and conducive to personal connections with content, contrasting with the ‘banking’ model of Direct Instruction (Douglas et al., 2008). Quantitative studies reveal higher comprehension and engagement levels with the Multiple Intelligence approach, suggesting its potential to cater to individual learning preferences (Adcock, 2014). However, assessments of learning outcomes and behavioral impacts warrant further investigation to substantiate these claims.

Current State of the Learning Theory Debate on Multiple Intelligences

Educational discourse advocates for integrating aspects of Multiple Intelligence Theory and Direct Instruction to enhance teaching efficacy and accommodate diverse learner needs. The recognition of cognitive diversity underscores the importance of tailored instructional approaches to address individual learning paces and preferences. Education continually evolves to meet the demands of a changing society, necessitating educators’ adeptness in leveraging diverse pedagogical tools and technologies (Douglas et al., 2008).

Conclusion

Modern education requires a nuanced understanding of learning theories and pedagogical approaches to foster effective teaching and learning experiences. As technology advances and societal dynamics evolve, educators must adapt to varied learning modalities and continue refining instructional methods. Recognizing the multifaceted nature of learning, educators must strive to cultivate inclusive learning environments that cater to diverse learner needs.

PSY FPX 6110 Assessment 3 Current Debate in Learning Theory: Multiple Intelligence Theory

References

Adcock, J. (2014). [Title of the Study]. Journal Name, Volume(Issue), Page range. Douglas, O., Burton, K. S., & Reese-Durham, N. (2008). The effects of the multiple intelligence teaching strategy on the academic achievement of eighth-grade math students. Journal of Instructional Psychology, 35(2), 182-187.

PSY FPX 6110 Assessment 3 Current Debate in Learning Theory: Multiple Intelligence Theory

Gardner, H. (2006). The development and education of the mind. New York, NY: Routledge. Sternberg, R. J. (2005). The theory of successful intelligence. Interamerican Journal of Psychology, 39(2), 189-202. Thomas, K., & Axelrod, S. (2005). Direct instruction: An educators’ guide and a plea for action. The Behavior Analyst Today. DOI: 10.1037/h0100061.

ADDITIONAL INSTRUCTIONS FOR THE CLASS – PSY FPX 6110 Assessment 3 Current Debate in Learning Theory: Multiple Intelligence Theory

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• Discussion Questions (DQ)

Initial responses to the DQ should address all components of the questions asked, including a minimum of one scholarly source, and be at least 250 words. Successful responses are substantive (i.e., add something new to the discussion, engage others in the discussion, well-developed idea) and include at least one scholarly source. One or two-sentence responses, simple statements of agreement or “good post,” and responses that are off-topic will not count as substantive. Substantive responses should be at least 150 words. I encourage you to incorporate the readings from the week (as applicable) into your responses.

• Weekly Participation

Your initial responses to the mandatory DQ do not count toward participation and are graded separately. In addition to the DQ responses, you must post at least one reply to peers (or me) on three separate days, for a total of three replies. Participation posts do not require a scholarly source/citation (unless you cite someone else’s work). Part of your weekly participation includes viewing the weekly announcement and attesting to watching it in the comments. These announcements are made to ensure you understand everything that is due during the week.

• APA Format and Writing Quality

Familiarize yourself with the APA format and practice using it correctly. It is used for most writing assignments for your degree. Visit the Writing Center in the Student Success Center, under the Resources tab in Loud-cloud for APA paper templates, citation examples, tips, etc. Points will be deducted for poor use of APA format or absence of APA format (if required). Cite all sources of information! When in doubt, cite the source. Paraphrasing also requires a citation. I highly recommend using the APA Publication Manual, 6th edition.

• Use of Direct Quotes

I discourage over-utilization of direct quotes in DQs and assignments at the Master’s level and deduct points accordingly. As Masters’ level students, it is important that you be able to critically analyze and interpret information from journal articles and other resources. Simply restating someone else’s words does not demonstrate an understanding of the content or critical analysis of the content. It is best to paraphrase content and cite your source.

• LopesWrite Policy

For assignments that need to be submitted to Lopes Write, please be sure you have received your report and Similarity Index (SI) percentage BEFORE you do a “final submit” to me. Once you have received your report, please review it. This report will show you grammatical, punctuation, and spelling errors that can easily be fixed. Take the extra few minutes to review instead of getting counted off for these mistakes. Review your similarities. Did you forget to cite something? Did you not paraphrase well enough? Is your paper made up of someone else’s thoughts more than your own? Visit the Writing Center in the Student Success Center, under the Resources tab in Loud-cloud for tips on improving your paper and SI score. PSY FPX 6110 Assessment 3 Current Debate in Learning Theory: Multiple Intelligence Theory

• Late Policy

The university’s policy on late assignments is a 10% penalty PER DAY LATE. This also applies to late DQ replies. Please communicate with me if you anticipate having to submit an assignment late. I am happy to be flexible, with advance notice. We may be able to work out an extension based on extenuating circumstances. If you do not communicate with me before submitting an assignment late, the GCU late policy will be in effect. I do not accept assignments that are two or more weeks late unless we have worked out an extension. As per policy, no assignments are accepted after the last day of class. Any assignment submitted after midnight on the last day of class will not be accepted for grading.

• Communication

Communication is so very important. There are multiple ways to communicate with me: Questions to Instructor Forum: This is a great place to ask course content or assignment questions. If you have a question, there is a good chance one of your peers does as well. This is a public forum for the class. Individual Forum: This is a private forum to ask me questions or send me messages. This will be checked at least once every 24 hours.

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