Running head: Literature Review

Nicole Pivaro
Literature Review TPE Domain A
TED690
National University

Literature Review
Abstract
This paper summarizes and reviews an Edutopia article regarding multiple
intelligences to reflect on the importance of understanding the difference
between intelligences and learning styles and applying it in the classroom to
make subject matter comprehensible to all students.
Article Summary
This article starts out expressing the need for teachers to know the
actual research behind Gardners Theory of Multiple Intelligences and that
misunderstanding how to apply this theory can lead to limiting student
learning. It then follows with a brief list and description of the intelligences.
The key distinction between multiple intelligences and learning styles is that
multiple intelligences represents different intellectual abilities.

Learning

styles, according to Howard Gardner, are the ways in which an individual

approaches tasksthe idea of learning styles does not contain clear criteria
for how one would define a learning style, where the style comes, and how it
can be recognized and assessed (Edutopia.org, 2013).

Readers are

encouraged to observe intelligences in students but not to box them in a

particular style because these intelligences are present in every human, just
at varying levels. It ends with a few bullet points of research-based findings
and tips for teachers.
Article Review
This short article serves as a good introduction for teachers interested
in learning about the theory of multiple intelligences. As mentioned above,
the article also informs teachers to be weary of labeling their students as a
single type of learner and to be aware that just because a student excels at

Literature Review
linguistic tasks, doesnt mean they will not benefit from information
presented in a different form. The most useful part of this article is the
ending paragraph that presents brief research findings for teachers to add to
their instructional tool box. Applying knowledge of multiple intelligences in
the classroom essentially leads teachers to provide various contexts and
sensory engagement, and providing students with multiple ways to interpret
and display their knowledge of content improves student knowledge
(Edutopia.org, 2013). A reminder to teachers that it is necessary to gather
personal information on students, such as strengths, weaknesses, interests
and goals is also useful.
The subjects discussed in the article match with TPE domain A for
single subject social science. TPE domain A suggests teachers not only build
student analytical skills but use tools such as timelines and maps to
reinforce students sense of temporal and spatial scale, referencing the
need for students to build different aspects of intellectual skill (CTC, 2008).
Suggested teaching techniques include simulations, case studies, cultural
artifacts, works of art and literature, cooperative projects and student
research activities (CTC, 2008). Implementing these techniques in the
classroom provides students with multiple ways to engage in the learning
process and to demonstrate what theyve learned, which is in align with
Gardners theory and research presented in the article. Overall, this article is
a good starting point for educators interested in the theory of multiple

Literature Review
intelligences or those who are looking to connect their instructional
techniques with the theory.

References
Author Unknown. (2013). Multiple Intelligences: What Does the
Research Say?. Retrieved from
https://www.edutopia.org/multiple-intelligences-research on Jan.
13, 2017.
California Commission on Teacher Credentialing. (2008). Cal TPA
Candidate Handbook. Retrieved from
http://www.ctc.ca.gov/educator-prep/TPAfiles/CandidateHandbook-AppendixA-TPEs.pdf on January 13,
2017.