Google Ads
Blogroll
- B. Mod.
- D-Ed Reckoning
- EBD Blog
- Eduflack
- From the Trenches…
- Instructional Solutions
- Instructivist
- Joanne Jacobs
- Kitchen Table Math
- Learning Disabilities Blog
- Liz Ditz’s blog
- Mentor Matters
- No Limits to Learning
- On Special Ed
- Professor Plum
- Special Ed Law Blog
- Special Ed Today
- Special Education Teacher in DC
- SpedPro
- SQE blog
- Teachers at Risk
- The Life that Chose me
- Willingham's Education Science Blog
- Your Mama’s Mad Tedious…
Web resources
- All4Ed
- Best Evidence
- BIBR
- Cambridge Center
- Campbell Collaboration
- CDL
- CELL
- Celleration
- Child Trends
- Children of the Code
- Coalition for Evidence-Based Practice
- CRE
- CSRQ
- Dan Willingham's site
- ECF
- Education News
- EPPI
- Illinois Loop
- Intervention Central
- LD Advocates
- Legacy of Learning
- NIFDI
- PT Hub-Wiki
- Society for Quality Education
- SPW
- SREE
- TeachingLD.org
- TIEE
- WhatWorks
- Where’s the Math
- Wing Institute
- Ziggy’s site
Recent Comments

+1 Teach Effectively!
Tags
achievement
Administration
arithmetic
bogus bowls
bologna
brain
cartoons
CBM
comments
conferences
Direct Instruction
early childhood
effectiveness
efficacy
ell
evidence
evidence-based
evidence-based education
humor
learning styles
literacy
logic
math
mathematics
News
Policy
pre-k
preschool
professional development
public policy
Reading
Reading First
reason
reforms
Research
response to intervention
rti
Secondary
special education
teachers
teaching
testing
US
WMD
wwc
Multiple intelligences ain’t
Howard Gardner’s Frames of Mind: The Theory of Multiple Intelligences seems to occupy a special place in the pantheon of education memes. I was reminded of this when I read “Not Every Child Is Secretly a Genius” by Christopher Ferguson. Mr. Ferguson’s essay—it appears in the Chronicle of Higher Education, the news source of record for higher educators—politely explains that sustaining Multiple Intelligences (MI) theory is not a good idea.
Rational analyses of the MI evidence by Dan Willingham and Lynn Waterhouse have shown that there are problems with both the theory itself (e.g., most of the eight intelligences are highly correlated, meaning that they are likely measuring the same “thing” for the most part) and its application in education (e.g., methods based on MI do not lead to better outcomes).
Mr. Ferguson’s essay continues in that same tradition. He makes a strong case for his conclusion that “Gardner’s theory of multiple intelligences was a great idea and worth investigating. It’s just not panning out.”
Sphere: Related ContentContinue reading ‘Multiple intelligences ain’t’