Article Review Of Multiple Intelligences Meet Bloom's Taxonomy?

Part A: Introduction Kappa Delta Pi publishes Kappa Delta Pi Record, a peer-reviewed journal, quarterly. The Summer 2002 issue included the article “Multiple Intelligences Meet Bloom’s Taxonomy” written by Kimberly C. Gray and Jan E. Waggoner. In this article, Gray and Waggoner discuss the importance of incorporating Howard Gardner’s Multiple Intelligences and Bloom’s Taxonomy into daily lessons when developing curriculum. This article first sparked my interest when I noticed that it was from Kappa Delta Pi Record as I was a member of Kappa Delta Pi while in college at Towson University. I was also interested because I have been intrigued by Howard Gardner’s Multiple Intelligences since learning about them in high school. It is fascinating

Educators, both novice and veteran, find themselves spending countless hours differentiating instruction and searching for ways to make the curriculum meaningful to each student in a way that is time-efficient and practical. Gray and Waggoner (2002) suggest that educators can minimize the time that is takes to differentiate instruction by presenting the curriculum through Howard Gardner’s concept of Multiple Intelligences. This concept states that knowledge is not exhibited in one way, but in multiple ways that include Verbal/Linguistic, Logical/Mathematical, Visual/Spatial, Musical/Rhythmic, Bodily/Kinesthetic, Naturalistic, Interpersonal, and Intrapersonal (Gray and Waggoner, 2002, p. 184). Using Gardner’s Multiple Intelligences to diversify instruction has the potential to make curriculum meaningful to more students more of the time as it would allow the students to use their strengths to learn and demonstrate their knowledge. Gray and Waggoner (2002) then discuss the importance of using Bloom’s Taxonomy to ask higher-level questions that support students in the application of their knowledge. Using Bloom’s Taxonomy to encourage higher-level thinking along with Gardner’s Multiple Intelligences will ultimately allow educators to develop a curriculum that meets the needs of students at a variety of

187). Therefore, when implementing a curriculum, educators must begin by looking at the curriculum guide and the state learning standards as they help with planning. However, instead of simply teaching from the curriculum guide, educators must differentiate instruction by incorporating a variety of higher-level questions to increase the cognitive levels of the students as well as choosing activities that will address the various intelligences. If this can be accomplished, educators will be able to promote lifelong learning by giving their students the opportunity to learn and demonstrate knowledge in ways that are meaningful to them, rather than simply moving through the curriculum without a deep understanding of what they have