| This study examined the overlap in instructional practices between Gardner's multiple intelligences (MI) and Gregorc's Energic Model of Mind Styles. Twelve MI lessons from three sources were holistically analyzed for Gregorc's styles. The abstract random style predominated, reflecting the fact that lessons targeted at five of the intelligences typically cater to it. Conversely, the abstract sequential style, which tends toward lectures, extensive reading, etc., was considerably under represented. The concrete sequential and concrete random styles varied by lesson but were moderately represented overall; their degree of representation seemed more highly influenced by other educational currents than by MI. The lessons were also examined in light of the Teaching for Understanding framework proposed by Gardner and associates. None of the lessons fully incorporated the framework, suggesting that more is needed to teach for understanding than simply applying MI theory. Finally, recommendations for teachers seeking to benefit from both theories are proposed. |
