Ch. 7 Students as Diverse Learners: Theorists and Theories

Question 1

Howard Gardner

What is his theory and what does it involve?

Answer 1

Theory: Multiple Intelligences

Developed in the early 1980s.
These multiples intelligences are as follows:

1. Verbal/ linguistic intelligence: students learn best by saying, hearing, and seeing words.
2. Logical/ mathematical intelligence: are conceptual thinkers, compute arithmetic in their heads, and reason problems easily.
3. Visual/ spatial intelligence: think in mental pictures and visual images.
4. Bodily/ kinesthetic intelligence: are athletically gifted and acquire knowledge through bodily sensations.
5. Musical Intelligence: have sensitivity to pitch, sound, melody, rhythm, and tones.
6. interpersonal intelligence: have the ability to engage and interact with people socially; these students have a strength in making sense of their world through relationships.
7. intrapersonal intelligence: have the ability to make sense of their own emotional lives as a way to interact with others.
8. naturalist intelligence have the ability to observe nature and see patterns.

Question 2

Nitza Hidalgo

What is her theory and what does it involve?

Answer 2

Theory: Three levels of culture

The levels include:

1. Concrete: most visible and tangible level of culture. Includes surface-level aspects, such as clothes, music, games, and food.
2. Behavioral: is defined by our social roles, language and approaches to nonverbal communication and helps us situate ourselves organizationally in society. Ex: gender roles, family structure, and political affiliation.
3. Symbolic: involves our values and beliefs. Often abstract, yet is key to how one defines himself or herself. Ex: customs and religion.

Question 3

Luis Moll

What is his theory and what does it involve?

Answer 3

Theory: Funds f knowledge

Moll’s research into the lives of working-class Mexican-American students and their families revealed that many families had abundant knowledge that the schools did not know about. He urges teachers to seek out and use these funds of knowledge to gain a more positive view of these capable, but misjudged, students and their families.