A qualitative look at the history of intelligence assessment opens this study of Howard Gardner's Theory of Multiple Intelligences. The observations of two classrooms (one using MI Theory and one not) revealed that it is not a matter of the specific theory or method used in a classroom, but the degree to which a student receives individualized instruction that counts when it comes to student performance. The thoughtful use of portfolios is explored, but the findings reveal that students who are empowered to concentrate on personal strengths in the realm of the classroom will perform more strongly in all areas of school.
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