This Way or That Way: A Multiple Intelligences Approach to Differentiated Instruction

The theory of Multiple Intelligences (MI) was proposed by Howard Gardner in 1983 and has since been recognized as a valuable tool in the world of teaching. Research that has been conducted since its inception has explored how MIs are developed and identified, the social and academic benefits to MI theory, strategies for applying the theory in classrooms, as well as teacher efficacy in using the theory. However, there is currently a lack of data exploring how MI theory and approaches are actually being applied in Ontario classrooms. This qualitative study uses an extensive literature review to discuss existing research, as well as three semi-structured interviews with Ontario teachers from different school boards, grades, and years of teaching experience. The study serves to investigate what teachers in Ontario know about MI theory and how they incorporate it into their differentiated instruction (DI) strategies. Analysis of the data reveals a lack of knowledge of MI theory, a notable focus on MI assessment over instruction, an alarming amount of expressed challenges to applying the theory, as well as a lack of support and resources for further professional development. Most of these findings support the existing literature. This study has significant implications for the academic community regarding student achievement and delivers recommendations for improvements and future research, the key recommendation being more and better professional development opportunities