Ponencia - Viens

It is not uncommon to hear educators request packets of MI lessons or activities to implement in their classrooms. Because the theory resonates strongly with teachers' understanding of how students think and learn, it is reasonable for them to assume that utilizing activities that come under the banner of “MI lessons” will satisfactorily engage MI theory in the business of learning. From this perspective, implementing MI theory means teaching to the intelligences, one of several misconceptions about MI theory that we discussed in Chapter 3. Applying MI theory is not about making the intelligences the end goal or teaching everything in eight different ways. Rather MI theory is a means to an end. The starting block is the set of goals towards which the theory will be applied. It is fundamental to identify goals first, and then consider how MI can assist in their attainment.

That is where the pathways come in. Educators develop or choose a specific MI-informed approach and cluster of activities that serve their purposes and addresses their goals. Any given set of "MI activities" is not likely to address--at least not adequately and certainly not precisely--the goals set for practice. That is the role of the pathways: guiding the development of MI applications that "fit the bill" and satisfactorily addressing the goals that educators set.

The pathways evolved as scores of MI activities and approaches were reviewed and organized according to overarching goals. The five pathways represent the main goals claimed by dozens of educators for their application of MI theory. Each pathway involves ways to approach MI theory and use it in the classroom.

The Explorations pathway focuses on enriching the classroom environment to give students experiences across diverse domains, and to provide a context for teachers to observe students in action and assess informally their strengths and interests. That is, the enriched learning environment of the Explorations pathway invites teachers to learn about their students with a fuller perspective. Familiarity with students' abilities and interests is the first step in planning personalized educational experiences, ones that tap students' own ways of learning.

The Building on Strengths pathway emphasizes a purposeful application of students' areas of strength to support literacy development and skill mastery. The strategies suggested in this pathway use the collection of multiple intelligences as a tool to engage students in learning by tapping into areas they enjoy and in which they are successful. This pathway is also based on the assumption that using a variety of "entry points" into literacy learning motivates different kinds of learners to become engaged in the content.

Teachers who work with children experiencing difficulties in the basic literacies have found the Building on Strengths pathway particularly relevant to their goals. It suggests "remediation” that focuses on students' strengths at least as intently as such programs typically focus on their deficits. Building on Strengths is used both with individual students, using strategies specific to that child's identified strengths and interests, and with groups of children, using diverse strategies targeting different types of learners.

In the Understanding pathway, MI theory is used to enhance and diversify how topics and concepts are approached. Students are given opportunities to access and understand material, as well as to demonstrate their understanding, in ways that align with their areas of strength and interest.

The pressure of coverage has been blamed for students' lack of deep understanding of concepts. That limited understanding is exacerbated by a view of education that assumes all students learn the same way. Both these factors have led to an overreliance on the written and spoken word as the modus operandi in the classroom. From a multiple intelligences perspective, linguistic approaches alone cannot possibly provide all students with meaningful ways into the curriculum. The Understanding pathway supports the design of entry points into learning and exit points for assessment that draw on the range of intelligences.

The Authentic Problems pathway uses MI theory as a framework for implementing authentic, problem-based learning experiences. In essence this pathway tries to simulate the real-world experience of intelligences in action by providing real or realistic problems to solve. In these learning situations students assume the role of the practicing professional and use authentic means to solve problems and develop products. In the classroom, they become budding engineers, sculptors, actors, or poets in the classroom, and their products are used to communicate their creative solutions to problems they encountered. Learning becomes relevant through real world contexts. Basic skills are developed in authentic situations.

The Talent Development pathway focuses on developing programs that identify and nurture students' talents. Seeing many children every day, teachers regularly notice those who exhibit special abilities, but they usually have no resources to help the students follow through. This pathway creates the context to assist students at promise on their journey from novice to expert in a particular domain. Staff can organize clubs or special classes; teachers can arrange purposefully designed experiences, such as internships, to nurture these abilities. Students are afforded an opportunity--sometimes their only opportunity-- to enjoy, succeed, and exceed in school.

This pathway disregards grade-level expectations by seeking appropriately more advanced challenges as the learner demonstrates interest and readiness. It promotes self-actualization in ways that help students define and celebrate their talents and may even help students make decisions about careers and advanced schooling.

As should be clear by now, getting started with the pathways requires first identifying the primary goals for using MI theory. Perhaps a team wants to offer students MI-informed experiences and identify their students' areas of strengths through these enhanced environments (Explorations). Or it may be that they want to start by building on their students' strengths to improve their literacy development (Building on Strengths). The team may decide that the best place to start is by enhancing the ways students can engage in key areas of study(Understanding)or to teach through projects (Authentic Problems). Finally, teachers may be motivated by students’ lack of opportunities to discover and nurture their special talents and decide to develop those opportunities (Talent Development). Whichever pathway is chosen, it will help practitioners hone in on the pathway and particular MI-based approaches that speak to their goals.

The pathways should not be confining. They are meant to help educators focus on the most appropriate MI implementation strategies for their goals, and more specifically, on the most appropriate place to begin their MI journey. It is more often the case than not that people cross the boundaries of pathways, moving between and among them as their goals require.

Crossing of pathway boundaries also occurs because the pathways are not mutually exclusive. Elements of some pathways are found in others. For example, the Explorations pathway emphasizes informal assessment of students’ strengths, which is also a central element of the Talent Development pathway. Pathways can be used in parallel and in combination. Each is distinct by virtue of its primary purpose.

Moreover, the pathways are not distinguished by the particular activities they include. There are not specific activities for each of the pathways; rather the distinction is in how they are used. For example, the geodesic dome activity we shall describe later can be applied in any of the pathways. In the Explorations pathway, a teacher may use it to see if any student shows particular ability in that area. Building geodesic domes may be in the science curriculum, as part of the Understanding pathway. Or it would have a fitting place among children's scale models of their new school playground, a project developed through the Authentic Problems pathway.

Activities or experiences originating from one pathway may still engage other pathways. The geodesic dome activity may incidentally become an Explorations activity for those students new to this type of activity or domain. Moreover, the teacher may plan to observe or may spontaneously notice one or more students exhibiting a high level of ability or interest in the activity; they may be engrossed, or they may create a structure that is more complex than the one produced by following the directions. By keeping an open mindset, the teacher may employ more than one pathway at the same time. In some cases, as in the example above, it simply happens; in others a multiple-pathway perspective is planned.

Rarely do goals fit any designated category. Assume that a school, among its many goals, wishes to align its curriculum to standards. It decides to begin MI work by applying it to a standards-based curriculum. No single pathway addresses standards. Teachers use the Building on Strengths pathway as a guide to help students master literacy standards, while they apply the Authentic Problems pathway to create real-world contexts for other standards. The Understanding pathway is tapped to identify diverse ways to approach specific standards and to assess students' mastery of them.

The Lincoln School team members have just completed a 6-week study of multiple intelligences theory and a review of their current practices. They feel they are "MI-ready," with a solid understanding of MI theory, a grade-level team meeting structure in place, support from their principal, a belief that all children can learn, and a firm commitment to find ways to ensure that all students in their school did so.

The whole team is meeting now to firm up plans for pursuing their MI effort. At previous meetings they agreed that the possibilities for applying MI theory were overwhelming, and that they needed a starting point. They also realized that they had both mutual goals for using MI theory and distinct individual goals for their practices. Sandra has heard from a teacher friend in New York about something called the "pathways model" for applying MI theory. She has managed to track down some materials and shared them with her colleagues before the meeting.

At the meeting all agree that the pathways offer a way to explore possible applications of MI theory and a way to ensure that they keep their "eyes on the prize," as Felix puts it. The others concur; the pathways should help keep their MI applications focused on their goals. They decide to come to the next meeting with specific ideas about how they will begin their MI journeys.

Are there particular pathways that align with how you are already considering or applying MI? Which ones? How so?

Is there a specific pathway that is particular intriguing to you or that seems like the "best" way to apply MI theory?

Which of your goals or of the school-wide goals, could be addressed through MI theory and the pathways?

Think about different applications of MI theory and how they relate to the key goal(s) for each of the pathways: enhancing the environment while identifying students' strengths, bridging strengths to literacy development, enhancing students' understanding, using authentic problems, and creating talent development opportunities. Then consider and list individual and school-wide goals, mission or vision statement, mandates, and so on. As a preliminary exercise map out and discuss which pathways seem to make the most sense in light of the items on the list.

Suggested Resource(2000). Multiple intelligences: Theory to practice in New York City schools. New York: New York City Board of Education.

This six-module videotape series and accompanying study guide introduces MI theory and presents each of the five pathways in practice. Although the "pathways" terminology is not used, the materials were developed for the New York City Board of Education based on the pathways model and in collaboration with the authors (Baum, Viens, & Slatin).

PATHWAY BASICS Viens, Julie, Baum, Susan, & Slatin, Barbara From: Multiple Intelligences in the Elementary Classroom: Pathways to Thoughtful Practice. New York: Teachers College Press. [Expected publication: Spring '03]


It is not uncommon to hear educators request packets of MI lessons or activities to implement in their classrooms. Because the theory resonates strongly with teachers' understanding of how students think and learn, it is reasonable for them to assume that utilizing activities that come under the banner of “MI lessons” will satisfactorily engage MI theory in the business of learning. From this perspective, implementing MI theory means teaching to the intelligences, one of several misconceptions about MI theory that we discussed in Chapter 3. Applying MI theory is not about making the intelligences the end goal or teaching everything in eight different ways. Rather MI theory is a means to an end. The starting block is the set of goals towards which the theory will be applied. It is fundamental to identify goals first, and then consider how MI can assist in their attainment. That is where the pathways come in. Educators develop or choose a specific MI-informed approach and cluster of activities that serve their purposes and addresses their goals. Any given set of "MI activities" is not likely to address--at least not adequately and certainly not precisely--the goals set for practice. That is the role of the pathways: guiding the development of MI applications that "fit the bill" and satisfactorily addressing the goals that educators set. The pathways evolved as scores of MI activities and approaches were reviewed and organized according to overarching goals. The five pathways represent the main goals claimed by dozens of educators for their application of MI theory. Each pathway involves ways to approach MI theory and use it in the classroom. The Explorations Pathway To give students experiences that exercise a range of intelligences To assess and document students' strengths The Building on Strengths pathway To support literacy development To bridge students’ strengths to literacy learning The Understanding pathway To develop curricular options to enhance students' understanding To create diverse assessment options for students to demonstrate their understanding The Authentic Problems pathway To use real-world problems and expert roles To create authentic assessments of students’ learning The Talent Development pathway To design structured talent development opportunities To create opportunities to assess and nurture students’ talents The Five Pathways The Explorations pathway focuses on enriching the classroom environment to give students experiences across diverse domains, and to provide a context for teachers to observe students in action and assess informally their strengths and interests. That is, the enriched learning environment of the Explorations pathway invites teachers to learn about their students with a fuller perspective. Familiarity with students' abilities and interests is the first step in planning personalized educational experiences, ones that tap students' own ways of learning. The Building on Strengths pathway emphasizes a purposeful application of students' areas of strength to support literacy development and skill mastery. The strategies suggested in this pathway use the collection of multiple intelligences as a tool to engage students in learning by tapping into areas they enjoy and in which they are successful. This pathway is also based on the assumption that using a variety of "entry points" into literacy learning motivates different kinds of learners to become engaged in the content. Teachers who work with children experiencing difficulties in the basic literacies have found the Building on Strengths pathway particularly relevant to their goals. It suggests "remediation” that focuses on students' strengths at least as intently as such programs typically focus on their deficits. Building on Strengths is used both with individual students, using strategies specific to that child's identified strengths and interests, and with groups of children, using diverse strategies targeting different types of learners. In the Understanding pathway, MI theory is used to enhance and diversify how topics and concepts are approached. Students are given opportunities to access and understand material, as well as to demonstrate their understanding, in ways that align with their areas of strength and interest. The pressure of coverage has been blamed for students' lack of deep understanding of concepts. That limited understanding is exacerbated by a view of education that assumes all students learn the same way. Both these factors have led to an overreliance on the written and spoken word as the modus operandi in the classroom. From a multiple intelligences perspective, linguistic approaches alone cannot possibly provide all students with meaningful ways into the curriculum. The Understanding pathway supports the design of entry points into learning and exit points for assessment that draw on the range of intelligences. The Authentic Problems pathway uses MI theory as a framework for implementing authentic, problem-based learning experiences. In essence this pathway tries to simulate the real-world experience of intelligences in action by providing real or realistic problems to solve. In these learning situations students assume the role of the practicing professional and use authentic means to solve problems and develop products. In the classroom, they become budding engineers, sculptors, actors, or poets in the classroom, and their products are used to communicate their creative solutions to problems they encountered. Learning becomes relevant through real world contexts. Basic skills are developed in authentic situations. The Talent Development pathway focuses on developing programs that identify and nurture students' talents. Seeing many children every day, teachers regularly notice those who exhibit special abilities, but they usually have no resources to help the students follow through. This pathway creates the context to assist students at promise on their journey from novice to expert in a particular domain. Staff can organize clubs or special classes; teachers can arrange purposefully designed experiences, such as internships, to nurture these abilities. Students are afforded an opportunity--sometimes their only opportunity-- to enjoy, succeed, and exceed in school. This pathway disregards grade-level expectations by seeking appropriately more advanced challenges as the learner demonstrates interest and readiness. It promotes self-actualization in ways that help students define and celebrate their talents and may even help students make decisions about careers and advanced schooling. Putting the Pathways into Action As should be clear by now, getting started with the pathways requires first identifying the primary goals for using MI theory. Perhaps a team wants to offer students MI-informed experiences and identify their students' areas of strengths through these enhanced environments (Explorations). Or it may be that they want to start by building on their students' strengths to improve their literacy development (Building on Strengths). The team may decide that the best place to start is by enhancing the ways students can engage in key areas of study(Understanding)or to teach through projects (Authentic Problems). Finally, teachers may be motivated by students’ lack of opportunities to discover and nurture their special talents and decide to develop those opportunities (Talent Development). Whichever pathway is chosen, it will help practitioners hone in on the pathway and particular MI-based approaches that speak to their goals. The pathways should not be confining. They are meant to help educators focus on the most appropriate MI implementation strategies for their goals, and more specifically, on the most appropriate place to begin their MI journey. It is more often the case than not that people cross the boundaries of pathways, moving between and among them as their goals require. Crossing of pathway boundaries also occurs because the pathways are not mutually exclusive. Elements of some pathways are found in others. For example, the Explorations pathway emphasizes informal assessment of students’ strengths, which is also a central element of the Talent Development pathway. Pathways can be used in parallel and in combination. Each is distinct by virtue of its primary purpose. Moreover, the pathways are not distinguished by the particular activities they include. There are not specific activities for each of the pathways; rather the distinction is in how they are used. For example, the geodesic dome activity we shall describe later can be applied in any of the pathways. In the Explorations pathway, a teacher may use it to see if any student shows particular ability in that area. Building geodesic domes may be in the science curriculum, as part of the Understanding pathway. Or it would have a fitting place among children's scale models of their new school playground, a project developed through the Authentic Problems pathway. Activities or experiences originating from one pathway may still engage other pathways. The geodesic dome activity may incidentally become an Explorations activity for those students new to this type of activity or domain. Moreover, the teacher may plan to observe or may spontaneously notice one or more students exhibiting a high level of ability or interest in the activity; they may be engrossed, or they may create a structure that is more complex than the one produced by following the directions. By keeping an open mindset, the teacher may employ more than one pathway at the same time. In some cases, as in the example above, it simply happens; in others a multiple-pathway perspective is planned. Rarely do goals fit any designated category. Assume that a school, among its many goals, wishes to align its curriculum to standards. It decides to begin MI work by applying it to a standards-based curriculum. No single pathway addresses standards. Teachers use the Building on Strengths pathway as a guide to help students master literacy standards, while they apply the Authentic Problems pathway to create real-world contexts for other standards. The Understanding pathway is tapped to identify diverse ways to approach specific standards and to assess students' mastery of them. Snapshot: One Team’s Journey The Lincoln School team members have just completed a 6-week study of multiple intelligences theory and a review of their current practices. They feel they are "MI-ready," with a solid understanding of MI theory, a grade-level team meeting structure in place, support from their principal, a belief that all children can learn, and a firm commitment to find ways to ensure that all students in their school did so. The whole team is meeting now to firm up plans for pursuing their MI effort. At previous meetings they agreed that the possibilities for applying MI theory were overwhelming, and that they needed a starting point. They also realized that they had both mutual goals for using MI theory and distinct individual goals for their practices. Sandra has heard from a teacher friend in New York about something called the "pathways model" for applying MI theory. She has managed to track down some materials and shared them with her colleagues before the meeting. At the meeting all agree that the pathways offer a way to explore possible applications of MI theory and a way to ensure that they keep their "eyes on the prize," as Felix puts it. The others concur; the pathways should help keep their MI applications focused on their goals. They decide to come to the next meeting with specific ideas about how they will begin their MI journeys. Activities and Resources Thought Questions Are there particular pathways that align with how you are already considering or applying MI? Which ones? How so? Is there a specific pathway that is particular intriguing to you or that seems like the "best" way to apply MI theory? Which of your goals or of the school-wide goals, could be addressed through MI theory and the pathways? Implementation Activities Think about different applications of MI theory and how they relate to the key goal(s) for each of the pathways: enhancing the environment while identifying students' strengths, bridging strengths to literacy development, enhancing students' understanding, using authentic problems, and creating talent development opportunities. Then consider and list individual and school-wide goals, mission or vision statement, mandates, and so on. As a preliminary exercise map out and discuss which pathways seem to make the most sense in light of the items on the list. Suggested Resource(2000). Multiple intelligences: Theory to practice in New York City schools. New York: New York City Board of Education. This six-module videotape series and accompanying study guide introduces MI theory and presents each of the five pathways in practice. Although the "pathways" terminology is not used, the materials were developed for the New York City Board of Education based on the pathways model and in collaboration with the authors (Baum, Viens, & Slatin).