Aptitude Treatment Interaction

INSTRUCTIONAL DESIGN LEARNING THEORY


Aptitude Treatment Interaction - definition:

“The concept that some instructional strategies (treatments) are more or less effective for particular individuals depending upon their specific abilities (Kearsley, 2010).”


Howard Gardner

Gardner’s theory is that there are eight multiple intelligences that a person could be classified as having that show how they learn the best. Gardner’s theory is one area of ATI. ATI looks for just one type of intelligence while Gardner's will allow a person to mix and match the different intelligence to find the best style of learning for each individual.

Gardner’s eight multiple intelligences:

Linguistic—Learn better through language or spoken word
Logical/mathematical—Learn better through categorizing and classifying
Music—Learn better through rhythm, melody, and general music
Spatial—Learn better through visualizing, dreaming, and with pictures
Bodily/Kinesthetic—Learn better through moving and interacting with things
Naturalistic—Learn better by identifying things, experimenting, and nature
Interpersonal—Learn better by sharing, comparing, and relating with others
Intrapersonal—Learn better by workings alone, individualized, and more solitary


Why Gardner’s theory and ATI are important

Both ATI and Gardner’s theory help a teacher to determine the best way in which to instruct each individual student. By allowing a teacher to make the lesson plans more individually based for each student the student will be able to learn at their highest level.


REFERENCES

Kearsley, G. (2010). The Theory Intro Practice Database. Retrieved June 14, 2010, from http://tip.psychology.org

Barrington, Ernie. (2004). Teaching to Student Diversity in Higher Education: How Multiple Intelligence Theory can help. Teaching in Higher Education, 9(4), 421-434. Retrieved June 14, 2010, from EBSCOhost: Academic Search Premier.

Gardner, Howard & Seana Moran. The Science of Multiple Intelligences Theory: A Response to Lynn Waterhouse. Educational Psychologist, 41(4), 227-232. Retrieved June 14, 2010, from EBSCOhost: Academic Search Premier.


Created by:Courtney Rogge