Multiple Intelligence Theory and Constructivism Theory

Multiple intelligence theory purports each individual possess eight different kinds of intelligences in which learning and understanding occur. Each individual has strengths in different domains and possess individual profiles of intelligence.
• Linguistic intelligence – This is the ability to use spoken and written language effectively to express yourself.
• Logical-mathematical intelligence – This is the ability to analyze problems logically, work effectively with mathematical operations, and investigate issues using the scientific method. Finding patterns and deductive reasoning are other capabilities associated with this intelligence.
• Musical intelligence – This is the ability to perform, compose, and appreciate musical patterns, including changes in pitch, tone, and rhythm.
• Bodily-kinesthetic intelligence – This is the ability to use the body for expression. People high in this intelligence use their physical coordination to master problems.
• Spatial intelligence – This is the ability to recognize, use, and interpret images and patterns and to reproduce objects in three dimensions.
• Interpersonal intelligence – This is the ability to understand people's intentions, motivations, and desires. This intelligence allows individuals to work well with others. Interpersonal intelligence – This is the ability to understand yourself, and to interpret and appreciate your own feelings and motivations.
• Naturalist intelligence – This is the ability to recognize and appreciate our relationship with the natural world.
Application of this theory in a classroom would entail the teacher creating diverse lesson plans that utilize different methods to approach one objective.
The advantage to this theory is that the strengths of individual students are highlighted and they can learn in their own comfortable way.
Constructivism is the theory that individual learners construct knowledge and understanding for themselves based on background, social background and perspectives. The theory believes that students are not blank slates and do not learn by memorization and regurgitation but rather by applying prior knowledge and experience to new knowledge and constructing their own understanding.
This is a very valid learning theory because it accounts for individual perspectives rather than a one size fits all approach. Learner autonomy leads to a more thorough and intrinsic understanding. Students feel valued and validated. An application example would be student led group work assignments. Formative assessments as opposed to standardized tests are also an application example because formative assessment also highlight how the students learns the content, not the content alone.
In comparison to Multiple intelligence theory, there are many similarities. The most notable similarity is that both theories place great emphasis on an individualized approach to learning. Student autonomy is valued and sought after. Both theories focus on diversity of instruction and content.

References:
Gardner's Multiple Intelligences: Distinguishing Individual Profiles of Intelligence. (n.d.). Retrieved July 14, 2016, from https://www.mindtools.com/pages/article/newISS_85.htm
Gardner, H. E. (1993). Multiple Intelligences: New horizons in theory and practice (1st ed.) [Kindle].
Adey, P., & Shayer, M. (1994). Really Raising Standards: Cognitive intervention and academic achievement [Kindle]. London: Routledge.
| Exploratorium. (2016). Retrieved July 14, 2016, from http://www.exploratorium.edu/education/ifi/constructivist-learning