DMIT [Dermatoglyphics Multiple Intelligence Test]
When you hear the word intelligence, the concept of IQ testing may immediately come to mind. Intelligence is often defined as our intellectual potential; something we are born with, something that can be measured and a capacity that is difficult to change.
While the scientific communities all over the world are still in awe of the potential of the Dermatoglyphics Multiple Intelligence Test (DMIT) in mapping human development potential, it has quietly made headways into academics. Based on the tenets of the seminal theory of Multiple Intelligences by Dr. Howard Gardner, the Dermatoglyphics Multiple Intelligence Test (DMIT) maps a scientifically accurate trajectory of skill-development and talent augmentation for individuals.
Based on the advanced, scientifically proven discipline of Dermatoglyphics, Dermatoglyphics Multiple Intelligence Test (DMIT) studies the unique developmental potential within an individual, by studying the ridges and undulations on fingerprints. Unlike most generic means of talent testing and assessment, like E.Q and I.Q tests, Dermatoglyphics assigns an exclusive, unique identity and result to every individual user based on the unique mapping of genetic information. As no two chromosomes in two different individuals are alike, the Dermatoglyphics information for no two different individuals is alike too.
People have different strengths and intelligences. For example, students who are “interviewed” as a means to gain access to a course may be mislabelled as being less than desirable because of inappropriate assessment (poorly written interview questions, bias toward a perceived “perfect student,” and other narrow criteria). “In life, we need people who collectively are good at different things. A well- balanced world, and well-balanced organizations and teams, are necessarily comprised of people who possess different mixtures of intelligences. This gives that group a fuller collective capacity than a group of identical able specialists”
In summary, integrate educational theories, teaching strategies, and other pedagogic tools in meaningful and useful ways to better address the needs of students. Gardner himself asserts that educators should not follow one specific theory or educational innovation when designing instruction but instead employ customized goals and values appropriate to their teaching and student needs. Addressing the multiple intelligences and potential of students can help instructors personalize their instruction and methods of assessment.