Re: Multiple Intelligence in the Classroom -- EDPR 7/8112 Adolescence Sec. 001 0500-0800 R

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Date Posted: 12:46:10 02/14/07 Wed
Author: Derwin Sisnett
Subject: Re: Multiple Intelligence in the Classroom
In reply to: Erie Martha Roberts 's message, "Multiple Intelligence in the Classroom" on 18:38:55 02/13/07 Tue

I think the answer is in your question. As educators we should be sure to teach using different methods that are not only unique to each class, but methods with which each student--at some point--can identify. Of course students learn in many different ways, so it is also important for us to address metacognition. Study habits, for the most part, should be addressed because many students do not know how to retain or apply what they learn. Moreover, the different learning styles that each student exhibits could teach students and teachers to appreciate how different means could produce the same ends in education.

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[> Re: Multiple Intelligence in the Classroom -- Miriam Dolin, 15:36:34 02/14/07 Wed

I think the idea of Multiple Intelligences is really interesting and compelling. The theory challenges us to think outside of our typical SAT world of verbal and math skills and into a world where many types of skills and talents are not only recognized but also appreciated. In response to the original question about how should teachers use this theory in the classroom, I agree with both Derwin and Lauren. Personally, I think the real question, however, is not directed at the teachers but at the school districts and those who develop the curriculum for our schools. By cutting art, music and PE classes, which so many districts around the nation are doing, the students are not receiving any instruction or time to enhance their skills in three of the 8 intelligences described by Gardner. I think we are doing our children a disservice by ignoring so many of these key elements of who we are as humans.

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[> [> Re: Multiple Intelligence in the Classroom -- Kelly Folsom, 18:34:43 02/14/07 Wed

Miriam's point is an excellent one. The pressure on school districts to push math, science, reading and writing has definately taken its toll on multiple intelligences. I am fond of the television commercials advocating life without art highlighting catatonic children responding blandly. These theories also support a theory I have had my whole life, namely, I maybe the world's greatest crickett player (or perhaps curling) I just have never tried to play!!
The point is, students should be exposed to actvities or assessments that help them develop and define their specialized abilities as Spearman would call them. My students have trouble synthesizing material and putting it into their own words, partly I think because of a lack of creative stimulation. We don't have any art (or music)classes at our school, thus any creative intelligence would have to emerge without help from a teacher.
I feel that the value society puts on certain types of abilities says much about who we are. So enviornment helps determine say how much prestige and money a stock broker makes compared to a corn farmer.

The danger in intelligence testing is that in labeling students based on IQ or SAT scores is the impact it has on the students. The cognitive development approach seems more qualitative and perhaps is a more reliable indicator of intelligence.

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