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Re: Multiple Intelligence in the Classroom -- Derwin Sisnett, 12:46:10 02/14/07 Wed
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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Re: Multiple Intelligence in the Classroom -- Evelyn Moore, 21:33:53 02/14/07 Wed
IN ANSWER TO YOUR QUESTION: how to we make sure
>students of all intelligences succeed in the
>classroom? As a teacher we should be more flexible, creative and adapative in our instructional approaches. My experience teaching gifted students left me spinning my wheels trying to always be three chapters ahead of them. They ask a lot of questions and think that or feel that they have the definiative answer. I try not to debate with the student as the teacher, but help them become the teacher and teacher me and the class. When there are multiple intelligence levels in once classroom, we have to plan to be successful with each student. This is done by making sure that our lesson plan includes an adaptation to the standard lesson plan.
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Re: Multiple Intelligence in the Classroom -- Beth Hansen, 21:56:33 02/14/07 Wed
I had the opportunity to attend the National Middle School Association conference earlier this year in Nashville. It was incredible--I attended three days worth of sessions where I learned a lot about how to teach effectively. One thing that really stuck with me was the importance of offering students choice in their assignments based on learning style. For example, you might have one assignment but present it in four different ways and grade it based on four different rubrics. Each option would present an assignment accomplishing the same learnng objective but would be presented in a way that targets specific learning styles. This way the student has the freedom to pick which assignment best suits the way he or she learns. Allowing this kind of differentiation and choice in school work allows students of all intelligences an opportunity to excel in school and a chance to master whatever objective is required.
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