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

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Date Posted: 22:54:36 02/13/07 Tue
Author: Lauren McAdams
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 feel that there is nothing out of the ordinary that teachers should do. I feel that it is a teachers job to assess each child's abilities as well as interest and incorporate these into each and every lesson in which the teacher themselves teach. I found this talk about multiple intelligences to be very interesting as well and I feel as teachers we are obligated to help students achieve their goals in whatever area interests them. It might take a little more planning on our part, but in the end it is best for the students and this as teachers I feel should be our main purpose in teaching. Taking extra time to sit down and exaimed each individual student's abilities and interest and trying to find a way to incorporate these interests in lesson plans would make the lessons more enjoyable for the students as well.

>I just finished reading Chapter 4 and I was struck by
>the discussion on multiple intelligences. I the
>evidence that they present is very convincing.
>Considering that teachers, aspiring teachers, and
>other educational professionals populate this class, I
>have a question for you all: how to we make sure
>students of all intelligences succeed in the
>classroom? As we all know, having a quality education
>is important and many jobs do look at transcripts. So
>how to we make sure that our kids with mainly musical
>intelligence, or bodily-kinesthetic intelligence, or
>practical intelligence learn the material well enough
>to achieve success in the "real" world?

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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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