Assignment 1 different kinds of smarts-multiple intelligence-Wk 5

Key Questions

• How are students “smart” in different ways?

Not all students learn in the same way-it is very rare that one method can be used to hook all students. Howard Gardner’s theory of learning purposes the idea that there is not one single way to learn. Instead, students have a variety of intelligence's MI-Linguistic intelligence, Musical intelligence, Logical-mathematical intelligence, spatial intelligence, Bodily-kinesthetic intelligence, Interpersonal intelligence, Intrapersonal intelligence, and Naturalistic intelligence—or multiple approaches to learning. It is important to add that MI in students can be developed over time. According to Gardner, the MI that is prevalent in a child’s mind/brain will dictate how a child learns and thinks. The prevalent or the well developed MI in the child’s mind/brain implies how a child understands content material and interprets the world.

• How can teachers use multiple intelligence's in the classroom?

Teachers can hone in on students MI and design lesson hooks that include the students MI’s. Students MI’s can be used as a powerful introductory motivational learning pathway/entree points into content material giving students that learn in different ways the opportunity to begin a lesson with their MI strength. Thus student can use their MI strength to build confidence enabling them to use the confidence that is built to progress in different contents areas. 

Example in a lesson for plants cells and animal cells observation comparison-to include MI; the teacher could use the analogy of a plant/animal cell functions to a how a candy factory functions and is organized. Student could draw out the functions of each cell organelle in comparison to candy factory site (internal cell functions are similar to internal factory organization). Then the students could also, share out their findings and create a skit for how each cell organelle functions-students will have to use interpersonal/intrapersonal skill to organize ideas in groups, logical-mathematical for cell organelle order and position, spatial for visual imagine comparisons(Venn-diagrams), and tactile/kinesthetic for manipulation of diagrams of  cell organelle order-prior to lesson theory.     

The teacher can introduce more than just linguistic and logical mathematical approaches to learning-Teachers can include empirical sense based bodily activities, musical renditions of content works, interpersonal and intrapersonal presentations leading communication among peers in group work. It is important to note, that once these MI are identified in students they must be given the opportunity to develop other intelligence's. For example, a student prevailing spatial MI should not always be encouraged to create visual representations but should also be encouraged to use other linguistic skills also. All students’ MI abilities- need to be well balance in lesson activities.