In this chapter of Multiple Intelligences in the Classroom I feel like I have a better understanding of how it pertains to me as an individual and a teacher.
As the beginning of the chapter states, without applying the content to oneself it is unlikely to see the full depth of its uses when applying it to students. I feel like this is very true in my own personal goals as a teacher because after my first introduction to the theory I was already able to picture ways it would help me in the classroom. For example, I am well aware that I am not as well versed in kinesthetic intelligence as I am in linguistic. This could put my students with kinesthetic intelligence at a disadvantage if I do not learn how to use this as a teaching style. Because I agree with Gardner’s theory that everyone possesses some of each of the intelligences, I was then able to tap into my own past and find examples of where I potentially have kinesthetic intelligence. From there I reasoned how I would use similar techniques to teach. Not only did this help uncover my own intelligence, but it also helped me become a more conscious teacher to kinesthetic learners.
Another aspect that I found new and important was how factors outside of the classroom can limit or extend an individual’s intelligence. When thinking of the factors, biological, personal and cultural, it seems unlikely that a teacher can do much to cultivate the intelligences of a student. However, as the book points out, part of the MI theory is that nurturing any intelligence can help anyone grow, because everyone has the potential.
Finally the concept of crystallizing and paralyzing experiences helps me understand that in order to properly motivate students into intelligence development, it is important to understand the individual’s past experiences.
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