MI Chapter 3

The third chapter in Multiple Intelligences in the Classroom helps explain ways to learn more about students’ multiple intelligences, through a variety of ways.

            I personally liked how this chapter, while encouraging a you to hone in on a student’s strength intelligence, was careful to remind you that every student has many strengths and focusing more on one than another can put them at a disadvantage. I also like how this chapter looks at multiple intelligences in students and targets helpful ideas, but doesn’t pretend that there is one specific way to discover a student’s intelligences.

            Through the many suggestions that were mentioned for assessing a student’s intelligences, there were a few that seemed particularly helpful tips. I like how they recognize that no teacher could possibly be assessing and observing all the time, and, therefore, focusing on a few select students who seem to be struggling in some way, is probably best. I also really liked the suggestion to work with other teachers. There were many times in high school that a student would be failing one class and not another. Once all of their teachers met to dissect the problem, a solution was usually found.

The idea of talking to the students themselves about multiple intelligences was probably my favorite idea. I believe thoroughly in treating students like adults, especially when making decisions about themselves. I think allowing the student to assess their own strengths and weaknesses can help build confidence, give them a better understanding of their peers, help them understand the thought behind some lesson plans, and allow them to potentially work on what they consider their weaknesses. I definitely plan on introducing this to my students to help guide them through self-driven learning, which, I consider to be a major goal in teaching.