MATLT Program Learning Objective(s): Program Learning Outcome 3 “demonstrate knowledge and skills related to learning using ”technology-enhanced instructional strategies to support the
needs of all learners.
Introduction
According to Howard Gardner, (Big
Thinkers: Howard Gardner on Multiple Intelligences 2009), there are “different
kinds of intellectual strengths”. He
also believes that “education that treats everybody the same is an unfair
education. There are people who can only learn a specific way, in other words,
they have different intelligences, and if those intelligences are not utilized
in their everyday learning, then they’re being neglected by their teachers and
the education system. As such, Gardner has termed these 9 types of
intelligences.
Prior MATLT Activity
Program Learning Outcome 3
This prior assignment is from
EDU648. The assignment was about
multiple intelligence and what educators can do to engage all these different
learners.
Naturalist Intelligence (“Nature
Smart”) –this intelligence, uses the human
ability to discriminate among living things, as well as a sensitivity to other
features of the natural world such as clouds and rock configurations.
Musical Intelligence (“Musical
Smart”) – the ability to discern pitch,
tone, and rhythm. People of this intelligence learn through music, such as
learning multiplication by singing or rapping to aid in memorization of
multiplication tables or vocabulary.
Logical-Mathematical Intelligence
(Number/Reasoning Smart) – those with this
intelligence has the ability to calculate, quantify, and carry out complete
mathematical equations.
Existential Intelligence - this type of intelligence has the sensitivity and capacity to tackle
deep questions about human existence, such as the meaning of life, why do we
die, and how did we get here.
Interpersonal Intelligence
(People Smart”) –an interpersonal
intelligence has the ability to understand and interact effectively with others
Bodily-Kinesthetic
Intelligence (“Body Smart”) - Athletes,
dancers, surgeons, and craftspeople exhibit well-developed bodily kinesthetic
intelligence. They have the capacity to
manipulate objects, while using a variety of physical skills to get their point
across.
Linguistic
Intelligence (Word Smart) –the linguistic intelligence is
the ability to effectively think in words and use language to express
meaning.
Intra-personal Intelligence (Self Smart”) –this intelligence has the capacity to understand one’s self, thoughts
and feelings and uses that knowledge in planning and directing one’s life
Spatial Intelligence (“Picture Smart”) –has
the ability to think in three dimensions. Core capacities include mental
imagery, spatial reasoning, image manipulation, graphic and artistic skills,
and an active imagination.
Principle
and Theory Chosen and Why
I
chose the MI principle and theory because technology has the capability to
accommodate all nine multiple intelligence.
“Howard Gardner viewed intelligence as ‘the capacity to solve problems
or to fashion products that are valued in one or more cultural setting’
(Gardner & Hatch, 1989).” (Smith, Mark K.
2002, 2008). The “cultural
setting” in today’s meaning would be our technological culture.
Once
again, I will cite Gardner by saying, “education that treats everyone the same
is an unfair education” (2009). It is
very important that we continue to recognize the various types of intelligence in teaching and learning. We as educators
know and understand that we cannot teach all our students the same way, they’re
not all going to understand the subject.
Re-teaching doesn’t work most of the time, and modeling only works for a
short period of time, so what do we do?
We get down to the root of the solution, “learning styles”.
According
to Gardner, “when children have an opportunity to learn through their
strengths, they may become more successful at learning all subjects--including
the basic skills." However, when we
neglect these types of intelligence in our students, we risk failing them and
potentially destroying future livelihoods.
Many students will inadvertently be placed in programs that deemed them
“learning disabled”, going through school stigmatized because we failed to
recognize their unique ability to learn.
Challenges
and How They Were Overcome
At first I was stumped as to how teachers will be able to help students
incorporate their specific intelligence with the use of technology. It turns out, there are many technological
ways of implementing the use of multiple intelligence. Learning tools, such as Imagine Learning,
Accelerated Reading, Brain Pop, Spelling City, Frontrowed, envision, and
wowzers are some of the tools that can be implemented in daily curriculum to
help student achieve their goals.
Solving
Problems
Many technological activities are related to multiple intelligence. For example, many of the games that our
students play, such as sports relates to physical/kinesthetic
intelligence. Some strategic games such
as warfare and the likes, relate to logical/mathematical intelligence. Crossword puzzles utilizes the linguistic
intelligence, making a video of one’s self rapping to multiplication tables or
to learn the alphabet is a musical intelligence, and so on. As educators, we
must not fail our students, we must help them utilize their talents in the only
place that they would not be judged because of their differences in learning.
Conclusion
According
to Gardner, “education that treats everybody the same is an unfair education”. This belief or understanding is what all
educators should subscribe to. As
complicated, difficult, and unsupported as we may be, our priority as educators
is to give every student the opportunity to use their talents to help them
achieve their educational and social goals.
References:
Smith, Mark K. (2002, 2008) 'Howard Gardner
and multiple intelligences', the encyclopedia of informal education, Retrieved
from http://www.infed.org/thinkers/gardner.htm
Gardner,
H. The nine types of Intelligences. http://skyview.vansd.org/lschmidt/Projects/The%20Nine%20Types%20of%20Intelligence.htm
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