I think the verbal-linguistic, interpersonal and intrapersonal intelligences are my main strengths. I learn by reading, talking, and writing. Gardner's theory of multiple intelligences resonates intuitively with my experiences. It always bothered me that people I know categorized themselves as 'book smart' or 'street smart' and their strengths that didn't fit either category would be brushed aside. Viewing the human intellect in a more nuanced way, as Gardner did, makes these strengths equally important in identity creation and teaching to students' learning styles. It celebrates diversity in a way that supports the notion that one person's idea of success is not the only manifestation of success.
Breaking down the traditional view of intelligence, grounded in the 20th century Euro-centric understanding of humanity, is one of MI's greatest contributions to education. It gives teachers (who may have always felt intuitively that all students have different strengths and needs) a theoretical framework to argue this belief from, and from which to build assessments and activities in a really purposeful way. As an English and Humanities teacher, I also think designing courses with this in mind allows for more freedom and exploration away from the Canon and a Western lens that is not necessarily written into the curriculum but is common practice because that was how teachers were taught. In the "Tapping into Multiple Intelligences" website, they describe MI as justifying the use of visual arts, music and dance in the classroom because they "can be just as valuable to students' understanding of the world they live in as traditional academic subjects". Shifting our personal goals for education toward this nuanced view of intelligence can support student individuality, self-esteem, and inquisitiveness. The benefits that applying MI when creating units, lessons, and assignments are amplified versions of what I described above. Having the option to express their knowledge, thinking processes, and analytic skills in ways that do not depend on their written or oral skills in English can relieve pressure from the student and build their self-esteem because they can complete the work successfully! However, when given these options the ELLs I have worked with often chose the traditional written assignment. The 'creative' options were seen as 'less academic' and therefore not worth their time (I asked why they repeatedly chose these, and this was the answer). When I created activities and assessments that did not use the typical verbal-linguistic skills, they would resist and go through the motions without applying themselves. From reflecting on these experiences, I think that incorporating MI works to the extent that the community values these broader understandings of the human intellect - not in words, but in actions. The syllabus, the rubrics, the classroom decorations, the extent of interdisciplinary teaching, the approach to standardized testing, parent-teacher outreach, staff meeting discussions, and school-wide policies all need to support the belief that students have a varying set of intelligences and that their skills and knowledge will develop as they work toward their individual potentials. It is certainly not easy, but using Gardner's words and theories give us all a shared vocabulary that helps us develop and further this shared belief.
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Ms. KompsonI am an enthusiastic and conscientious educator. I use my blog to connect my personal experiences and adventures to my pedagogy. Archives
April 2022
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