Impacts of Multiple Intelligences on Teaching
1. I am strong in the verbal and intrapersonal intelligences. The core characteristics of the verbal intellligence are: to think and remember through internal language, to understand the rules and functions of language, to analyze one's own use of language, to apply rules of language to new and different contexts, to explain and expresss one's self verbally, and to explain and express one's self in writing. Each of these characteristics is in agreement with my personality.
I am also equally strong in the intrapersonal intelligence which includes following core characteristics: the knowledge of one's feelings, attitudes, and outlook; the setting of one's principles and moral priorities, monitoring one's thoughts, actions, and behavior; and the awareness of one's thought processes. My learning style relates to each of these characteristics as well.
2. Students who are strong in the verbal intelligence appreciate the subtleties of grammar and meaning; spell easily; enjoy word games, understand jokes, puns, and riddles; use descriptive language; are good storytellers; internalize new information through lecture and discussion; and demonstrate understanding easily through discussion and essay.
Students who are strong in the intrapersonal intelligence are comfortable with themselves, express strong like or dislike of particular activities, communicate their feelings, sense their own strengths and weaknesses, show confidence in their abilities, set realistic goals, make appropriate choices, follow their instincts, express a sense of justice and fairness, and relate to others based on their sense of self.
3. To support the students who are strong in the verbal intelligence I can do the following activities: explore new vocabulary, learn terms and expressions from other languages, encourage opportunities for public speaking, incorporate drama into learning, keep daily journals, promote opportunities for creative writing, nurture oral storytelling, include opportunities for expository and narrative writing, and utilize quality children's and young adult literature in the classroom.
To support the students who are strong in the intrapersonal intelligence I plan to do the following activities: differentiate instruction; use analogies in making comparisons; provide activities which offer learner choices; have students set goals for themselves in the classroom; include daily journal writing in the classroom routine; provide opportunities for learners to express their feelings on a topic (ie: debate); allow opportunities for student reflection on learning, examine current events in terms of social justice; include student self-assessment in classroom assessment strategies, and utilize interest inventories, questionnaires, interviews, and other approaches to measuring student growth.
4. To stimulate students who are strong in the verbal intelligence I can use the following technologies: textbook, pen/pencil, worksheet, newspaper, magazine, word processing, electronic mail, desk top publishing, web-based publishing, keyboard, speech recognition devices, and text bridges.
To stimulate students who are strong in the intrapersonal intelligence I can use the following technologies: journals, diaries, surveys, voting machines, learning centers, children's literature, class discussion, real time projects, online surveys, online forms, digital portfolios, and self-assessments.
5. Attention to students who are strong in the verbal intelligence will help them become better writers and speakers, as this is their learning strength. These students are also a wonderful resource for creative ideas for writing projects and topics. As an English teacher, this group of students may be the most difficult and the easiest to teach. Good writers are a wonderful asset to a writing teacher, but they also do not have as far to go as some of the students who are stronger in the other intelligences. Working with these students will be challenging and utilizing the technologies that will help them will also help me to teach them in the most effective manner.
For students who are strong in the intrapersonal intelligence reflections, journaling, and self-assessments will be the best tools in the classroom. Attention to these students brings a deeper understanding and meaning to assignments. This group of students values the use of analogies to explain material and in so doing, I can help all students make connections in understanding. Focusing on this group also means giving learners choices in their activities, which gives all students autonomy in their own educations. All students should be in charge of their own learning, so attention to students who are strong in the intrapersonal intelligence would be beneficial to the rest of the class as well.
I am also equally strong in the intrapersonal intelligence which includes following core characteristics: the knowledge of one's feelings, attitudes, and outlook; the setting of one's principles and moral priorities, monitoring one's thoughts, actions, and behavior; and the awareness of one's thought processes. My learning style relates to each of these characteristics as well.
2. Students who are strong in the verbal intelligence appreciate the subtleties of grammar and meaning; spell easily; enjoy word games, understand jokes, puns, and riddles; use descriptive language; are good storytellers; internalize new information through lecture and discussion; and demonstrate understanding easily through discussion and essay.
Students who are strong in the intrapersonal intelligence are comfortable with themselves, express strong like or dislike of particular activities, communicate their feelings, sense their own strengths and weaknesses, show confidence in their abilities, set realistic goals, make appropriate choices, follow their instincts, express a sense of justice and fairness, and relate to others based on their sense of self.
3. To support the students who are strong in the verbal intelligence I can do the following activities: explore new vocabulary, learn terms and expressions from other languages, encourage opportunities for public speaking, incorporate drama into learning, keep daily journals, promote opportunities for creative writing, nurture oral storytelling, include opportunities for expository and narrative writing, and utilize quality children's and young adult literature in the classroom.
To support the students who are strong in the intrapersonal intelligence I plan to do the following activities: differentiate instruction; use analogies in making comparisons; provide activities which offer learner choices; have students set goals for themselves in the classroom; include daily journal writing in the classroom routine; provide opportunities for learners to express their feelings on a topic (ie: debate); allow opportunities for student reflection on learning, examine current events in terms of social justice; include student self-assessment in classroom assessment strategies, and utilize interest inventories, questionnaires, interviews, and other approaches to measuring student growth.
4. To stimulate students who are strong in the verbal intelligence I can use the following technologies: textbook, pen/pencil, worksheet, newspaper, magazine, word processing, electronic mail, desk top publishing, web-based publishing, keyboard, speech recognition devices, and text bridges.
To stimulate students who are strong in the intrapersonal intelligence I can use the following technologies: journals, diaries, surveys, voting machines, learning centers, children's literature, class discussion, real time projects, online surveys, online forms, digital portfolios, and self-assessments.
5. Attention to students who are strong in the verbal intelligence will help them become better writers and speakers, as this is their learning strength. These students are also a wonderful resource for creative ideas for writing projects and topics. As an English teacher, this group of students may be the most difficult and the easiest to teach. Good writers are a wonderful asset to a writing teacher, but they also do not have as far to go as some of the students who are stronger in the other intelligences. Working with these students will be challenging and utilizing the technologies that will help them will also help me to teach them in the most effective manner.
For students who are strong in the intrapersonal intelligence reflections, journaling, and self-assessments will be the best tools in the classroom. Attention to these students brings a deeper understanding and meaning to assignments. This group of students values the use of analogies to explain material and in so doing, I can help all students make connections in understanding. Focusing on this group also means giving learners choices in their activities, which gives all students autonomy in their own educations. All students should be in charge of their own learning, so attention to students who are strong in the intrapersonal intelligence would be beneficial to the rest of the class as well.
posted by Stephanie | 8:02 PM
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