I
really enjoyed reading about the eight different kinds of “intelligences”
because I find them fascinating. While
this chapter didn’t directly discuss multiple intelligences in the context of
education, it is easy to see how it is so important to bring them into
consideration when it comes to teaching.
When we took the test in class to determine which intelligences were
strongest for us, I scored highest in the interpersonal and naturalist
categories and lowest in the musical and logical-mathematical categories. The results of my test make me aware that it
might be difficult for me to connect to students who fall into different
categories than I do at first, and this chapter makes me aware that I will have
to be able to recognize these rather foreign intelligences in my future
students, as I am sure that I will have students who are musically and
mathematically inclined. I will need to be able to connect with these students
just as well as I might connect with students who fall into the same MI
categories as I do. Apart from the fact
that Gardner’s Theory of Multiple Intelligences might pose challenges to me as
an educator when it comes to discovering how to best suit intelligences that I
do not strongly possess, I think that differing intelligences have much to
offer to a classroom’s learning environment as I will be able to learn from my
students and they will be able to learn from each other. This is a very valuable thing and I will be
sure to make my best effort to get to know which categories my students fall
into as individuals and to give them the opportunities to utilize those
intelligences.
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