I believe grouping the students that have similar intelligences and giving different tasks to each group, but all the groups learning the same material is beneficial for the instructor. The students stay on track for success and do not fall behind due to single intellegence instuction.
Hi Jennifer,
Well said. This is why I like the use of MI as well. I have been researching MI for the past 25 years and have developed an assessment that identifies the three strongest MI areas. By knowing these areas I can better plan my instruction that will target their areas but also help them to learn how to use their other areas as well.
Gary
I did research on MI during my graduate school courses. It is my personal favorite. I am giving each student the MI inventory to take for themselves to help them identify their learning styles. If there is one or more they would like to increase, it allows them a visual way to see what these improvements need to be in. With MI, each student has the ability to grow in their weaknesses and learn how to develop intelligence in all areas. Even though, most of us have MI in one or more areas, not all, doesn't mean we can not plug into those areas in which we lack. As each student reviews their own MI characteristics, they can be proactive on their learning. Use of visuals, discussion, hand's on, etc are used throughout course delivery to plug into each person's MI.
Hi David,
I really love the idea of pushing yourself to try different activities that develop strengths in all the multiple intelligences. There is a tendency to think we are stuck with a certain group of MI and that we can't expand into another area. It is also a great idea to encourage students to do the same. Thank you for sharing your experiences!
Hi Karen,
Keep up the good work. You are becoming an instructor of merit through your efforts to expand and improve your abilities in their area of meeting student learning preferences. The key is your great attitude for continual development. I have been teaching for many years and I'm still "getting there" each time I meet a class.
Gary
We all know that people learn differently and when teaching I'm sure we are all aware of this. I am still fairly new at teaching in a career collge but one thing that I've learned and that I try to practice when dealing with students at a career college because they come back to school at various stages in their lives is patience. As an instructor you deal with the entire class but you still have to individualize your approach. How is that done?? I'm sure you all do it everyday and obviously you are all good at it. Me, I'm getting there.
I try to provide different delivery systems for the lessons. An example: start out with a brief lecture of 10 minutes, then transition to a discussion of the subject with the class. Next, offer a forum assignment about the topic. Students who are more social learners have a chance to verbalize in the classroom but the solitary learners have a chance to reflect on the question,then compose an answer out of the classroom setting.
We as educators need to try and profile students' learning preferences, so that we can assist them in the learning process.
The challenge is to address different learning styles so that every student in class acquires and retains knowledge.
Hi Christine,
There are a number of websites that you can look at that contain information about assessment of multiple intelligences. One that I would suggest to get you started is MICubed.com.
I know you are going to enjoying learning more about MI and how to use the intelligences of your students as effective learning methods.
Gary
Before I took this course I considered multiple intelligences as people strengths. There are students in math classes that struggle. They are not strong in that intellegence however, a bad grade in math does not mean that person is not intelligent. I now understand that there are different types of intellegences and that people have three that are dominate. What tools or assessments can I use that would help me learn those intelligences in my students? It would be helpful if I could have that information before I started a class.
Hi Carol,
All good ideas to capture the attention of your students and keep them engaged. You will be able to expand your options as you gain more experience working with the different intelligences.
Gary
Hello,
You raise an interesting point. One's culture also affects how a student learns.
Also, some students might not have been exposed to a variety of learning styles. I think it's a good idea to make students aware of how they learn best. Perhaps they should take the learning assessment test early on in their college education.
Carol Myslinski
Hello,
Understanding multiple intelligences will help me to create course content that tries to reach a variety of learners. I might use media, read out loud, use charts/graphs, present handouts with more color, etc.
Carol Myslinski
Understanding multiple intelligences has always affected my teaching method. It has in one way or another been present, just not as organized. Maybe that would be the goal, to process information and how it is presented in the instructional delivery keeping the “Multiple Intelligences in mindâ€.
This information will help me understand the different ways people are interpreting the information I provide. I have always tried to implement verbal, and hands on training through out my courses. I'll be more aware now of my delivery methods, and preparation before lecture.
I couldn't agree more James, i think that regardless of the level of multiple intelligence there will always be the need of repetition and as long as we are able to identify and apply i think our students will have more succes storing information.
I just move them around for different group activities. Desks and students typically move. There is an aura in the classroom of it being a special day which tends to make the students more excited to be there. They participate more and seem more engaged on these days.
John,
I would like to hear more about the idea of learning styles being connected to age groups. Can you explain further?
Thanks.
Dara,
Would you give me some examples of specific out of class projects that you have used successfully? I could certainly profit by hearing some practical illustrations.
Thanks.
Andrew,
I would be interested to know what you mean by your last sentence. How can you tell what effect moving students around has?
Also, awhen you say "moving them around," re you referring to putting them into different groups for an activity, or simply moving the desks around? Thanks.
