As I've read the previous posts to this question, I've been reviewing my past practices, new possibilities, and speculating about a "best of all possible worlds." Here's my current pipe dream:
As eaach student enters the school, part of the entry assessment includes the best available multiple intelligence testing. The data will be fed into a central data bank. When I get my class roster, I click a choice to have each student's preferences downloaded to my class data bank. From that, I can plan specific groups for specific projects, etc. Now one initial test will serve all of a student's teachers and give the student only one thorough testing, rather than each of us trying to assess for every class.
I'm assuming that our preferences stabilize somewhere around ages 15-16, but other cognitive development theory might suggest age 21. Is there a research finding on this?
We also know that circumstances can influence our intelligence habits on top of our preferences, perhaps bringing our habitual intelligence use patterns into our preference. If my job requires me to use a non-preferential intelligence most frequently, will the habit become a preference? Or will the preference I exhibited at age 21 be my dominate pattern for the rest of my life? Do we have research on this?
The bottom line is, I suppose, in my best of all possible worlds, can I rely on my student's preference at admission to hold firm through graduation?
(Now all I have to do is convince the administration to buy the test, administer the test, set up the data correlation....)
I'm looking forward to reports of your research results. Do you have a website/mailing list we could join to be updated?
Hi James,
Congratulations on your teaching efforts and success. You have developed a method that enables you to target the students in a way that engages them while keeping their focus. Thank you for sharing this approach with us. I know it will be of value to other instructors.
Gary
I think that identifying multiple intelligence learning styles can only be assed through questioning. Some effective questions as an interaction to the class could be. “Who has read something that supports this material?†“How do you feel about that statement?†“If you were to draw that statement, how would it look and what would it sound like?†“How would you rephrase that statement?†What is the best tool you could use to remember that statement?†All of these questions could give me a better insight to how to best reach the multiple intelligence levels and change or enhance my instructional delivery.
Hi, My name is Corinne. I have been teaching at a vocational tech school for 16 years. We have had many adult students with disabilities. I have adapted my instructional techniques to multiple intelligence and the needs in which they will process the information as well as adapting to there physical handicap. This challenges me to be more diverse in my delivery method.
Hi David,
I think you are looking for a hybrid model. A blending of personality and intellect will help with the learning process. Having students share with each other actually gives them the chance to learn something twice. Once as students and then again as teachers when they share with peers. This increases the retention of content.
Gary
Not only should I plan a variety of active facilitating and instructional techniques aimed at the various intelligences in my class, but prepare to allow additional time for those not in their comfort zones. I can do so by taking time myself to bring them along, but how much better to encourage peer assist activities and thus re-enforce the learning for those who acquired it within their comfort zones instead of loosing them to boredom. My question is, do I need to make a choice as to whose view of intellect I teach to or am I purposely looking for a hybrid model?
Hi Trinidad,
Good application of the multiple intelligences. I know you are going to increase your ability to get your students more focused and engaged as they work through the course content.
Gary
My understanding of multiple intelligences will my teaching methodology by helping me to present information in such a way as the students will be able to better process recall and apply the information. Now that I am more familiar with different ways that individuals process information I can plan on introducing a variety of different delivery methods when instructing students. For example, I can try to identify the main ways that my students process information and cater my delivery methods appropriately.
Much of my material is based on written rules of law. The logical learner and the visual learner will have an easier time with written rules, and the auditor learner hears the rule spoken. Kinesthetic learners are at a disadvantage sitting in a classroom, unable to move around much.
To help the kinesthetic learners, I try to use examples that put the "rule" into action, so they can imagine themselves in a scenario where the rule will apply to them. (So far I have not thought of a way to sing the concepts to students in a musical way....).
Understanding multiple intelligences helps a teacher reach more students more effectively. Through teaching hands on techniques for so many years, I have started to incorporate my understanding of multiple intelligences.
I think Gardner offers an effective strategy. When teaching, I know I like to mix the standard lecture with small group discussions. By breaking the class into smaller groups, they are better able to compare and contrast information. This also forces the more quiet individuals to participate and stimulates the collective growth.
I like the concept of attacking these intelligence aspects from different angles as it engages the entire group. One must guard against going overboard with mixing methods as it can be counterproductive.
Hi Eric,
Good to hear. The more you know about how students process information the more you will be able to target their learning preferences.
Gary
Knowing multiple intelligences will allow me to be able teach students for effectively.
With knowing more knowledge of multiple intelligences, I can present using multiple resources.
Hi Phyllis,
Good thinking about how to expand your delivery in an online environment. It will be interesting to see how your students respond to the separate window idea and following along on tours, etc. I think this is very creative so I wish you much success with it.
Gary
As an instructor, I will have to take more time to make sure that I am relaying my information that reaches every student that utilizes the multiple intelligences. I feel that as a culinary school we do a pretty great job of applying learning modes to encompass each of the intelligences. We use different modes: visual, auditory, and hands on. We are able to have students utilize previous experiences to promote future learning.
Understanding how multiple intelligences work will affect my teaching strategy by searching for additional methods to try to reach a broader audience. Although I do incorporate a variety of strategies, sometimes classes tend to be more of a lecture.
Particularly challenging in an online environment, is reaching kinesthetic learners. I am considering some different options, such as having those that feel comfortable doing so, opening up a separate window to follow along with campus tours, examples, etc. I am thinking that perhaps this will help to engage this learning style.
We all know the importance of differentiated instruction, but fully understanding the significance of the different learning styles (and how multiple intelligence factor into that) that adults can possess allows an instructor to broaden their teaching style and to be more inclusive of learning materials that take these multiple intelligences into account.
Since learning styles differ from student to student, it is up to the instructor to incorporate as many approaches as possible into each lesson. A multi-sensory approach improves a student’s comprehension of the material and their ability to recall it later. Instructors need to learn how to recognize that each student is an individual and also realize that what works for one individual will not work for everyone. It is also important to keep the adult learner engaged and excited about the learning process, so this multi-faceted learning approach keeps things fresh and interesting.
The module in this section mentioned that there are several commercial tests available, which I take to mean that one has to "pay". Are there any free methods of testing students on the first day of class to get a better idea of their learning styles? Anyon know of any websites that are willing to share any tests?
As others have said, the theory of MI helps remind us to incorporate the various teaching styles to correspond with the learning styles. Too often we teach to *our* strengths - we teach in a way that we would learn the material. We gravitate towards those techniques that we find useful. We need to re-focus on the students and how THEY learn, not focus on how WE learned it.
In my own classrooms, I do try to vary it up. There are, basically by necessity, segments of pure lecture that would best appeal to the auditory learners. But then I try to augment that with handouts, essays, etc. that either reproduce or extend the lecture material. That might best appeal to the visual learners. Then I have episodes of in-class writing (I teach composition) where students are asked (or volunteers are sought) to contribute their responses to the class discussion. This hopefully appeals to the tactile learners (because they're DOING it and not just hearing about it) as well. Sooner or later, somehow, all students will participate in all aspects of instruction, and hopefully they do all find that material which reaches them best.
