[for Romanian teachers] – Cit de bine va cunoasteti inteligentele proprii ?


Acest post este o parte a unui curs pe care l-am luat vara trecuta despre strategii pentru “literacy”. “Multiple Intelligences” este intotdeauna parte din orice curs care include “invatarea”.

Asa cum ne asteptam sa cunoastem “totul” despre copiii pe care ii vom pregati pe parcursul unui an scolar, m-am gindit ca ar fi o idee buna sa incep sa ma cunoesc mai inainte pe mine, sa aflu care imi sint calitatile si deficientele si cum as putea sa le folosesc si sa le dezvolt ca sa ii asist cit mai bine pe copii in invatarea lor. Recomend fiecarui profesor sa raspunda la intrebarile despre “Multiple Intelligences” ca sa isi cunoasca talentele si potentialul propriu pe care sa le utilizeze ca sa ii ajute intr-un mod cit mai eficient pe copii sa retina materialul predat. Pentru ca am primit un comentariu incurajator din partea instructoarei, m-am gindit ca poate unii profesori care citesc acest post vor gasi citeva informatii utile.

  • Discuss the results of your own MI (“Multiple Intelligences”) survey. In which of Gardner’s areas are you personally strongest? Weakest?
  • According to the survey, my strongest areas are: logical-mathematical, bodily – kinesthetic, and spatial. My weakest areas are: naturalist, intrapersonal and musical. It is not a surprise that logical-mathematical is my strongest. Since I was a child, my favorite subject in school has always been Mathematics. Through Mathematics, I developed and discovered my own ways of understanding the world that helped me learn new and complex information from other subjects. I was not planning on teaching Mathematics but it turned out that way. The bodily – kinesthetic intelligence is also not a surprise because when I grew up I was involved in sports of high performance for ten years. I went ahead and earned a degree in Health and Physical Education (and Sports). I have always known how to connect these two subjects in my personal intellectual development. There are mathematical principles found in sports and elements of body movement found in Mathematics. Together, they assisted me with my learning in weaker subjects such as Physics, Chemistry, and Biology. I have not been exposed a lot to musical education. I have never played an instrument. However, because of Mathematics, I am able to read notes on a music scale and figure out the melody. I love to listen to music. It helps me work better. According to the survey, there was no way I could score higher in this area. However, I think that if I had developed this type of intelligence a little earlier I would have been able to find other more fun learning ways.
  • To what extent do you feel your own MI strengths/weaknesses influence your “style” in the work you do? Why is this important to think about?
  • I have been teaching Mathematics at the middle school level for ten years. I find that teaching Mathematics is a skill. It is very different than teaching other subjects in many ways. For example, when demonstrating a problem through steps, a teacher has to be very clear and use logic a lot. In many situations, no matter how much logic I use, problems that make sense to me may not make sense to my students. There are times that I use physical exercises during class time from simple stretching, fun moves as a break between tasks, or part of the lesson such as measuring, recording, and creating a graph about the heart rate, body parts to identify angles and calculate ratios, or just for simple movement between activities or stations. Many times, I use crafts. I find music is also attractive to students. They can sing along a song already created or they can create their own song to help them learn a concept. Some students express themselves through dance or drawing.
  • Which of Gardner’s areas do you feel is/would be most challenging to address in your current work situation? Why?
  •  I found that the most difficult intelligence is the intrapersonal. Some students prefer to work on their own instead of being part of a group and I respect that. Some of them take a long time to become more collaborative and social. I always give choices to my students how they would like to work: on their own, with a partner or with a group. The middle school age is about creating relationships and children will eventually make friends during the course of the school year. It is uplifting for a teacher to witness that children become more content and happier when they find other children that have the same interests in common.
  • Which of Gardner’s areas is/would be easiest to implement in your current work situation? Why? 
  • I think the interpersonal and musical intelligences will be the easiest to implement in my classroom environment. As teenagers, children like to make friends. They better communicate with each other. If there is a problem that they do not understand from my explanations, there are always other children possibly with logical-mathematical and/or spatial intelligences that can “speak” their language and make it easier for them to understand. Developing interpersonal relationships at an early age will contribute to the personal development later in life in a working environment where team work is essential.
  • Share the most important ideas or information you gained from visiting the links located in Unit 3 Lesson 2 lesson.
  • I found The Multiple Intelligences Chart to be very useful. It breaks down each type of intelligence in all possible action combinations that will come in handy in preparing lesson plans. The more intelligences a teacher addresses in students’ learning the more successful the learning process is. That is why, it is important for teachers to know their students well, their strengths, weaknesses, talents, passions, and learning styles. One of the articles states that “the multiple intelligences approach encourages teachers to regard intellectual ability more broadly. Teachers are able to see that visual arts, music, and dance can be just as valuable to students’ understanding of the world they live in as traditional academic subjects”. Through all my years of practice teaching I found this to be very true. These intellectual abilities may not be some children’s strengths but they can surely be developed and can add to their learning repertoire. All children are intelligent. When students understand the balance of their own multiple intelligences they begin to manage their own learning and value their individual strengths. The website www.scholastic.com is great for information and lesson plans. It offers a questionnaire about identifying multiple intelligences that I plan on using with my students at the beginning of the next school year. I am sure they will be curious to know what kind of learner they are.

Instructor Feedback: It’s no surprise you’re a math teacher when your strengths are logical-mathematical and spatial! I like your statement, “The more intelligences a teacher addresses in students’ learning the more successful the learning process is. That is why, it is important for teachers to know their students well, their strengths, weaknesses, talents, passions, and learning styles.” That pretty much sums up the point of Unit 3. Well done!  

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