MI in the Classroom

For my Technology in the Classroom Course, we have been exploring Howard Gardner's theory of multiple intelligences and its place in the classroom. Colleen's summary of the theory is that individuals all have different areas that they are "smart" in. Some of Gardner's areas are mathematical, interpersonal, and kinesthetic. The website surfaquarium.com provided more insight into each of these areas.

There were two areas of intelligences that I tested highly in. I'm not entirely convinced of the accuracy of the test that we took. I think I got tired of the questions and myself by the end and it may have been skewed by that. But in any case, I have intrapersonal and naturalistic "intelligences."

Naturalistic intelligence is, of course, a sense of the workings of nature. It includes a lot of organizational and classification abilities. One of the naturalistic characteristics (say that three times fast) that I relate to is hierarchal reasoning. I am constantly outlining ideas in my head or on paper, ranking and rearranging ideas as necessary. The magnetism of that order is seen in much of my writing and reasoning. I want know where things fit in the overall scheme of things. Students with naturalistic intelligences like to collect and sort things and are engaged by the natural world.

I think that this is an exciting sort of student to have. They have instinctive organization and curiosity which will help them to be successful. In my English classroom, I am going to rely on readings and analogies to nature to help me reach these students. Nature is a wonderful illustration because it is so tangible and expansive. In addition, I will provide projects which allow for classification, charts and graphs which are useful to this kind of students, and practice with the research and scientific writing which some of these students may need. I also intend to let my room be a place where the beauty of the natural world is celebrated. I believe that naturalistic intelligence can be fostered in such an atmosphere.

My other area of strength was intrapersonal intelligence, an intelligence which is demonstrated in reflection and awareness about oneself and one's world. One of its characteristics is self-regulation, keeping yourself in line. I am quite aware of what I'm doing. While that usually keeps me out of trouble, it also makes it hard for me to take risks. Students with this kind of intelligence are strongly connected and aware of their feelings, morals, actions, and reasoning.

This student needs time to reflect on learning, themselves and the events that are going on around them. They are generally able to communicate their troubles and wishes. I am going to reach them by using examples that pertain to social issues, because those are topics which will engage this kind of learner. Writer's journals, which I strongly believe in, are also going to be successful. In addition, I intend to ask students to set their own goals and reflect on their performances, activities which help these self-regulating students do what they tend towards. Technologies such as journals, surveys, polls, and self-assessments should be effective in aiding students with intrapersonal intelligence.

The theory of multiple intelligences reminds me that I find it easiest to learn when I am treated a certain way. In my classroom, I want to make sure that at least sometimes students are giving opportunities to use their strengths to build their learning. Each student has individual strengths. It's my responsibility, as a teacher, to show them how to use those strengths effectively in the classroom.