“An intro to Teaching in 2017”: Multiple Intelligences in the classroom

It is not a coincidence that technology has advanced at the same quick pace that teaching styles has been changing in the last decade; I am writing this blog as a real proof of that. But technology is not the only thing that has changed. Nowadays, we have the opportunity to see our students in a more holistic way by using the multiple intelligences approach. Before, classrooms were predominantly lead by teachers who lectured and did’t allow participation or even inquiring. In present times, we even have a whole research about teaching students to become inquirers, where they have the freedom of asking questions about their own interests. But what are multiple intelligences?

Not long time ago, we labeled students staring at the window, or the ones who couldn’t stop moving, as troublemakers, lazies, or even with some kind of learning disability. However, thanks to Mr. Gardner, we can say that each student is unique and that opposite from what we thought, today what was presented as a challenge becomes students’ strengths. Even we, as teachers, might find that we also belong with one of these categories:

  1. Naturalistic
  2. Musical
  3. Logical Mathematical
  4. Existential
  5. Interpersonal
  6. Bodily-Kinesthetic
  7. Linguistic
  8. Intra-Personal
  9. Spatial

This is only an introduction to the topic of multiple intelligence. My goal is to share some ideas, activities, or assessments that can be useful for using in your class, as well as some information regarding differentiation. What do you think differentiation means in a classroom? Can we differentiate even with a fixed curriculum?

9-types-of-intelligence-infographicSource: http://fundersandfounders.com/9-types-of-intelligence/

 

 

 

 

 

 

 

 

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2 thoughts on ““An intro to Teaching in 2017”: Multiple Intelligences in the classroom

  1. I completely agree with this. I actually make my 9 grade students take the multiple intelligences test at the beginning of the school year so I can make adjustments to my planning taking into account their specific needs.

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  2. Yes, we can completely differentiate with a fixed curriculum. Carole Tomlinson (caroletomlinson.com) says that as well as content, we can differentiate process, product and environment. So there are many ways in which to differentiate and personalise learning within a fixed curriculum.

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