I learned a lot about the basis for Multiple Intelligences and how it came to be in this chapter. I found it interesting to look at how people first determined and defined intelligence, and then how Gardner was able to widen that horizon. Also, I have to say that I completely agree with Gardner in his thinking. I am a person who does terribly when it comes to timed tests, because I am taken out of my natural element, not because I am not an intelligent person. Another thing I gained from this chapter is a reassurance. One of my fears about teaching is that I’m not going to be able to cater to all the intelligences of my students at one time. However, this chapter suggests that intelligences do work together, and to do any task, even a simple task such as cooking, takes multiple intelligences. That being said, multiple intelligences will clearly affect my classroom in many ways. It will be my job as a teacher to be aware of the different intelligences that are in my classroom. It will also be my job to not only cater to them while I’m teaching, but also to build upon them. I can do this, for example, by giving multiple options for how a project can be executed. A student who is musical may decide they want to create a song on the subject, or on the other hand, a student who is linguistic may choose to do a traditional essay. I feel that this way of assessing their knowledge will show a higher mastery, because they were able to use and build upon their intelligence.
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