Learning Styles and Multiple Intelligences

Watch \”Multiple Intelligences Thrive in Smartville\” from Edutopia®. Note example strategies used for the different intelligences presented in the video. What is the role of the teacher in this learning environment? How does it compare to your experience? Explain. The first grade geography lesson had many components, with students using their \”smarts\” in different groups. How did the lesson and other lessons presented in the video take advantage of the many learning styles that typically exist in a classroom?
Relate your answer to Gardner\’s theory of multiple intelligences. One potential issue with such lessons is classroom management, especially with young children. How would you manage the activities so that your objectives are achieved while maintaining control without stifling creativity? How do the teachers evaluate students\’ progress toward mastering state standards in this type of program?

How is the evaluation tied to multiple intelligences? Bring your responses to the Learning Team. You must attach your answers to the team paper. Share your responses. Dialogue with your team and come to consensus on your observations of the lessons. Create, as a team, a 10- to 12-slide media presentation to summarize your team\’s consensus on the questions and an analysis of the following: Indicators of effective instruction by the teacher Evidence of student learning
Types of assessments used *Note. Add detailed, full-sentence speaker notes on each slide. Include follow-up questions you may have for one of the teachers if you were doing a post-evaluation conference to evaluate his or her instruction. Include each team member\’s answers to the questions in a separate attachment. Format your presentation according to APA guidelines.

Learning Styles and Multiple Intelligences

The theory of multiple intelligences challenges the idea of single intelligence quotient
(IQ) and suggests that each individual has different kinds of learning as well as intelligences that
they employ in their daily lives. Howard Gardner theorizes eight forms of intelligences including
verbal-linguistic intelligence, logical-mathematic intelligence, visual-spatial intelligence, musical
intelligence; naturalistic intelligence, existential intelligence, bodily-kinesthetic intelligence;
interpersonal intelligence; and intrapersonal intelligence (Rohaniyah, 2017). While some people
benefit more from body-kinetic intelligence (learning via use of hands to do things), others can
learn via mathematical-logic based learning or linguistically-based-environment (writing and
reading).
Based on theory of multiple intelligences, my learning preference is understanding. The
understanding style learner is keen on evaluating learning using the logic standards as well as
evidence (Rohaniyah, 2017). As an understanding style learner, I focus on abstractions and ideas
as well as testing, reasoning, and questioning. I have the ability to critique the actions of a body
or plan strategically. The most challenging learning style for me is the self-expressive style
learner who uses emotions and feelings when developing new products and ideas and perceives
the process of learning through the capacity to delight or surprise, aesthetics, and originality.
Understanding learning styles is essential since there are significant differences in how
people perceive things (institution versus sensation); the decision-making process (imaginative
feelings versus logical thinking); and how reflective people are during interactions (introversion
versus extroversion) (Rohaniyah, 2017). Learning styles emphasize on the individual differences
in thought and feelings in learners. Customizing the learning style based on his or her
intelligences helps to improve the learning outcomes. Learning style is rather abstract without multiple intelligence theory and it also underestimates context. Furthermore, without learning
styles, the theory of multiple intelligence fails to describe the feeling and though process.

References

Rohaniyah, J. (2017). Integrating learning style and multiple intelligences in teaching and
learning process. Wacana Didaktika, 5(01), 19-27.

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