In this chapter I started to
question how I would use my knowledge of multiple intelligences in the
classroom. I believe that the multiple intelligences are extremely valuable to
know about, but I am not sure I would be able to find a place for it to
naturally fit into my curriculum. I don’t believe I would hand out a checklist
to my students; I would just try to get to know them in general. I think I would use my knowledge of multiple intelligences
mostly to address students who are having behavior issues and are often getting
distracted in class. After I made these observations, then I would be more
likely to try to get to know the student and find out if the way they learn
doesn't match up with the way I am teaching the content. At that point I may
ask the student, parents, or other teachers to inquire about any observations
on intelligences in which the student excels in.
Additionally, when I was reading a
chapter, I learned about the concept of “the six-hour retarded child” (which
should not be named that, in my opinion). I never really realized that there
are students who excel outside school, but are completely and totally
unproductive within the walls of the classroom. Integrating activities and skills they use regularly
outside of school may make it easier for students like these to relate what
they are doing in school to “the real world.” This concept is something I would
like to learn about.
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