Chapter
Two did well to reiterate how we as individuals have a “go to” intelligence in
which we are internally wired to resort to. The last chapter did well to make
me aware of this trait and how it can be detrimental to the learning of some of
my students who excel under alternative methods. Two suggestions that were
proposed in this chapter that I thought were excellent recommendations was the seeking
out of input by those who vary from you in their learning styles. Inquiring to
a fellow college in the Science department as to how I might incorporate
methods to better attract the naturalists in the classroom is an easy and effect
activity to start the brainstorming process. The second recommendation was to
go straight to the source, the students themselves. We as teachers are learners
as well and the opportunity to work one-on-one with students that differ from
our preferred intelligence is one of the best modes to gather data on how these
individuals think.
The
conclusion of Chapter Two does well to support this idea, stressing the natural
ability of all individuals to possess talents in each of the eight
intelligences, as well as the capability to advance them. Many individuals are
quick to down play their success in the intelligences that are not their most
dominant, in doing so they halt the process of expanding their understanding
and advancing those techniques. In correlation to this, Chapter Two does well
to mention the external factors that play a significant part in the maturing of
each of these intelligences, such as the role nurture vs. nature plays. As a
teacher I should not only adapt my teaching style to incorporate the methods
that work best for each student but also push them to work outside their
comfort zone and develop those skills that are underdeveloped not due to
ability but because of circumstance.
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