Multiple Intelligence (Chapter 2)

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In chapter 2, a view of intelligence is taken into consideration when designing leaning opportunities for students. Nowadays most educators know that each student learns the same materials in different ways. Some students with linguistic intelligence learn better with words while some with spatial intelligence acquire better when pictures are used. Therefore, teachers have been trying hard to apply multiple intelligences to their teaching as much as possible. For example, when teaching numbers in the target language, teachers can read aloud (linguistic intelligence), ask math questions (logical-mathematical intelligence), sing a song of numbers (musical intelligence), or ask students to make hand gestures with numbers (bodily-kinesthetic intelligence). In this way, learners may have more chances to develop their distinct intelligences and access information better.

However, as a former teacher in a private school, I understand how difficult it is to teach a class of 50 students who have different levels and various intelligences. Because of limited class time, it is hard to apply so many intelligences to courses if they have to contain information prescribed by national or local standards. To control time and assure the efficiency, usually many educators still use the traditional way--- lectures -- for instruction. Although there are many difficulties practicing it in class, teachers can still make it after school. By designing different types of homework and assessments, students at home can choose the learning methods which work best for them. For instance, when learning historic events, such as civil war, students can select to write a report, produce a small play, make a time line, interview someone, or even visit a museum. Through these ways, students can cultivate their intelligences and find out the most appropriate and efficient ways of learning. Nevertheless, the only problem is how teachers can evaluate students' performance and understanding fairly and accurately through different assessments.