Chapters 7-10 FIAE

These for chapters discuss grading more intensely. The discuss when to grade,  what to grade, how to grade, and give us thinks to avoid when grading. Some of the key things I learned were whether to grade participation, homework and behavior or not. More or less the book supports the idea of not grading these areas, because in some students these areas may not be necessary in assessing the students mastery of the unit. For instance, some students may be capable of not completing their homework simply because the in-class lecture and lesson was enough for them to grasp the needed concept in order to pass the formative assessments and summative assessments, should this student be penalized for his learning style and ability? No. It is hard however to not feel some need to reward a student for completing all areas of practice-work, even if it wasn’t entirely needed for him/her, but this should always be avoided. Furthermore, as far as participation goes the book had good ideas, although they were all self-explanatory if you have a knowledge of MI theory already. Student are always going to be more likely to participate largely in their stronger areas of intelligence. A teacher can’t always expect an introverted intelligent student to speak out in fron of the class all the time in the same way that a teacher can’t expect an athlete to come in front of the class and play a song. Teachers always need to heed students areas of intelligence, ALWAYS. This isn’t just with lessons or grading formative and summative assessments, it comes with grading participation and homework as well. Also, the book discussed on whether a well-behaved student should receive bonus points or extra marks than a not-so-well behaved student. Although a misbehaving student may disrupt class if he shows mastery of all areas you intended in the unit, how can you justify penalizing him for earlier sarcastic comments? All misbehavior has some roots, students do no simply misbehave and act out for no reason and it is the job of the teacher to try to become aware of these outside circumstances.
All of these ideas are going to be useful in a future classroom of mine. I was never sure if grading on participation was a good idea or not. I always felt like it shouldn’t come to play if you demonstrate a great mastery, but I assumed that since so many of my past teachers and professors have included this grade in their curriculum I was unsure. However, I have always had firm belief that homework and behavior should never come into play when receiving grades ( having been a firm believer of misbehaving and not doing homework in high school, while still attaining acceptable and exceeding marks) because as stated above students may still be able to perform wonderfully without homework, and even though their misbehaving may say they are uninterested, it is much more likely some other issue they have been dealing with causing them to act out.

Chapter 8 UBD Chapters 8,11,12 MI

The over-arching theme of this grouping of chapters was that MI theory can generally apply everywhere in life. It can apply to assessments, it can apply to careers after school, it can apply to classroom management and discipline, and it can certainly apply to teaching students with special needs. All of these areas can benefit when MI theory is applied to them, as workers and students both work better under conditions that apply to their specific areas of intelligence.
For instance, a few of the chapters dealt with how to assess students differently. Differently seems to be the main key word in all of the chapters and articles we read. It talks about doing away with the standardized testing format that only appeals to linguists and logical learners, and finding more differentiated ways to test our students, tests that can cater to their way of understanding things. How can you accurately test a student if not only were you not teaching them in a way that they understood things, but weren’t testing them in that way either? Or even if you were teaching them in an MI way, it would almost be a waste to not grade them in the same format.
When speaking of discipline and classroom management the chapters gave much advice on how appealing to different intelligences could help to keep students behaving and paying attention to the lesson, in turn limiting class disruptions. First of all, in preventive measure, sometimes a student becomes disruptive because s/he is not engaged by the teaching methods, so engage them! Furthermore, it could be emotional, behavioral, or other outside classroom factors that have set the student on edge. Often, trying to reach them and telling them that what they are doing is disruptive in a way that appeals to their intelligence is more beneficial, and generally more effective in getting them to calm down. These include bodily-kinesthetic methods such as breathing exercises, calming music for music, calming oneself down by speaking for verbal, and a number of other examples.
When speaking of students who have disabilites, MI theory stresses the point to look at the students ONLY as individuals and what they can do, not what they cannot do. If a student with disabilities is taught with lessons that cater to their stronger intelligences it will be a more beneficial lesson to him just as it would be with a student who didn’t share similar disabilities. Every student has the capacity to learn, every student.
In my future classroom I want to apply everything I learned in these chapters. I want to make sure that all of my students are assessed just like how they were taught, in a way that caters to their own strengths. I want to make sure all of my students are viewed as equals, are taught as equals, assessed as equals, and certainly grades as equals. Every student deserves a chance to be taught and get graded in a  way that suits their intelligence, and to not do just that would be doing a “disservice” to them as MI says.

Chapters 7, 9, 13, 14 MI

In these four chapters the focus was on applying MI aesthetically in school wide ways, the classrooms, the hallways, and even outside of school. Some of the main points talk about having activity centers within the classroom, each of which may cater to a different intelligence. Not only do these centers improve the students learning and overall good experience in the classroom, but they also serve as a way for a teacher to assess the students stronger ( and less strong) intelligences. 

Furthermore as stated it discusses making an entire school cater to MI, where not just the classroom is fostered to MI needs, but let me iterate one more time, the entire school. Some examples were that each year the school would have particular themes that each classroom would work towards, as well as having different areas in the school that served as centers for particular intelligences ( just like the class activity centers, except in areas throughout the school).

The next two chapters focused on ways that MI could work outside of the classroom like with computers, future careers, and cultural diversity. It also talked of existential intelligence, the intelligence that is not yet included on the list.

Overall the general theme of this grouping of chapters was how to apply MI in not just your teaching methods but in every interaction your learners may have. The first three chapters certainly cater to that idea of a theme, but the fourth, the one dealing with existential intelligence is a little harder to link entirely to that theme. Luckily, Armstrong gives us some lovely reading on how he thinks that existential intelligence can link with other areas of the curriculum, which in turn links it to MI theory.

These chapters gave some useful information on how to make your classroom more geared to cater to every type of learner you may find in your classroom. Some of my favorite ideas were the different ideas of posters and other things around the room that different learners may find stimulating to look at, which in turn would keep them awake. Furthermore, I really enjoyed the idea about having different centers in the classroom that work with each intelligence. Whether the students are allowed to use these centers in their free time or all the time while learning is something I will have to work out with myself as I continue to learn more about how I am going to teach, but I certainly see the value in having areas where students can go in their downtime to increase their usage of each intelligence area. Also, any chance to view my students own interests and what draws them intellectually is always great, especially when I can assess what areas on intelligence they may find interesting. I am not quite sure how to relate existential theory deeply with the rest of the intelligences, or with how it matches the themes of the other three chapters, but personally I view that intelligence as something that would be great to include in my classroom. Any classroom where students feel free to ask questions is a good one, and what is more though provoking than existential questions?

Chapters 6, 7 UbD/DI and Chapters 5, 6 MI

The two chapters in MI focus on a MI teacher, as well as MI theory and teaching strategies that exhibit its use. It goes into what exactly a MI teacher’s classroom would look like, as well as some of the strategies that the MI teacher would use. It also discusses some different work-activites to make a classroom MI friendly as well as lesson plans that are MI friendly. It also talks about the importance of combining MI theory with thematic instruction. The book says “themes cut through traditional curricular boundaries, eave together subjects and skills that are found naturally in life and provide students with opportunities to use their multiple intelligences in practical ways” (67).

In UBD and DI the two chapters focus on a differentiated curriculum as well as how to teach in an academically diverse classroom. Firstly, it talks about teaching students fundamentals and making sure they reach the “big ideas” of each unit. All of the content isn’t as important as them drawing the fundamentals and finding the big idea. The second chapter focuses once again on how to work with a diverse classroom, and different strategies that may be used to make that sort of classroom click. It talks of the importance of using essential questions, as well as giving examples in each multiple intelligence of what essential questions would be. It also discusses the importance of doing a sort of “anticipatory” style of planning. As in planning your lesson plans to the common trends of students you have seen in past classrooms in order to hopefully fit your new classroom to meet the needs of many students. This gets rid of some of the pressure to immediately know all of your students and their needs, as it may cover some of theirs already. Finally it goes into talking of the stage 3 WHERETO method. The WHERETO method is a series of questions that are designed to make the teacher think from the perspective of the learner, which is important because that should be the center of the lesson plan/
Through these chapters I have learned a few good strategies and ideas for lesson plans that I could use in my future classroom. Along with those, I have also learned how to phrase questions to appeal to students specific multiple intelligences, as well as the importance of making sure that each student gains an understanding for “the big idea” even if they cannot grasp all of the content in the unit. I particularly enjoyed a specific piece that compared teachers to musicians, it read “ that teacher is always aware of the melody - the curriculum goals- but finds many different ways to the melody” (89). A teacher needs to have different routes to reach the same goal, because not at all students can follow a singular path, some may need different tools than others. These are some of the ideas I would like to apply in my future ( hopefully universally designed and differentiated) classroom.

FiAE Chapter 6

   Chapter 6 of FiAE goes into how a teacher can make a test that works in a differentiated classroom, and also adequately tests a students knowing of the content, not just what they think they want the teacher to hear. It discusses the value of mixing both traditional ( multiple choice, matching, true false etc) and non-traditional ( diagrams, drawings, real life applications) in a quiz. It also discusses some areas on how to make the test clearer for both you and students, as well as not making students too nervous before a test, such as having them circle "true or false" not using double negatives in questions, making the writing prompts clear, and including something that may seem as fun to students.
    This chapter reinforced some of my ideas about test-making, as well as giving me some new ones. I always new that a variety of different questions appealed to students, simply from my own experiences with quizzes, as well as feedback from my own peers to our teachers. I also always remember being aggravated when seeing a poorly worded question, and the teacher being unable to explain because " I can't help you with the test." Also, when I noticed a teacher may include a joke or two in quiz question, it de-stressed me a lot, which often helps a student in their test-taking abilities. This chapter gave a great overview on how to make a great test for students.

FiAE Chapter 5

    In chapter 5 the writers discuss how to "tier" a students assessments or problems to that particular student's readiness level. This is something that goes two ways. It does no only mean toning something down for someone who isn't quite at the expected readiness level, it also means toning it up for those who are past it, that way everyone can be nurtured and no one gets left behind, or doesn't get to meet their full potential. The book goes into detail on how to do both of these, while avoiding some of the pitfalls that could come with. It also goes into learning contracts, a tool where the teacher can set the standards of what they want the student to meet, but the student gets the opportunity to negotiate due dates, and things of that nature. It goes into many other styles of tiering as well.
    I particularly enjoyed this chapter because I always new that I would have to find a way to make sure that students who were not as ready as other students could still learn and perform well in my class, as well as cater to those students who were ready to move behind the normal class average. This chapter gave me some useful tips and strategies so that I will be able to do so.

FIAE Chapter 4

    Chapter 4 discusses some of the most important types of assessment ( at least according to this book.) It discusses the benefits of portfolios, rubrics, and student- self assessment. Some of the benefits of a portfolio is that it is "an excellent way to determine accurate grades for students in differentiated classes." It gives students an opportunity to view their own work throughout a particular class, as well as giving the teacher an accurate view of the student's gained masteries throughout the work period. Rubrics are important because it is a way to put our goals of assessment down on paper, in a clear concise way that a student can understand.  Student self- assessment is important because it gives a student a chance to look at how they view their own progress, as well as give teacher feedback on what may have been hard for the student to understand about their lessons, as well as what worked well.
    In a future classroom I will definitely be including all three of these important assessment types. before I had even read this chapter I knew how helpful these could be, and certainly afterwards I feel even more so. What could be more helpful than gaining feedback from what students feel their own shortcomings may have been ( although they wouldn't have been their shortcomings, but my own failures as a teacher), or having all of a students work conveniently places in one binder so I could see the extent of a students growth throughout my class?

MI Chapter 10

      Chapter 10 goes over the importance of assessing students in a differentiated way, dealing with all of the multiple intelligences. It stresses the point of what is the use of teaching them in a differentiated way if you are only going to test them in a standard way? They may have learned the material in a way that was best suited to their learning style, but when tested in an opposite way all of that might as well have gone out the window. It further goes into different ways that you can assess how a student is doing in a particular area from observing particular actions or work they have done, along with how to relate assessment questions to each area of intelligence ( I particularly loved the Huck Finn examples).
     This chapter gave me some good insight on what I will have to do if I expect to have a differentiated classroom, and how to assess that differentiated classroom. It showed the importance of not only teaching to address all students' intelligences, but to also assess them in the same way. If a student learns a subject in a way that suits his intelligence, but is only assessed in something the opposite, it is not assessing that student fairly. I really enjoyed the examples they gave on how to form questions to suit each learning style, and that is certainly something i will use in a future classroom.
 

UbD Chapter 5

         This chapter, like all of the other chapters involved in this particular class’s homework involves assessing, and expands on some of the ideas read about it FiAE. It talks about some of the key principles involved in assessment, such as using a photo album to judge assessment, not a snapshot, matching the measures with the goal, and that the form follows function. It also delves into what truly understanding something is, and how to correctly assess it. Once again like previous chapters it goes into the three assessment types, summative, formative, and pre-assessments. Like previous chapters it also stresses nto giving out busy work or fluff, but calls them “inauthentic work and authentic work.”
As in previous chapters dealing with assessment this particular chapter gave me more insight on how to assess correctly, as well as how to view a student who I think has mastered a particular topic. In order to correctly judge the student I cannot view a single snapshot of his work and judge whether he has achieved mastery or not, I need to look at all of his work, varying at different levels and intelligences in order to know. He has to understand and be able to express the “big idea” in a real world context. I will also work in my future classroom to provide all three styles of assesment if a fair, equal, differentiated manner, and to act upon these assessments to the best of my degree to improve my students learning experiences.

FiAE Chapter 3

“ Students achieve more when they have a clear picture of expectations.

This chapter focuses on assessment, particularly how to assess well and how to apply exactly what you may have learned from that assessment. It stresses the importance of having a moldable lesson plan from the data you receive from your pre-assessments, or else the assessments were a waste of time in general. Why do something preparatory if you do not plan on changing when the preparatory idea shows some flaws in the main area? It goes on to explain each different area of testing, how to assess students well, and to avoid any fluff in assessments and classroom, as it doesn’t do anything useful for students.
I am glad that I have read this chapter, firstly because it has given me some new ideas on how to work in the classroom. All of the previous chapters we’re helpful, but as can be seen by the mentions of UbD and MI, it was presenting old ideas and solidifying them, not showing me something new. I will want to make sure to assess all of my students, and to work with the information from that assessments. Working to nurture the kids seemingly strong in this particular unit ( possibly developing a peer work, where mastered students assist those less strong in the content area) as well as working with those who are not so strong. The largest importance is that I always derive something from my assessment, and work hardest to use that information to improve all student’s learning.

FiAE Chapter 2

“Tim was so learned that he could name a horse in nine languages; so ignorant, that he bought a cow to ride on.”

The next chapter goes on to discuss what might the master of a topic exactly is, and how to tell when a student has mastered an area. The chapter tells that every teacher in any given school is likely to give you a different explanation of what they view mastery as, but there is a few general ideas that relate to mastery, for instance, the terms we have learned from UbD. It discusses way that we might go to assess mastery, and cater once again to all areas of intelligence (seems to be a pretty common theme) and make sure that the big ideas get through to all students. It talks about the stage 1-3 method that we have begun to start learning in class.
Now that I have a general idea of what exactly mastery is, and how to tell if a student has truly mastered a certain topic, it is something that I will work hard to apply in the future. I will work to make sure that all of my students can grasp the big ideas of each topic, as well as answer all of the essential questions so they can get a good grip on all areas of understanding. I will try to assess all of the students understandings of each topic in a fair and equal way, where the assessments may cater to all areas of development so I can truly see if a student has mastered the topic or not.

FiAE Chapter 1

“When we differentiate, we give students the tools to handle whatever comes their way”

In this chapter it gave an intro to what differentiated instruction is, and what a differentiated classroom may look like. Afterwards it talks about some of the problems around differentiated instruction, firstly, that a lot of science moves towards differentiated instruction as a strong form of teaching, except that the area of neuroscience is an area that has moved fast, and may be subject to quick change, and second is how exactly do we get the research done into the classroom? The chapter goes on to discuss how to strategically apply differentiated instruction in order to get the best classroom atmosphere as possible. It goes on to stress the importance that what may seem fair, isn’t always equal. All practices of differentiation must be available to all the classroom, but their need to be alternatives for those who may not excel in that area of intelligence.
This chapter gave me further insight on what some good practices may be in my future classroom just as UbD and MI did. What particularly caught my eye was when it was talking about the difference between fair and equal, and the importance of giving everyone in the class equal-opportunity of developmental skills. No one area of intelligence should seem prevalent in a class, as all of the students are likely to learn differently and the students who aren’t strong in that area are likely to suffer developmentally, because nothing is nurturing the other areas of their intelligence. It is easier for students to grasp the “Big ideas” of a unit when it is presented in a way that they are best fit for learning.

MI Chapter 4

     Similar to how the last chapter discussed methods a teacher could use to learn about the intelligences of his students, this chapter discusses how a teacher could teach his students about the intelligences. First it describes how important it is for a student to be aware that there is more than one form of intelligence, and that all of them are intelligent, just in different ways. It says that research has shown that learners benefit from instruction that makes them reflect upon how they best learn, it also stresses that the way this information is presented needs to be inclusive.

    This chapter helped me learn some methods so that I can quickly and effectively teach my students of the Multiple Intelligences theory, and how to make sure I don't instill any negative ideas into students that may be ( as of that moment) lacking in certain areas of intelligence. As we have already learned all students have the capability to become proficient in all 8 intelligence areas, so any discouragement through wrong word use at this point may have a severe effect on the student's development in that intelligence area through the rest of their life. The book relates strategies on how it would be easy to teach MI to what seems to be students of a young age, such as specifying people at the “end-state” of each intelligence like children’s authors for linguistic, or famous illustrators for spatial. Although these are geared towards a younger crowd it could easily be changed to appeal to an older students body, for instance mentioning J.K Rowling or J.R.R Tolkien instead of Dr.Seuss.

MI Chapter 3

     The third Chapter of Multiple Intelligences goes in some way you can assess what a students stronger intelligences may be. It gives a number of good examples and ways one might do this. For instance, examining the way they misbehave in class, what they do in their free-time, talking with other teachers or the students parents, and setting up special activities.
     Before this chapter I had assumed that I would be able to place a students intelligence area simply from my normal assessments and observing some of their actions in the classroom. In retrospect that is a silly thought because one can not simply learn where a student may excel or not from just one classroom. This has changed my view on how I can better get to know my students, and use that to my advantage when writing lesson plans and units. Also, it gave a great idea when it came to the special activities in order to determine where the whole classrooms strengths may lie, my only concern with this however is how often will there be time to make 8 activities that could assess each intelligence, while trying to teach a class period effectively? Although this may seem shaky, im sure that in the course of an entire unit something like this may possible, and in the long run a little lost time in one unit to learn more of my students may increase efficiency in later units.

UbD Chapter 4

" For teachers and students alike, the goal is not perfection but persistence in the pursuit of understanding important thing."

     This chapter covers some of the most important factors of establishing a well-to-do differentiated universally designed classroom. It discusses a few key attitudes and skills like, but not limited to, the following : clear curricular essentials, accepting responsibility for learners failure and success, building awareness of students, and helping students realize their own strengths as a learner. In total there were 9 given skills and attitudes, all that need to be combined to make the most efficient learner friendly classroom possible.
     This chapter was very useful in helping me to acknowledge some of the tools and skill I am going to need to be able to utilize if I hope to have a more successful classroom in the future. For instance, it hadn't occurred to me that a student's success and failure ALWAYS weighed heavily on the teacher. Obviously the teacher has a part in it always, but I had seemed to have the idea that some students simply didn't want to learn, which I have happily learned is not always the case. I will always be ready to accept my responsibility in the success and shortcomings of my teaching. Outside of this, I had never thought of the importance of showing a student their own strengths, or as the book reads " help students become effective partners in their own success." I always knew that it was important for the teacher to know what areas a particular student was strong in, especially when designing the curriculum, but after the explanation the book gave I now know how important it is for the student to be aware of these as well.

UbD Chapter 3

       This chapter explored the idea of backwards designing of unit and lesson plans. It states the importance of having specific goals in mind before designing the plan. It also stresses the importance of "essential questions" and "big ideas" in the area of study. Since often teachers are asked to teach a large subject area in a short amount of time, it is helpful if the teachers focus on the essential areas of that subject, an to infuse the idea of the more essential questions in the students minds. Along with these "big ideas" there needs to be companion questions, questions that can apply to other areas in that subject, not just the specific example used.
      This chapter has no only helped me look at our own Backwards Design assignment differently, but taught me the importance of it. In order to teach a class of students efficiently, a plan is needed. Not only a plan, but a plan that looks at exactly what needs to be accomplished an learned by the students, along with how to assess the students learning in a fair way that applies to all of the students different intelligences. When pressed for time in my future classroom I will work to impart the "big idea" upon my students in the most universally designed way that my teaching ability can provide.

UbD Chapter 2

Chapter two focuses more on the students and their needs, and what best the teacher can do to try to apply to all of his student’s needs. It stresses the importance that a grand curriculum isn’t the only link in the chain that a successful education is. Observing students “ varieties and complexities demand every bit as much study from the teacher as does curriculum content” (12). In the previous chapter it was already mentioned how a curriculum has to be flexible, and that is because that curriculum needs to be able to be shaped to an entire classroom. A classroom that has people that speak different languages, learn at different rates, and may not seem to have the motivation to learn. It is just as important to learn about your students, what motivates them, how best they learn, and how best to reach them as it is to write up a brilliant curriculum.
The chapter goes deeper into what exactly may be troubling a student who may be struggling to learn, and the importance of the teacher to try to find ways to work with the student, and to remain optimistic of the ability to overcome the obstacle.
This chapter has helped to teach me on how various things can effect a student’s learning ability, for isntance the student who was better at working and paying attention when allowed to move, or the student who was affected by her parent’s recent sepereation. It has taught me to pay attention to my future student’s mannerism so that I may adapt my teaching methods to suit their needs the best.

UbD Chapter 1

Chapter one first introduces the ideas of Understanding by Design and Differentiated instruction, and it talks how both are intertwined with each other and work off of each other. It states the importance that educators have a model to adapt and work with, one that they can shape that will meet the needs of all of the teacher’s students. Throughout the rest of the chapter it goes on to describe axioms and corollaries, and scenario’s where both of these can be applied. I learned through this chapter how in a real teaching situation that I may cater to many students needs including those from different intelligences, languages, and learning ability. I learned that through the use of pre-assessment and a adaptable curriculum every student may live up to their potential, as long as the teacher is willing to mold to their needs as a learner. I also learned that a student is more likely to hold on to a thought if the knowledge can be used in a situation relatable to them, for instance comparing how the constitution may apply to their daily lives, as in Mr. Axelt’s history class.
Furthermore, the last paragraph is what rang out to me the most, specifically a particular quote. “ Professionals in any field are distinguished by two characteristics: (1) They act on the most current knowledge that defines the field, and (2) they are client centered and adapt to meet the needs of individuals (Tomlinson and McTighe 11). What this means to me is that I need to always be ready to change my teaching style as more knowledge of how students learn becomes available, always teaching to the highest proficiency possible, which includes updating my knowledge of useful technology as well. Secondly, it means as I already stated, it is important to consider the needs of the client, or students in our case, and always make sure to develop our services to meet their needs as best as we can.

.

MI Chapter 2

The second chapter of the book focuses on our own personal intelligences, and how they can affect the classroom. It also talks about how we should realize where some of our intelligence weaknesses may lay, and what we can do to ensure that these are still prominent in the classroom that may be stronger in those areas. It also goes into how an environment could vastly affect a person’s development in a certain area, citing a Mozart growing up in a puritan England as an example, where his musical intelligence would have been severely hampered.
This essay did a lot to open my eyes to what an negative environment could to do a students learning capability and intelligence. Without the right environment and teacher a students potential could be left entirely untapped. similarly, an absolutely volatile environment would leave the student’s ability very undeveloped. I will make sure to exclude negative aspects of intelligence in my future classroom, striving to not reprimand a student who may seem weak in an area of intelligence, because that may be the paralyzing experience that completely eliminates his development in that particular area of intelligence. Also, this article showed me that I my student’s may be able to help me just as much as I can them. When in the classroom and in a situation where I would like to lead the class in an intelligence area I am not strong in ( spatial) I could as a student to lead the activity for me, not only to nurture his own spatial intelligence, but the rest of the class’s as well

MI Chapter 1

         In the first chapter the book goes over what exactly multiple intelligences are. It talked about how in the early  1900’s intelligence was defined as a singular thing, and that it could be determined by a single standardized IQ test. In the 1980’s Howard Gardner proposed that intelligence wasn’t a singular thing, but plural, and encompassed many different areas of people’s lives. The criteria of his intelligence was “ the capacity for (1) solving problems and (2) fashioning products in a context rich naturalistic setting” (Armstrong). Basically, being able to work and solve problems in an environment suited to you.
The chapter goes on to say that each person has all 8 intelligences and can have varying degrees of strength and weakness in all of these, but all of them can function together in unique ways. It also states that every person has the capability to become proficient with all 8 intelligences with the right environment and teaching.
The way that this will affect my teaching in the future is I will strive to work for exactly what the book said, trying to nurture all 8 intelligences in a good environment to the best of my teaching ability. I will work to understand each student’s uniqueness in each of his/her intelligences, and try my best to cater my curriculum to their learning needs. I will not design my curriculum to support any specific intelligence, and try to impart my knowledge to my students in a way that is savvy with their specific intelligence.