Multiple Intelligences

This image represents my intelligence types. I have musical intelligence, as well as logical/mathematical intelligence.

• What is your position on learning styles?
• I feel that learning styles are important because, as a teacher our job is to help students reach their full learning potential. If the information we are presenting is only being presented in one way, we may be inadvertently catering to particular learning styles and not reaching all students effectively. 
• However, it is important to remember that not all content can be presented in every style, and therefore the teacher must first and foremost consider what the best options are to convey the meaning of the content.  
• I tend to take an approach to learning styles as presented in the Grasha-Riechmann Learning Styles Model: I believe it is not as important to spend a vast amount of time trying to figure out each individual's learning style and cater every detail of every lesson to each individual's learning preferences, but rather incorporate varied techniques of presenting information so that there is equal opportunity for all styles to be accommodated (Montgomery, 1998). 
• Furthermore, by presenting in different ways and using different kinds of activities for the students, we not only reach their particular style but also may increase their capabilities to learn from other styles as well (Montgomery, 1998). 
• How might you use the concept of learning styles in your future classroom?
• I plan on using learning styles in the classroom in general ways. Instead of doing every lesson catered to learning styles, I will first decide what the best method is based on what is to be understood from the content. I will then use different methods to present information, and different types of activities to reach students in a variety of ways. 
• For example, this lesson  in corporates a variety of activities to encourage understanding.
• What is your MI? What kinds of learning activities support your MI?
• My MI styles are Musical Intelligence and Logical/Mathematical Intelligence. 
• Activities that support these kinds of MI are:
• Musical
• Create a poem with an emphasis on certain sounds for pronunciation. 
• Clap out or walk out the sounds of syllables. 
• Read together (choral reading) to work on fluency and intonation.
• Read a story with great emotion — sad, then happy, then angry. Talk about what changes — is it only tone? 
• Work with words that sound like what they mean (onomatopoeia). For example: sizzle, cuckoo, smash. 
• Read lyrics to music. 
• Use music as background while reviewing and for helping to remember new material. 
• Use rhymes to remember spelling rules, i.e., "I before E except after C.
• Logical/Mathematical
• Arrange cartoons and other pictures in a logical sequence.
• Sort, categorize, and characterize word lists.
• While reading a story, stop before you've finished and predict what will happen next.
• Explore the origins of words.
• Play games that require critical thinking. For example, pick the one word that doesn't fit: chair, table, paper clip, sofa. Explain why it doesn't fit.
• Work with scrambled sentences. Talk about what happens when the order is changed.
• After finishing a story, mind map some of the main ideas and details.
• Write the directions for completing a simple job like starting a car or tying a shoe.
• Make outlines of what you are going to write or of the material you've already read. 
• Look for patterns in words. What's the relationship between heal, health, and healthier?
• Look at advertisements critically. What are they using to get you to buy their product?

References:

            Montgomery, S. (1998). Student learning styles and their implications for teaching. Informally published manuscript, Center for Research on Learning and Teaching, University of Michigan, Retrieved from http://www.crlt.umich.edu/sites/default/files/resource_files/CRLT_no10.pdf