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Types Of Teaching Intelligence Education Essay

A body or collection of knowledge that is of most use in giving definitions and explanation to the teaching profession in the area on teaching and assessment strategies and the multiple capabilities of various student groups: in this case Multiple intelligence. These multiple intelligence capabilities namely, Logical-mathematical, Musical, and Linguistic intelligence are based of theories. Theories are based on assumptions made up of models, concepts, definitions, and propositions. Croyle (2005) defines a good theory as one that is logical, supported by a past research in the same field, consistent with everyday observations, and is similar to those used in previous successful programs. Howard Gardner is a respected scholar who has immersed himself in the field of understanding the different types of minds in a given teaching environment. He has published several books aimed at explaining more of the theories based on the multiple minds in a classroom situation. He has done this to make it more understanding for people or educationists who are new to the theory of multiple intelligence. This paper attempts to identify the various capabilities of case studies (identified students) in regards to their intelligence capabilities. It will go on to explain and outline various ways of handling these cases and achieving a good teaching and assessment experience on both the teacher and the highlighted case studies.

Key words: Musical, Linguistic and Logical-mathematical intelligence, and Teaching and Assessment strategies

Musical intelligence

The third grade student Johnny who seems to involve skill appreciation and composition of the melodic pattern in his performance clearly displays more characteristics on the musical intelligence than linguistic and interpersonal intelligence.

Why musical intelligence

Since he also vocalizes a variety of sounds during playtime and he can reproduce birdcalls and songs. He has the capability of recognizing and composing musical rhythms pitches and tones. Johnny also has some characteristics of the linguistic intelligence since he has the sensitivity to rhythms and sounds as well as the various language functions. He also has some aspects of the interpersonal intelligence since he is able to sense the feelings of his classmates and respond empathetically to their emotional state thus being able to relate with them very well.

On the other hand, his openness and honesty when he expresses himself is also a characteristic of the interpersonal intelligence and his tolerance of his classmate’s actions and opinions characterizes him as a person who understands the relations between people. The musical intelligence capabilities displayed by Johnny indicate that he appreciates the various forms of music expressed in different moods pitches and rhythms.

Teaching and assessment strategies

For Johnny who mainly possesses musical intelligence abilities and skills, several teaching and assessment strategies can be employed during his learning processes. When using the multimodal curricular design model the teacher should put a lot of emphasis on Johnnie’s musical intelligence and see it like a point of entry into the learning content.

On the other hand, the single grade and the multi grade classrooms would be the best instructional strategies to adapt. Secondly, on the developmentally based curricular design model the teacher’s emphasis should be on using Johnnie’s musical intelligence ability as a tool of instruction in the direction of development and profound knowledge. The instructional strategies for Johnnie based on this model would be based on his choice as a student such that he makes choices in his learning activity.

The second strategy that could be used includes, cooperative learning where he learns together with the other students jointly as they all participate in the learning processes since this would also make it easy for the group processing. Another strategy that could be used in his learning is on the development of his life skills. The teacher could also give Johnny less information and allow him to do more application during his learning process. For example, he should be given various sounds, which he should identify, by the tone and rhythm. In this case, this is done in helping memorize more on a taught concept that is presented on a more musical oriented angle.

In the assessments, Johnnie’s teacher should use the skills checklists, portifolis, the S-U lettering grades, as well as the hyperactive card piles. Similarly the teacher could also use both non-graded and the graded music lessons following up with the checklists and the progress charts which highlight the areas of Johnnie’s achievement and the areas which he needs improvement.

Linguistic intelligence

For the seventh grade student ,Susie, the most clearly displayed multiple intelligence is the linguistic intelligence since her most preferred learning hints are language and words. She also possesses some characteristics of bodily – kinesthetic intelligence since she often uses her hand gestures to express herself and come up with great routines and through this, she conveys her messages very effectively as the junior varsity cheerleader.

Why linguistic intelligence

The linguistic intelligence for Susie makes her very sensitive to any written or spoken language, which she uses as a way of remembering information.

Teaching and assessment strategies

The teacher should consider using support materials while teaching Susie to provide some tangibility of the items related to the content for her to examine because of her linguistic nature. The teacher should also review the use of some examples related to sports such as throwing a ball to Susie so that she can answer a question. On the other hand, the teacher should verbally present her content and loudly as Susie questions and look for her feedback.

The teacher could also interview Susie, as she should also allow her to make a presentation of her assignments or group work. Susie could also be allowed to prepare class and group presentations as she reads the content aloud as well as be allowed to debate over certain issues in her learning environment.

Susie should create chart and graphs which will help her in explaining her written information. In assessing Susie, the teacher should grade her verbal and presentation skills as well as use the hyperactive card files, which would help Susie remember the memorized content. She would also be taught on how to present her work, which would most likely bend on made up stories that she is told to present to other students. Since she is more on linguistic intelligence, it would be of importance that she learns new words and tested on the latter to improve in her work. This should be of great importance both to her and to the assessor.

Role-playing could also be a very effective assessment strategy as this can be done through dancing, acting narrating as well as crafts and athletics and this could be done through charts and graphs. This would enable the teacher to follow up with the checklists and the progress charts, which highlight the areas of Susie achievement and the areas, which she needs improvement.

Logical-mathematical intelligence

Tommy, who is a particular and diligent student, questions events and situations by looking for hidden rationales or reasons has the characteristics of a logical-mathematical intelligent student. His development of a shorthand system for effective note taking, where he always use a prewriting strategy for his major papers and projects make him have traits of the logical-mathematical intelligence.

On the other hand, Tommy has introspective intelligence traits, which are highly reflected in his ability to be very single-minded focusing all of his energy and attention to tasks. His preference to work independently and be self-directed makes him an introspective intelligent student and his ability to see his assignments in terms of his own life experiences as well as paying close attention to the events that have correlative importance to his schoolwork.

Teaching and assessment strategies

Since Tommy possesses both logical-mathematical intelligence and retrospective intelligence, which involves numbers abstractions logic and reasoning. It is assumed that he is naturally intelligent. The teacher should involve him more in activities that are numerical and that require more reasoning and scientific thinking. He should be involved in exercises that involve number sense and numeration too as the assessor by now knows that he is rich in analytical and statistical problem solving. It should be noted that Tommy’s abilities to evaluate and utilize spatial and quantitative information in solving problems boost his personal self-confidence even when dealing with other life issues.


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