The multiple intelligences approach does not require a teacher to design a lesson in nine different ways to that all students can access the material...In ideal multiple intelligences instruction, rich experiences and collaboration provide a context for students to become aware of their own intelligence profiles, to develop self-regulation, and to participate more actively in their own learning. (p. 27)
Indeed, Howard Gardner has stated that multiple intelligences are not learning styles. In Gardner's view, a style or learning style "is a hypothesis of how an individual approaches the range of materials." There are two basic problems. First, "the notion of 'learning styles' is itself not coherent. Those who use this term do not define the criteria for a style, nor where styles come from, how they are recognized/assessed/exploited." Second, "When researchers have tried to identify learning styles, teach consistently with those styles, and examine outcomes, there is not persuasive evidence that the learning style analysis produces more effective outcomes than a 'one size fits all approach.' " Labeling a style (e.g., visual or auditory learner) might actually be unhelpful or inconceived. Putting a label on it does not mean the "style" fits all learning scenarios (Gardner, in Strauss, 2013).
Regardless of level of experience, teachers always are challenged with how to motivate learners, particularly when you consider the extent of diversity encountered in many schools in the United States. Such diversity involves "not only ways of being but ways of knowing" and "knowing how to relate to those qualities and conditions that are different from our own and outside the groups to which we belong, yet are present in other individuals and groups" (Queensborough Community College (NY), Definition for Diversity:). Queensborough Community College also noted that learners and teachers themselves bring to the learning environment a host of variables, such as beliefs, attitudes, perceptions, self-efficacy, motivation, learning styles, habits of mind, cultural influences and demographics (e.g., male/female, sexual orientation, ethnicity, ability/disability, socio-economic status, religion/spirituality, etc.). It is certainly helpful for teachers to be aware of their personal biases, beliefs, and attitudes, as those influence interactions with learners. However, it is also important to note Hiebert and Grouws (2007) who stated, "Characteristics of teachers surely can influence their teaching, but these characteristics do not determinetheir teaching. Teachers with different characteristics can teach in essentially the same wayand vice versa" (p. 377).
It has been a life long struggle for me to make my parents understand that I wanted a career that I am passionate about, rather than just a well paid and prestigious job.
The fundamental challenges of the teaching profession are also well-articulated in Connecticut's , which includes "six domains and 46 indicators that identify the foundational skills and competencies that pertain to all teachers, regardless of the subject matter, field or age group they teach" (p. 2). They are useful for teacher preparation programs, beginning teachers, and experienced teachers. For example, among professional responsibilities, the Connecticut Department of Education (2010) indicated "Continually engaging in reflection, self-evaluation and professional development to enhance their understandings of content, pedagogical skills, resources and the impact of their actions on student learning" (p. 10). Collaboration and proactive communication with colleagues, administrators, students, and families are featured elements, as are understanding the legal rights of individuals with disabilities, and the role that race, gender, and culture might have on professional interactions with students, families, and colleagues, and ethical uses of technology.
Thus, teachers are challenged to know and communicate subject matter; to design curriculum, instruction, and assessments; to be knowledgeable about diversestudent populations, to be knowledgeable about effective uses of data (e.g., see by Daniel Venables) and technology, to conduct action research to improve their practice, toimplement existing research, and to be learner-centered in their approach. On top of all this is the need to continually grow in the profession, maintain sanity, minimize stress, learn from mistakes, and let us not forget--prepare students for standardized testing.
My decision to apply for a graduate education is based on my goal to work in the industry or academia and through this be able to contribute to society....
With all this in mind, Carole Frederick Steele (2009) would add that teachers need to be adept at improvising, interpreting events in progress, testing hypotheses, demonstrating respect, showing passion for teaching and learning, and helping students understand complexity. Fortunately, she reminded us that "No teacher is likely to excel at every aspect of teaching....What experts attend to and ignore is markedly different from what beginners notice. The growth continuum ranges from initial ignorance (unaware) to comprehension (aware) to competent application (capable) to great expertise (inspired)," paralleling Bloom's taxonomy. "Lack of awareness occurs before Bloom's categories. The awareness stage is a fair match for Bloom's stage of knowledge and understanding. Teachers at the capable stage use application and analysis well. Educators who reach the inspired stage have become skilled at synthesis and evaluation in regard to their thinking about teaching and learning" (Introduction section).
And when we see it, we are likely to see expressions of passion - for the subject matter, the students, and the activity of teaching itself - tempered by the wisdom of an overarching awareness.
Resources on the current page will assist you with your knowledge of students and instructional practices. CT4ME's section on includes a variety of resources to assist you with becoming more knowledgeable about the mathematics content you teach and how to enhance your teaching skills. Our section on provides solid advice and resources. will assist you with strategies for incorporating technology into your instruction, including designing your classroom web site, and incorporating multimedia into math projects. You can learn more about scientifically based research and action research at our section.
In , Jo Boaler (2016) elaborates on how educators can teach math better so as to promote a growth mindset. She expands her ideas on "paying attention to the math questions and tasks that students work on, the ways teachers and parents encourage or grade students, the forms of grouping used in classrooms, the ways mistakes are dealt with, the norms developed in classrooms, the math messages we can give to students, and the strategies they learn to approach math" (p. xiii).
When I interviewed Craig Campbell, a professor of psychiatry at the Fresno campus of UCSF, he talked about the importance of a therapist learning to take a step back and to listen to the therapy session "with the third ear." I found that a number of great teachers spoke of this sort of meta-awareness, a mode of self-reflection they cultivated in themselves and also tried to cultivate in their students.
is an Amazon initiative supported by several leading organizations (e.g., NCTM, ASCD, PERTS, Common Sense Education, the Teaching Channel, Edutopia, and more). The goal is to change students' attitudes about math. You'll find several resources on mindset for the classroom, district, and the home.