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"If you judge a fish for its ability to climb a tree, it would live its whole life believing it is stupid"
Albert Einstein

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Different Strategies for Different Brains

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Different Strategies for Different Brains

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There is a famous quote that says "No two brains are the same". Taking this into consideration, there should be different teaching strategies for those brains that function in different ways. It would be unprofessional (not to mention unethical) to turn a blind eye to this fact. But if you don't believe it from me, take a minute to hear it from the American developmental psychologist and the John H. and Elisabeth A. Hobbs Professor of Cognition and Education at the Harvard Graduate School of Education at Harvard University, Howard Gardner itself.

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Howard Gardner on Multiple Intelligences

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The traditional linguistic strategies involving textbooks, lectures and worksheets, though have been overused, are excellent channels for imparting certain kind of knowledge, but at the same time are only one small part of a vast repertoire of teaching strategies. Other strategies involving this intelligence could be:

STORYTELLING

BRAINSTORMING

TAPE RECORDING

JOURNAL WRITING

PUBLISHING

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Though mostly restricted to math and science classes, there are components of this intelligence that can be applied throughout the curriculum. The following are some of the major strategies for developing logical-mathematical intelligence in all school subjects:

CALCULATION AND QUALIFICATION

CLASSIFICATION AND CATEGORIZATION

SOCRATIC QUESTIONING

HEURISTIC (the science of discovery)

SCIENCE THINKING

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For thousands of years knowledge was imparted from generation to generation through singing or chaning. In this sense, some of the following strategies can help to integrate music into the core curriculum:

RHYTHMS, SONGS, RAPS AND CHANTS

DISCOGRAPHIES (supplement bibliography with musical selections)

SUPERMEMORY MUSIC (teacher's instruction against musical background)

MUSICAL CONCEPTS (musical tones for expressing concepts)

MOOD MUSIC

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Spatial learning has long been important to human beings. Proof of this are, for example, the cave drawings of prehistoric men. This intelligence has to do with pictures, either in one's mind or in the external world. Some strategies designed for this intelligence could be the following:

VISUALIZATION

COLOR CUES

PICTURE METAPHORS

IDEA SKETCHING

GRAPHIC SYMBOLS

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Teachers need to build in frequent opportunities during the day for students to experience themselves as autonomous beings with unique life histories and a sense of deep individuality. The following strategies may help to accomplish this aim:

ONE-MINUTE REFLECTION PERIODS

PERSONAL CONNECTIONS (connection between teaching and students' personal life)

CHOICE TIME

FEELING- TONED MOMENTS (teach with feelings)

GOAL-SETTING SESSIONS

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More learning should be happening in natural settings for those children who learn best through nature. Also, more of the natural world could be brought into the classroom to enhance this intelligence. Some strategies that would help achieve this are:

NATURE WALKS

WINDOW ONTO LEARNING (looking out the window)

PLANTS AS PROPS

PET IN THE CLASSROOM

ECO-STUDY

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Physical education can be very important to increasing student's retention understanding and interest. The following strategies are proof that it is easy to integrate  hand-on activities into traditional academic subjects:

BODY ANSWERS

CLASSROOM THEATER

HANDS-ON THINKING (manipulationg objects)

KINESTHETIC CONCEPT (physical illustrations/ pantomime)

BODY MAPS

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Cooperative learning have benefited social learners, as some students need time to bounce their ideas off other people to function optimally. Every educator should teach approaches that incorporate interaction with and among people. Some strategies to achieve this could be:

PEER SHARING

PEOPLE SCULPTURES

COOPERATIVE GROUPS

BOARD GAMES

SIMULATIONS