The Theory of Multiple Intelligences with a grain of salt

Last night we continued our professional development program and explored the role of the 21st century professor. We thought about what it means to teach (transmit, share, guide, inspire, communicate) and what it means to learn (internalize and reproduce, appropriate something, make it your own).

For someone to really learn something and internalize the information, the learning must be memorable, or significant. It must be connected with some kind of emotion. But not everyone has the same emotional reaction to everything.

Some students love math, and some can't stand it. Some kids excel in gym class, and for others it seems like torture. Some people find history fascinating and others couldn't care less what treaty was signed in what year by some guy in a wig. But maybe it's not the content, or the subject, that are really causing these emotions but the way in which they are presented, the context in which we encounter them. Math isn't always numbers and memorizing formulas. Physical education doesn't always need to be competitive. History doesn't need to imply memorizing dates and names.

In order to reach all of our students, we need to get to know them and how they learn. Dr. Howard Gardner proposed the theory of multiple intelligences, which states that we all learn differently, but we all learn. No more can we think of students as good or bad, smart or slow. There is a whole spectrum of abilities of which the traditional education system only recognizes, nurtures and rewards very few. Gardner's observations change the question from "how smart are you" to "how are you smart."

With this idea of the need for personalized learning (keeping in mind that it is not a completely new idea, but one that many teachers had already taken into account though perhaps never given a name), the role of the teacher seems to become more complicated, but also much more rewarding. It means that the teacher really must become a guide, coach and facilitator, so that each student can reach their full potential in any given subject using their own strengths.

The theory of multiple intelligences is a wonderful introduction into the idea that students learn differently and connect in different ways. However, it also presents the risk of labeling students as one thing when in reality they are capable of all kinds of intelligence, though one may be stronger than the others. Thinking of a student as solely "logical-mathematical" or "kinesthetic" may limit them to thinking of themselves in the same one-dimensional way. We must be careful to celebrate the strengths that our students have while challenging them to develop in all directions.

Here is one example of a school in Georgia who is working to nurture the different kinds of "smarts" that their students have: Smartville

Small Town Days: Our time in Yaxunah

Before we began our time in the rural community of Yaxunah, we passed through the small city of Acanceh, where we were able to tour through the market and visit the prehispanic structures that make up the ancient Mayan settlement that today is fused with the architecture and modernity of the town. These ancient structures tell their story through the exposed stones and glimpses of preserved stucco. The pyramid of the masks holds eight stuccoed masks, two on each side of the structure, each one with characteristics associated with the sun god Kinich Ahau. A few blocks away, past the large catholic church and down a side street, surrounded by family homes, the Palace of Stuccos has a frisee that adorns the north face of the building with zoomorphic beings. Just like in the city, the best part of the program is when the students get to meet their new host families. The family is the main pillar of support for the student’s immersion into any context, but it is especially important in smal

The Grand Adventure: Orientation Trip

Our orientation trip began in the southern part of the state of Yucatan, in the community of San Mateo, where we were able to explore the natural resources of the area and learn about a few of the most important trees in the Mayan culture. We also admired historic buildings in the middle of the jungle that are evidence of military bases that were established along the ancient roads of Yucatan after the Caste War. One of the most fascinating experiences we had was entering into what the ancient Mayans knew as the inframundo , or the underworld. We rappelled down into the cenote of San Mateo, breaking the silence within and sending hundreds of bats circling around the high vaulted ceiling of this massive natural well. It is a unique experience that very few people are lucky enough to see. The next part of our trip took place in the state of Quintana Roo, where we were awed by the beauty and culture of the region. We enjoyed our stay at the lakeside cabañas Síijil Noh Há. The food was g

Merida: Our Days in the City

The first part of the student’s time in Merida, meeting and integrating into their host families, is probably the most important step in beginning an immersion program. In our case, here in Merida, host families are fundamental for the students to adapt to their new urban context. Another important aspect of their time in Merida are their Spanish classes, since the language will allow them to interact and immerse themselves more completely in the culture. During these language classes, the students not only learn grammar and structure, but they are also able to develop their own linguistic abilities by sharing, discussing and practicing the everyday vocabulary and expressions that they hear outside of the classroom. Mayan culture classes are another key part of the program, they help the students understand diverse aspects of the culture, how a Yucatecan family lives, the differences between interacting in an urban or a rural setting, and provide the hidden historical context for wha

Adventures in Yucatan, Mexico

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