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

Orientation 2024: A Journey along the East Coast of the Yucatan Peninsula

We began our orientation trip for the College of the Atlantic Yucatan Program on the beautiful eastern coast of the Yucatan Peninsula, in the state of Quintana Roo. We avoided the main tourist hubs of the Riviera while visiting historical sites, influential cities, and small communities that welcomed us in to see how they are working to preserve their environment and maintain cultural practices. Along the way, we met some amazing families, ate delicious food, learned about the history of the peninsula and worked our way closer to our final destination, the city of Merida, capital of the state of Yucatan. Our journey began on the beaches of the east coast of the Yucatan Peninsula, where we visited one of the most important archeological sites from the Mayan Postclassic period, the ancient city of Zama, better known today as Tulu...

Our Days in Merida

This stage of the program in the capital city of Merida is the first true immersion for our students, They begin to acclimate to the way of life here with their local host families while having daily classes that push them to continue learning while also providing a comfortable space to ask questions and explore concepts. Our adventure in Merida began with a very important element of this program: meeting our host families who will walk hand-in-hand with our students for this first part of the immersion process in the city. It is thanks to our wonderful Yucatecan host families that our students will better adapt to this urban context. Another important and necessary element during our time in Merida are Spanish classes, because the language is key for interacting with, and diving into, the culture. During this class, students not only learn grammar and structure, but also develop their linguistic abilities using colloquial forms of speech. ...

The Beginning of Immersion: Diving In!

During 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. The host families in Mérida are fundamental for the students to adapt to their new urban context. Another important aspect of the students' time in Mérida are their Spanish classes, since the language will allow them to interact and immerse themselves more profoundly 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 everyday vocabulary and expressions that they hear outside of the classroom. The 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 what w...

Adventures in Yucatan, Mexico

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