VIII) Multiple Intelligence Learning

There are many factors that influence how students learn and to be and effective teacher you need to understand them. Factors that should be looked at include: learning styles, motivation of students, developmental stages, discipline, brain research, a students personal belief, how you assess studen

Brain research had shown an extremely important factor that influences how students learn. Research has shown the amount of success a student has in learning depends on their success in have a good memory. Memory is the active mental mechanisms that enable people to retain and retrieve information about past experiences. The standard memory model explains memory into three different parts. The most important part is encoding, which refers to how we transform a sensory input into some kind of representation to place into memory. If students can successfully encode information, they won’t be able to store it for retrieval later on. This is important for teachers to understand because is will help the teacher devise effective ways for students to encode information, and have it available for retrieval later on. When trying to have student’s encode information, teachers should make ideas meaningful for students so they will encode the information at the deepest level possible. If students can relate things learned to things that they interact with in their everyday life, they are more likely to be able to retrieve information for tests and even after the completion of the class.

Teachers must be aware that students are all intelligent, and just because a student may be struggling in his/her class, doesn’t mean that the student isn’t intelligent. Howard Gardner proposed a theory of multiple intelligences, in which there are eight distinct and relatively independent intelligences. Each is a separate system of functioning, although the various systems can interact to produce overall intelligent performance. The 8 intelligences are: Linguistic, Logical-mathematical, Spatial, Musical, Bodily-kinesthetic, Interpersonal, Intrapersonal, and Naturalist. Usually by the time students enter secondary education they have a feel for which type of intelligence they have, but they call them the subjects that they “like,” and “dislike.” Depending on what subject matter is being taught, there are activities to develop each of the different types of intelligence and even bridge different types of intelligence with each other. Students may not be able to learn a subject if they feel that they aren’t intelligent overall. It is the teacher’s job to make students aware that they are intelligent, though maybe more in one area than another, and they same way they became intelligent in one area, so can they in another. This could cause students to become intrinsically motivated to become intelligent in the subject matter being taught in the classroom.

Another important factor in student learning is assessment. Classroom assessment is every type of information that teachers take in about the students in the classroom. There are formal assessments, which are things such as test, quizzes, and book reports, and there are informal assessments, which consist of observations of students, and dialogues with students in the classroom. Assessments increase motivation and learning, and as a result, students benefit more from the time they spend in school. Students learn most when they are given brief, frequent assessments instead of longer and less frequent assessments. This goes back to the study on memory. The more students use information and have practice with retrieving encoded information the more likely they are to learn it. Teacher should mak

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