In terms of Multiple Intelligences I’m a bit of an all rounder really (I had a small range in scores: 9, 8, 7, 7, 6, 6, 5). This probably gives me an advantage as a teacher because I can relate to all intelligences and thus I am conscious of the importance of devising learning experiences which cater for different learning styles. I would have guessed that my highest score would be for word smart as I have always enjoyed reading and writing and have therefore had an advantage in the traditional school setting. However, I am also aware that I learn by doing and seeing, and am therefore quite self and body smart also. My spatial awareness is not very finely tuned, so I’m not surprised that I scored lowest in this department. I think it is important that all teachers are aware of their strengths and weaknesses (so to speak) so that if they strongly favour or disfavour a particular intelligence they are consciously aware how this may influence their teaching style and strategies. It would be helpful to set up some type of checklist to confirm that you are catering equally for all intelligences.

Kathryn (http://tubs80@vineblogs.net) made the point that even though schools may be taking the MI theory into consideration; universities aren’t quite up to scratch yet. In this course we have been encouraged on a few occasions to present assignments in different formats (films, performances, etc) but there has always been a large written component involved as well. The real world situation for which we have to prepare our students is that society still revolves around written texts. Even though the world is becoming an increasingly multi-modal place, to be literate (in the traditional sense) is still highly important.

I am also a middle-brainer and I’m wondering if this is why I have always been an all-rounder who has never excelled at one thing in particular? I’m fascinated by these types of study into neurochemistry and hope to learn more about this area. I think it explains much more about a person and the way they think and act than, say, star signs which have never interested me.

I have never been overly interested in science, so when the explanation of matter was given in class I was left mumbling, “Huh?” However, when we acted out the different states of matter I could easily understand and remember this explanation. I think the main reason why I actually enjoyed our science maths/class last year was because we were encouraged to present ideas in schools via various teaching strategies and this aided not only my students, but also my own construction of knowledge. I don’t think I utilised drama enough in my science teaching sequences last year, but now I am learning new ways to do this, which is very exciting.

The reading (Campbell, Campbell & Dickson 1996) suggested lots of different ways to involve drama, movement and dance to enhance interdisciplinary learning. I also liked reading about the different suggested zones within a primary classroom as I have been wondering how I would like to set up my own room. Most of all I enjoyed reading the example of how using a preferred learning style to initially motivate a student can eventually lead them towards learning in other areas (ie. how Paula learnt to write through dance). I think it is important to help foster positive neurological associations between learning and enjoyment in children and an awareness of MI can help a teacher to do this.