MI+Myths+and+Misunderstandings

TMI Myths and Misunderstandings That we only have one MI that we should learn in. We usually have 2-3 intelligences we excel at and can learn using all eight intelligences. Having any music while students study reaches their musical intelligence. The best music is without words, is stimulating without distracting, and be rhythmic and not actual music. Misbehavior in a child tells us that children need better control. It might point to a child who is not learning in a traditional way and needs to learn in various intelligences. // Ex. A child with ADHD might learn better if bodily/kinesthetic intelligence is used while doing an activity. // Only certain content/lessons can use taught using MI. All content should use a variety of the eight different MI to reach all children while learning. A teacher can use their own MI strengths to be an affective teacher. The teacher will be affective for those students who have the same strengths in MI as she/he, but she/he must teach using all of the MI to reach all children. Teaching with MI is just another teaching approach. It is an approach based on a learning theory of MI which is a biological and psychological potential.

MI is a domain. // A domain is an organized set of activities within a culture. //

MI is the same thing as a learning style. // A learning style is a generalized approach that can apply to any content equally. Intelligence is a capacity to specific content. //

Intrapersonal is having a student working alone on an assignment. Only if the individual learning assignment involves the child reflecting on themselves while learning. To learn to use MI theory effectively as a teacher start using MI in all lessons using all eight intelligences. It is best to start slowly with one subject to develop expertise, then add other subjects using MI. Be sure to use MI in every lesson for every subject. // All lessons do not lend themselves to all eight intelligences, therefore you need several approaches in the MI theory to reach all children  //.