Language & Development- Week 2

Kerry Phillips

Multiple Intelligence and Metacognitive Strategies

Multiple Intelligence theory recommends that a variety of teaching strategies must be

employed to serve the variance in student learning styles. This theory is based on the research of
Howard Gardner who has identified that everyone has seven intelligences, it is a theory of cognitive
functioning, and it proposed that each person has capabilities in all seven intelligences (Armstrong,
1994). The seven intelligences in this theory are: Linguistic, Logical-Mathematical, Spatial,
Bodily-Kinesthetic, Musical, Interpersonal, Intrapersonal. Gardner believes that virtually everyone
has the capacity to develop all seven intelligences to a reasonably high level of performance if given
appropriate encouragement, enrichment, and instruction (Armstrong, 1994). As an educator, this is
especially important because with proper understanding and training, a teacher could provide
conducive environments for students to develop each of these intelligences. To do this, one must
understand their own standing in the seven domains, so I took the Multiple Intelligence Test to find
out what I skills and strategies are appropriate for my intelligence areas My test results indicate that I
have strong abilities in the following intelligences: Linguistic, Logical-Mathematical, Spatial,
Interpersonal, and Intrapersonal. These areas of strength is important for me to understand, as I look
for ways to apply the CALLA Content and Language Learning Metacognitive Strategies. The four
strategies I, as a teacher, must cycle through, multiple times a day, to provide the best learning
environment for my students. These metacognitive strategies are: Planning/Organizing,
Monitoring/Identifying Problems, Evaluating, and Managing Ones Own Learning. The four
metacognitive strategies are linked closely to my multiple intelligence scores, and allow me to directly
apply my skills to strategies that make me an effective teacher.

The first metacognitive strategy, as mentioned above, is Planning and Organizing. This
strategy begins before a task and involves setting goals and planning tasks. At the beginning of
every lesson or unit, I draw on my Spatial intelligence to help me design and visualize tasks from
beginning to end. The skills in Spatial intelligence cause me to think in images and pictures, allow me
to visualize the big picture and the details, and this is often done through doodling. I draw on my
imagination, and create lessons that are engaging, creative, and well thought out, because I have
pictured the final product and worked backward to make sure students are set up properly from
beginning to end. An example of when I did this was in reviewing the Next Generation Science
Standards, and designing an Earthquake unit that would be engaging for students. I wanted students
to focus on the impact of natural disasters on humans, and began to doodle a building falling over. It
is from this doodle, that I was able to visualize my Earthquake-Proof Structures Unit. In this unit,
students learn about the Earths structure, why earthquakes happen, where they happen, write
proposal letters to countries in need, design buildings utilizing 4th grade mathematics standards
(geometry, measurement & data), then build and test their engineering. I attribute the success of this
unit to my ability to think about my classroom, and the space students are in, and to design and
visualize this unit from beginning to end.

The second metacognitive strategy teachers use is Monitoring and Identifying Problems. This
strategy is related to time on task and relates to checking understanding. While working on a task,
one might stop to check progress or understanding, and look for problems that may arise. I believe
that when I am assessing progress or understanding, I am calling upon my Logical-Mathematical
Intelligence. With this area of strength, I am able to think with reasoning and by questioning,
calculating, or figuring out puzzles. This is actually one of my favorite parts of being an educator,
because when a student hits a barrier in their learning, I feel that it is a puzzle and I must unlock
something in order for them to proceed. The logical-mathematical part of me enjoys experimenting
with different strategies for each student so that they are successful. This is sometimes challenging
because every child thinks and learns differently, but it is what makes me passionate about teaching.
It is also something I try to develop in my students, as I often present them with group challenges,
STEM activities, and puzzles. I like to challenge my students and watch them brainstorm solutions,
and work together to solve problems, and design and build things that solve problems. In these
activities, I allow students to explore with various materials and manipulatives, and to create and
design things that solve problems, such as the earthquake-proof structures I mentioned before.

The third metacognitive strategy is Evaluation. This occurs after task completion and is meant
for one to assess how well the learning task was accomplished, to determine effectiveness, and
identify changes or next steps. This is such an important metacognitive strategy and it draws on my
Interpersonal and Intrapersonal intelligences. In evaluating the success of a lesson or unit, I check-in
with students and colleagues, I reflect and bounce ideas off of other people. I collaborate,
communicate, and relate successes to various strategies, these are all examples of Interpersonal
techniques. I also look deeply inside myself and become incredibly reflective of my
strengths/weaknesses, areas of growth, and future steps. I set goals and require quiet, alone, time to
really reflect on the appropriateness and effectiveness of these goals. I think one thing that I have
done well this year is to develop these Intra/InterPersonal Intelligences in my students, this year. I
created a morning routine that requires students to complete an Emotional Check-in, where they
evaluate and share how they are feeling at the start of the day, and then write a S.M.A.R.T. goal for
the day. This allows students to become self-aware, and recognize if any external or internal factors
may impact their learning. Then, they write learning goals for the day and reflect, at the end, to
determine their level of success on that particular goal. I have noticed great gains in student buy-in,
and achievement and student emotional intelligence. I believe that by providing my students multiple
times to collaborate and work together, as well as lots of quiet reflective time, I am drawing upon my
Intra/Interpersonal skills, so that students can develop their own Personal Intelligences.

The las metacognitive strategy is Managing Your Own Learning. As mentioned above, the
goal-setting and reflecting is definitely proof I am providing opportunities for students to be the
leaders of their learning. However, I believe that my Linguistic and Spatial intelligences really help in
this strategy. To manage your own learning, you must pace yourself and determine how you learn
best. You must arrange conditions that help you learn, seek opportunities for practice and focus your
attention on the task. I manage my learning by trying to stay current with educational research,
reading and writing, and discussions with peers, which is all related to my Linguistic skills. In addition
to this, I also visualized and designed a space that I feel is conducive to the learning activities of my
students and self. My classroom was designed with various learning centers, and is visually
appealing and calming to students and myself. This allows all of the individuals who enter and work
in the space, to feel that they can do their best. I have various stations in the classroom where
students can seek opportunities for practicing particular skills, collaboratively or independently, as
well as calm comforting places for students to read, write, create, and reflect. These are all related to
the linguistic and spatial intelligences, and also foster the growth of these intelligences in my
students. I feel that without these intelligences, I would not have been able to so carefully craft this
well-designed classroom.

The multiple intelligences I have strong abilities in are all useful in developing my practice as
an educator, as well as developing the skills and knowledge or my students. I believe that it is
important for me to evaluate my areas of growth, perhaps this is my Intrapersonal skill of reflection
coming out, because Howard Gardners theory suggests that one can develop strong capabilities in
all seven intelligences. So, I would like to find opportunities to develop stronger skills in the areas of
Bodily-Kinesthetic and Musical Intelligences. I know that I have several students that have high
intelligence in these areas, and I would like to provide those students with meaningful experiences to
think through somatic sensations and with rhythms and melodies. I do feel grateful that these
intelligences are identified as my areas of need because I have colleagues that directly teach my
students in these subjects (PE and Music). This is reassuring to me, because I can call upon my
Interpersonal and Linguistic Intelligences to collaborate and discuss more strategies with my peers to
support my students development in all seven intelligences. It is also comforting to know that my
skills in language, logic, space, and personal relations, are connected to the four metacognitive
strategies for effective teaching.
Work Cited:

Armstrong, T. Multiple Intelligences In The Classroom. Alexandria, VA: Association for Supervision
and Curriculum Development (1994).

CALLA Content and Language Learning Strategies: Metacognitive Strategies. Retrieved on May 19,
2017 from:
https://ucsdextension.blackboard.com/courses/1/122525_SP17_OL/content/_2244522_1/metacogniti
ve%20strategy%20list.pdf