Chapter 3 MI

            By the time most students are in school, they will have at least two superior intelligences developed. We have been given tests that analyze our own intelligences. But the most effective test is by simply observing them. When students have time between classes or an unstructured block of time they will exhibit their primary intelligence. Most students will talk with peers, move around, draw, listen to music, etc. Observing what students do consistently during this free time allows teachers to gauge which intelligence has formed. Other ways of determining dominant intelligences are by asking other teachers, family, or observing grade history. My old high school had a half hour block that served as a semi-free time. On Mondays and Wednesdays everyone was forced to read. On Tuesdays, Thursdays, and Fridays it was free-time. Typically, these blocks for free-time were usually dedicated to socializing, working on homework, and other forms of recreation. On the reading days, analyzing what books students were reading also gave insight into their activities. I was usually reading historical fiction or history books. More kinesthetic learners were reading about trucks or hunting. Spatial students typically stared at one page for the entire time because they were deep in thought. Examining how a student behaves during structured and unstructured times allows educators to learn more about their students. After analyzing how my students learn and their interests I would be able to plan a plethora of activities. Analyzing primary documents, filling in timelines, using props, displaying art, and other activities to ensure that multiple intelligences are being catered to.