Reflect on the results of your multiple intelligences test. (Click here to see my test results.)
Under code enter: lb3786381dm
RESPONSE 1:
1a) Do you feel that they are accurate? Why or why not?
-Yes I feel that this test was, for the most part accurate. I'm quite shocked that my Linguistic score was so high. Most often I feel as if I struggle with my vocabulary, not because I don't know words but because I tend to get so caught up in the conversation I lose track of them. I also find it interesting that my Kinaesthetic and Naturalistic scores were my lowest - followed by interpersonal (people smart). I feel I'm pretty good at reading people and working with them, but this test tells me otherwise. However, I'm not surprised about my Musical score being the highest as that is my passion as well as my major. :)
1b) How might you use your results to better study for this and other courses?
-Considering I'm a music major, I feel I'm using my greatest strength (according to my test scores) at this point in my life. However, when applied to other classes outside of my music classes, I think instrumental music playing in the back ground while I study is calming for me. I notice my body instantly relax, I'm more focused, and able to retain information quicker. Sounds cliche' but it's true for me. I also think that putting harder bits of information to a common jingle or rhythm will really help me. Most definitely, one of the best ways of applying my results would be to allow for musical interruptions through out my homework in my Ed classes (I only have music and Ed classes left. All my generals are done) because this will allow me to take a satisfying break (mentally, emotionally, etc) as well as realign myself. Music is refreshing for me.
1c) Would you use a test like this with your future students? Why or why not?
-Yes, I think I would. I would not take it so far as to make it my foundation for lesson planning though. I think this is vague in many ways. I would use it as a helpful guide when applying differentiation to my lesson plans. I would also refer to it when working with a student/students who are struggling with the subject/idea being discussed/presented, for example if he/she/they came in after school for extra help. So, my answer is yes and no.
No, in that it is one test with 40 questions, I believe. Forty questions isn't nearly enough to accurately and thoroughly assess an individuals' learning strengths/weaknesses.
RESPONSE 2:
Use terminology from the module (e.g., curriculum compacting, acceleration, etc.). Be specific in your response. Really think about how you will help these students engage in your class.
2a) How will you differentiate for gifted students in your classroom?
-I really like the idea of curriculum compacting. It makes the most sense to me to test a gifted student on information they already know and target teach the information they don't know (based off of pre-assessments of the unit plan). Not only would this be highly engaging for the student who is gifted, it would be engaging - and I dare say beneficial - to me as a the teacher. I would be able to teach on a higher level, possibly review/teach information from my college days, depending on what grade level the student tests at.
I'm also okay with the idea of acceleration, advancing the student who is gifted to the grade level they test at for the specific content area they are gifted at. Teachers have 30+ students per class and to have to accommodate for one of the 30+ can seem impossible. By participating in acceleration, the student who is gifted will not find themselves bored and under-stimulated. Likewise, the teacher will not have to deal with the stresses of keeping track of the one while presenting and assisting the other thirty students.
RESPONSE 3:
3a) How do you feel about the movement toward inclusion in today's public schools?
-I feel inclusion is a wonderful gift offered to the students who have special needs. Looking back to my High School years, I remember seeing the students with special needs in the hallways between classes and during lunch, but I don't remember really getting to know them in a classroom environment - at least not the students with more severe needs. I feel human beings learn a lot from one another just through observation alone. I feel students with special needs could learn a lot about classroom etiquette, socially acceptable behavior, among other things relating to the subject being taught in the classroom.
I also feel inclusion is a much needed opportunity for students with "normal" or average needs need to be surrounded by peers who aren't like them. Based off my experience, I noticed many students without special needs found students with special needs scary because of their unpredictability and special needs. I find this unfortunate because I believe both sides of the test scores can learn something from the other, on top of the content area of the classroom.
3b) Are you concerned about trying to teach students with special needs and/or gifted students? What, in particular, are you concerned about?
-I have concerns, yes. My concerns go anywhere from my ability to connect with and teach a gifted student to my ability to understand a student with special needs, evaluate my teaching style based on that students needs, and teach correctly, in a way the student with special needs will understand. I tend to second guess my ability with students without special needs or giftedness. So, naturally I second guess my abilities with students with special needs.
I am also worried about possible tantrums or break downs a student with special needs may experience during my class. I am concerned as to how I will handle it (I can predict and hope how I'll respond but I won't actually know until it happens) will be appropriate and efficient. I have an nephew with autism and I deal with his emotional/physical breakdowns differently than I may a student (hopefully) because I know Braxton and I know what works and what doesn't work with him. I may not know what will work with a student with special needs. I only hope my schema will be the correct fall-back when it happens because we know it's not a matter of "if".
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