3. I would definitely agree with the graph in respects to
the idea that I am linguistically smart. I have always
been a good writer. I also agree with the idea that I’m
intrapersonal. I figure out a lot of things on my own
and I am very independent. I am also not very good
with numbers. My math grades are the lowest out of
all of my grades. So I would also agree with the logical
area. However, I disagree in terms of the interpersonal
section. I think I communicate effectively. I don’t mind
selling ads or making conversation, which is why I
believe I am more interpersonal than the graph
suggests.
4. I enjoyed the area on nature and
nurture. A student can create a
Venn diagram based on their
traits, and how they are
influenced by nature or nurture.
This also helps the intrapersonal
intelligence because they can
learn more about themselves
through the project. It also gives
insight into what is truly gained
from nature and nurture.
5. One of my favorite topics was
sensation and perception. Here the
area of kinesthetic knowledge could
be enhanced. Have each student do
an activity they enjoy (from reading
to playing football) and have them
record how their body, from their
eyes to their muscles, reacted to
help them appreciate or enhance
what they are doing. Here, they get
to do something involving their
body, but are also analyzing it in a
way that helps them understand the
processes that go on.
6. Another section I enjoyed is the section
we are doing now, language and
intelligence. To help them appreciate the
concepts with language development,
they can look back at things they did in
kindergarten and compare them to their
work now. Many parents keep works of
their children’s. This could be compared
next to an essay done at a high school
level. By looking at the two, we can see
how language progresses and develops.
This gives better insight into the theories
as well as helping linguistic knowledge,
as they can see a change in vocabulary.
They can also analyze their own work,
which will help their linguistic
knowledge.
