Module 2: Chapters 4-6

 Concept 1: Gardner's Theory of Multiple Intelligences

Summary: In chapter 4, Woolfolk discusses a few different theories of intelligence, as well as describing how it is and has been measured. Specifically, she describes Gardner's Theory of Multiple Intelligences. According to the text, psychologist Howard Gardner came up with a new way to theorize intelligence while working with both gifted students and those who were recovering from brain injuries. He realized that there may be more than one type of intelligence as he saw that different children had some abilities but were struggling with others - at times, the brain injury patients could do things that the gifted children could not, such as verbal tasks (Woolfolk 126). This led him to create his Theory of Multiple Intelligences. The theory is made up of eight or nine separate abilities, including Logical-Mathematical, Linguistic, Musical, Spatial, Interpersonal, Naturalist, Bodily-Kinesthetic, and Existential. (Woolfolk 127) Woolfolk also details how this theory has been criticized and misused in classrooms, particularly when teachers try to differentiate their lessons by always including the eight different types during instruction (Woolfolk 128). Additionally, according to critics of this theory the intelligences are not exactly separate - they have connections and correlations among them. (Woolfolk 126). However, Woolfolk does emphasize that differentiating instruction is important for teachers to be able to do - as well as taking your individual students into account. As the author puts it, "Any discipline, skill, or concept should be taught in several appropriate ways (but not eight ways every time). Anything worth knowing has different representations and multiple connections to various ways of thinking." (Woolfolk 128)

Reflection: Reading about this theory and the problems it could potentially pose was interesting to me, as I have read and heard so much about differentiating instruction during my time in this program so far. I know that it is extremely important to reach students that learn best in different ways, whether that be visually, spatially, or through another skill-set. However, I was surprised to learn that trying to use all eight of Gardner's abilities when you teach is actually detrimental! According to Woolfolk, some abilities will be inappropriate for lessons. I suppose I agree - after all, how can one, for example, reach musical ability through a lesson in P.E.? Some skills just won't complement every lesson or concept. 

However, this made me think about how I can differentiate my instruction as a future English and/or Social Studies teacher. I want to make sure I appeal to different abilities, and I think the first step to doing this is to get to know my students. I plan on having everyone fill out a Google Form or traditional "get-to-know-you" worksheet where students can privately share with me how they feel they learn best, and what I should know about them, in addition to favorite things and other introductions information. This will help me know which types of learner styles I should make sure to include in my lessons. It will also aid in reaching my students and building rapport with them. 

I have, in the course of my tutoring position, also come across Gardner's theory, although I did not realize it was his at the time. I have instructed several students in a study skills program to help them raise grades and improve organization, and the program has students take a quiz to find out what kind of learner they are. Many of the results are similar to Gardener's eight abilities. The rationale behind taking this survey, according to the program, is that once students are aware of how they learn best, they can use the study strategies that will work best for that learning style. For example, if they see that they are more visual learners, viewing and drawing diagrams is suggested as the best fit for studying or reviewing what they have read. For a student who scored high on the Linguistic ability, in the case of Gardner's theory, writing would be a good way to show what they have learned. When I asked the students if the results seemed accurate, a few told me that it was, and some of them were already using some of the study strategies that were purported to be best for their learning style. I think that this is a good way to have students think about what ways they prefer to learn, and it also opens up great conversations about their experiences in the classroom. 

Concept 2: Bilingual Students and Dual-Language Programs

Summary: In chapter five, Woolfolk covers many aspects of language development, comprising of both English-speaking children and those who grow up bilingual, and English Language Learners. She also discussed how difficult it can be for students to learn English, as in general, it is a tough language to learn if you don't already speak it (Woolfolk 185). Woolfolk also debunks many myths about being bilingual, such as that children "just pick up" a new language when they are exposed to it (Woolfolk 190). Finally, the author tackles how teachers should approach teaching English Language Learners. 

Reflection:  As a future teacher who has not had much experience with English Language Learners, I found this discussion fascinating. I believe that teachers have a responsibility to make sure every student is getting the resources they need. However, Woolfolk points out that there are different types of ELL students, and stresses the responsibility teachers have to make ELL students feel included and supported in the classroom. I have to say, in the past, I felt that students needed an ELL teacher for the most support - that is, a teacher who also speaks both languages. I have known many ELL teachers and they do an amazing job in their work with these students. While a bilingual teacher is a great resource in any school, now I see that I can do much more than I thought previously for any ELL student that enters my future classroom. I can make them feel included and welcome, and use any of the strategies outlined by Woolfolk to build language skills, such as the easy-to-implement "Think-Pair-Share" technique, where students discuss a question you have posed with each other, and then pairs are called on to share with the class (Woolfolk 209). This brings me confidence that I can be effective in reaching these students, and I am excited to learn more!

I also found the results of the study done by Carol Hammer and her colleagues mentioned in the text interesting, in regards to whether or not students learn English better when they are taught in bilingual classrooms, or pushed just to learn English. According to Woolfolk, "One implication [of the study] is that teachers and parents should focus on continuing language development and not worry about rushing children into speaking English exclusively." (Woolfolk 186). This shows that children do not have to be taught exclusively in English to learn both languages. I think that children would indeed thrive and develop language skills in both tongues when they are taught this way. Having the skill of being bilingual will only help them in their future endeavors. 

The "Put Yourself in Their Place" scenario on page 185 in the text really spoke to me as a future ELA teacher. In my English courses, we have been learning about how to get students to love reading, and the situation of the student who has to learn English through basal readers that are not interesting really made me think about how I will incorporate ELL students as I teach literature. I feel that focusing on vocabulary can help with comprehension, as well as pairing ELL students with English-speaking students as well as other kids who share their language. This way, they are exposed to the language more and can practice speaking if it is needed. I will also make sure I work closely with ELL resource teachers, and/or bilingual teachers at my future school. Overall, the goal will be to have all my students to feel supported, and the text provides great ideas to achieve this.

Concept 3: Growth Mindset

Summary: In chapter 6, Woolfolk covers the many aspects of culture and diversity among students and teaching. She discusses how students of different races and cultures can be affected by stereotypes, and how we as teachers can help with these effects and hopefully combat them before they start. For example, some students feel what is called "stereotype threat," in which they are aware of stereotypes and feel pressure to disprove them and feel guilt or disappointment if they do something that seemingly proves the stereotype "right." (Woolfolk 236) Woolfolk asserts that a vital way teachers can "... help all students see academic achievement as part of their ethnic, racial, and gender identity. " (Woolfolk 238) is to make sure students have a growth mindset, "[the belief] that their learning and intelligence are fluid and can be changed." (Woolfolk 238). Several studies are cited with students of different races and genders that showed improved performance when the children believed that intelligence can be improved. 

Reflection: This section was powerful to me because it showed yet another way a growth mindset can be effective in the classroom. I am familiar with the growth mindset, as it is used in most of the schools I have worked in, and yet I did not know until reading this section how it could affect students of different races and cultures so positively. I believe that using this consistently will provide various benefits for my future students, and this just strengthens my resolve to make sure a growth mindset is promoted in my classroom. 

The reading also reminded me of one of my major goals as a Social Studies teacher: to make sure that as many cultures as possible are included when we are studying any type of history. I have to say that growing up, I don't remember learning about many people in history that were not White Europeans. I believe the curriculum is better now, but I want to make sure that students know the entire story of the past - and that means including those of different cultures. These people were there, and their voices need to be heard just as much as those who are more traditionally heard. By doing this, I will ensure that my students become empathetic, well-rounded adults. I also hope that it will let students of different races and ethnicities "see" themselves as part of the bigger historical picture in a way they may not have previously. Of course, teaching history can also be a balancing act. I don't want to villanize any one group or person; but at the end of the day, history is not a simple story to tell, and including more viewpoints will most effectively help me share this with my students.