Multiple Intelligences & EQ

1. Listen to the following podcast (approximately 9 minutes) on multiple intelligences https://www.youtube.com/watch?v=dnnl5hmrglQ. As you listen to the podcast, consider/think about the following prompts.

• Think of yourself as a learner. What intelligences do you predominately display?  How do you work to leverage your areas of strength/intelligence as a student at the college level?
• Current research supports that intelligence is malleable NOT fixed. What does this mean?  Also, what are the implications in relation to a malleable view of intelligence for the students in our classrooms?
• In this podcast a young girl named Julian is showcased. What did you ‘take-a-way’ from learning about Julian’s story?

2. Review ‘A Closer Look: So What’s your EQ?’ (Plz see the upload file named What’s your EQ.JPG).
3. Complete the activity and rate yourself.
4. After you complete this activity, respond to the following five prompts in writing.
5. Your responses to the five prompts below should not exceed two pages in length.

Prompt 1 – My results from EQ activity:

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Prompt 2 – Effective teachers are often recognized as having high EQs.  How might a high EQ contribute to a teacher’s success?  Provide an example.

Prompt 3 – How might a teacher support the EQ of their PreK-12 students?  Be sure to provide an example.

Prompt 4 – Current research supports that intelligence is malleable NOT fixed.  What does this mean?  Also, what are the implications in relation to a malleable view of intelligence for the students in our classrooms?

Prompt 5 – ALERT, ALERT, ALERT…this is a challenging prompt.  This requires you to think deep.  Perhaps you will make connections to a psychology class or engage in research to determine how to aptly convey your thinking.  Research in the area of cognitive science (Riley, 2015) advises teachers of the following:

“Learning doesn’t progress through a fixed sequence of age-related stages.  Rather, the mastery of new concepts happens in fits and starts.  Content should not be kept from students because it is developmentally inappropriate.” 

What implications does research such as this have on how we educate students in PreK-12 schools?  What historical practices present in our schools fail to take into consideration research such as this?