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|Posted By: Daniel Bennett on March 8, 2004|
|A wonderful experience! Thank you for sharing it. So many opportunities to use logic, problem solving, and patterns! So much communication involved, as well.|
As for your questions"
My simple definition is "thinking about(our)thinking, and "thinking outloud". Of course, the second part refers to metacognition as a teaching strategy. It is the internal dialogue that takes place that metacognition refers.
Your second question is more difficult. As intelligence may be defined as, "a set of problem-solving skills, enabling the individual to solve genuine problems or difficulties he or she encounters and, when appropriate, to create an effective product..." (Gardner, then multiple intelligences refers to the differing mental/social modes people may use to solve problems. This of course, helps us to understand why students may use different metacognitve reasoning, or need differing situations to be able to enhance their ability to think about a problem. While many children are good with words, others will do better with pictures. Some will be able to "think" best alone, others do better in groups.
Multiple intelligences remind us that we must not limit our approaches to our own way of seeing solutions to problems, but to remember to present a variety of models. It helps when we understand a child's learning style or multiple intelligence of choice, so we can help them have opportunities to work in their strength, or develop skills in less 'developed' intelligences.
I think the bottom line for me is: if we give them only the answer or procedure, we rob children of the opportunity to discover the learning for themselves, and hence to gain a deep understanding of how the world (math, language, etc.) works.
We should never believe that one size fits all, and I believe that is the most important message of multiple intelligences.
I'll look forward to your reflection.