Howard Gardner Quotes About Teaching
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It may well be easier to remember a list if one sings it (or dances to it). However, these uses of the 'materials' of an intelligence are essentially trivial. What is not trivial is the capacity to think musically.
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Anything that is worth teaching can be presented in many different ways. These multiple ways can make use of our multiple intelligences.
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If Confucius can serve as the Patron Saint of Chinese education, let me propose Socrates as his equivalent in a Western educational context - a Socrates who is never content with the initial superficial response, but is always probing for finer distinctions, clearer examples, a more profound form of knowing. Our concept of knowledge has changed since classical times, but Socrates has provided us with a timeless educational goal - ever deeper understanding.
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I am relieved that, in my own teaching, I don't have to moderate between high stake teaching and education for the virtues. If I did, I would give students the tools to take the tests but not spend an inordinate amount of time on test prep nor on 'teaching to the test.' If the students, or their parents, want drill in testing, they'd have to go elsewhere. As a professional, my most important obligation is to teach the topic, skills, and methods in ways that I feel are intellectually legitimate.
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Teachers must be encouraged - I almost said 'freed', to pursue an education that strives for depth of understanding.
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The biggest mistake of past centuries in teaching has been to treat all students as if they were variants of the same individual and thus to feel justified in teaching them all the same subjects the same way.
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What we want... is for students to get more interested in things, more involved in them, more engaged in wanting to know; to have projects that they can get excited about and work on over long periods of time, to be stimulated to find things out on their own.
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We've got to do fewer things in school. The greatest enemy of understanding is coverage... You've got to take enough time to get kids deeply involved in something so they can think about it in lots of different ways and apply it.
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You learn at your best when you have something you care about and can get pleasure in being engaged in.
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Teaching which ignores the realities of children will be rejected as surely as any graft which attempts to ignore the body's immune system.
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