Foundations of Teaching 

The concept of "Multiple Intelligences" was a theory proposed by Howard Gardner, which proposes the idea that intelligence transcends one's ability to do Mathematics, or memorize information. The idea of multiple intelligences takes into account the entirety of the student, and proposes the idea that there is more than one way for a student to present intelligence in the classroom. There are 9 types of intelligence presented in this theory, which are identified as: spacial, intrapersonal, linguistic, kinestetchic, interpersonal, existential, mathematical, musical, and naturalist. When educators accept different types of intelligences in the classroom, it creates a more whole classroom community. Throughout my time doing practicum hours at Durango Montesorri School, I have seen the transformational power of the harnessing of multiple intelligences. Using the Montesorri method, of creating individualized learning goals for the week, DMS teachers take into account the strong suits of the individual student, and provide activites and programs to help them grow in other areas. A great example of this, is a young girl in the 2nd grade classroom. She is extremely strong in mathematics and lingustics, but struggles with intrapersonal skills with herself and others. She has a difficult time reading social cues, and often creates unwanted physcial contact with other children/ adults in the classroom. Her teachers created activites for her to work on these skills, including reading books on themes of phyical touch and consent. Instead of repremanding her for these tendencies, her teachers empowered her to grow through learning. 

Standards are created by the State of Colorado, and help teachers create age appropriate objectives and learning targets to keep students up to date on grade level expectations. Standards emphasize the quality and relaibility of public school education, and reinforce student's learning goals/ objectives. I was impressed during my visit to Animas High School, with the adhenrance to Colorado State Standards, and the school wide acceptance of learning objectives. Objectives were clearly posted in every classroom. Students had a clear vision for their learning outcomes, and when teachers were asked these objectives adhered to Colorado State standards. The word "Standard" often implies a monotomous schedule. Animas High does a good job of excelling through standards, while also keeping learning goals individualized to student's interests 

Instructional strategies help a teacher maintain a calm and supportive enviornment for students to learn in. Some of the most profound instructional strategies I saw during my time at DMS- were extremely simple. My guiding teacher used a small chime to grab students attentention. This repeated habit in the classroom allowed students to respond quickly, and gain composure, every single time. 

Differentiation refers to the idea that teachers should tailor and adjust lessons to suit different learning styles in the classroom. This concept takes into account the concepts of Multiple intelligences, students previous experiences with content, trauma, and disability. I had an impactful conversation with the grief counselor in Silverton Public Schools. She talked about the diverse needs of her student body, but also the student's need for an indidualized education. She said that students learn the best when they embrace their own skill sets. Similar to the theory of multiple intelligences, multiple learning styles exist. When educators also take into account things like trauma and disability, the classroom climate becomes more whole for the student. She recommended a book to me called "What Happened to You?" Dr. Bruce Perry is a child physciatrist, who takes a holistic and "whole story" approach to working with children. One of the most impactful things I learned throughout the course of this book, was the disproportionatly high diagnosis rate of children of color with learning disabilities. Not only are many of these diagnosises proven false, but are based in predisposed biases about how a child is "supposed to behave" in the classroom. In most of these cases, educators become frustrated with the child that is acting out, and refers them to the schools resource center. It is here that children are falsely diagnosed with learning diabilities, instead of given alternative learning methods. This theory does not dismiss the very real struggle of learning diabilities, but also provides an alternate explanation for some children, and the power of differntiation