Brain-Based Instruction and Accountability

Using multiple intelligences is something I always try to incorporate in my lessons as a teacher. And that made me think: what about with myself? Do I use multiple intelligences to help myself learn? The conclusion I came to is that I don’t use this research-based strategy enough for myself; I often rely on written and verbal intelligences to learn. Therefore, I decided to make a visual that is in my room by my door. So far this visual has motivated me; I am starting to see the progress that I have made and value my learning (this was a problem I was having at the start). Using visuals also has held me accountable – I can’t ignore my learning project because I walk by it multiple times a day. I now make myself sign a couple words on my way out of the door. It also acts as a visual reminder to take my daily fingerspelling quiz at ASL University Fingerspelling Quizzes. Moral of the story: the strategies we use with our students are strategies we can and should use for ourselves as lifelong learners!


“Many teachers …


Many teachers teach every child the same material in the same way, and measure each child’s performance by the same standards… Thus, teachers embrace the value of treating each child as a unique individual while instructing children as if they were virtually identical” (Mehlinger, 1995).