Bodily-Kinesthetic Intelligence

Gardner, H. (1983). Bodily-kinesthetic intelligence. In Frames of Mind: Theories of Multiple Intelligences (pp. 205-236). (Available on Course Reserves)

This article highlighted three major points for me:
- The neuropsychological proclivities of people paired with the connection to life decisions
- The value of looking closely, mindfulness, and understanding the role of perception

- My love of symbolism has a longer human lineage that traces our neuropsychological development!

My action-steps:
- I plan to look into "Genius Hour," which is an in-class session opportunity to showcase students' unique, independent talents/skills
- I plan to make more opportunities for students to showcase their unique intelligences along with observing and documenting their process of those talents. In doing so, they can be aware of how special they truly are!

Highlight/Showcase would be a "community" based assignment (my assignments are bundled by self, community, and world) It would include:

The student explaining their talent and its process. They would categorize their talent/skill as one that is unique or considered a high proficiency due to "finesse," "ability to multi-task," "quickness," or etc... They would detail the results of their talents when done at a superior level (or done well in their terms). They would describe how they "learned" their talent/skill.

Quotes to bookmark:
"Knowing of what is coming next allows that overall smoothness of performance which is virtually the hallmark of expertise."

"In fact, voluntary movements require perpetual comparison of intended actions with the effects actually achieved: there is a continuous feedback of signals from the performance of movements, and this feedback from the performance of movement, and this feedback is compared with the visual or the linguistic image that is directing the activity...."

This paragraph pointed out the importance of looking closely at our actions, talents, and some would say "gifts."

Questions:

- Can preprogrammed activity be "unprogrammed"?

- Are we designed (by nature) to make decisions illustrated this way? (In the text, it breaks down the process of perception, motor systems, and the nervous system)

- How do I balance teaching styles which allot time for students to master skills but also gives students ownership over the learning?