For this assignment I wrote to Dr. David Lazear who has expounded upon the work of Dr. Howard Gardner's research and the theory of seven intelligences. Dr. Lazear has written several books and conducts workshops which provide a practical applicaion of the seven intelligences theory. I attended a two day workshop last year and received his book The Seven Ways of Knowing which I read and put to use within my classroom. I particularly appreciate the format of his book which provides several lessons or methods to help students realize the various intelligences and learn how to use them more effectively. For each intelligence presented these are several "Exercises" to introduce the intelligence, "Practices" for thoughtful practice, "Lessons" for strong motivation, and "Transfer Strategies" for bringing what has been learned about the intelligence to the daily experience. I not only read over this book again, but looked up Gardner's theory in several other books so that I had more of a handle on what to write to Dr. Lazear about in the letter.

To: Dr. David Lazear

Dear Dr. Lazear,

A little over a year ago I attended on of your two day workshops on the "Seven Ways of Knowing" held at the campus of IUPUI in Indianapolis, Indiana. I had read of Gardner's theory of seven intelligences through my education classes, and had even attempted at times to teach to the various areas of cognition, but will admit that I wasn't comfortable with it until I attended your workshop and finally had a better understanding of how to teach to my students so that I was targeting in on "their" area. Until I understood my own areas of strength in learning I wasn't able to nurture my student's learning styles and cognition. Your push to awaken, amplify, teach, and transfer the intelligences is "original and helpful" as noted by Howard Gardner in the Foreword of your book.

I let your ideas incubate for about two weeks then plunged in to help immerse myself and my students a better understanding of our intelligences. I began by recording observations of my students using your "Student Intelligence Watch: Behavior Patterns Log," then set up the stations suggested on your "Intelligence Skill Games" sheet. I did observe them to compile information about them as suggested at the bottom of the sheet, but I also got their opinions as to what they enjoyed doing the most or felt they were drawn to the most. You had pointed out at your workshop the importance of self realization of our intelligences, not only to nurture the stronger but to strengthen the others. I really think that should be noted on the sheet also. My class had a wonderful discussion about their interests and what they usually do outside of school that they enjoy. We then spent time every day learning more about each intelligence and practicing some of the exercises in the book. It didn’t' take long for them to point out which intelligences I was reaching in my lessons! I culminated this mini-unit by having each student present a lesson to the class on an aspect of the literature unit we were then studying--with the stipulation that it reach at least two intelligences besides verbal/linguistic. They did a wonderful job and I became even more inspired in my lesson preparations.

I was wondering if you could give me a list of occupations which use each intelligence. I teach gifted children at the elementary level and these students are continually exploring different occupations in which they think they might be interested as an adult. I would love to make a chart to go on my wall next to the "Have You Used Your Seven Intelligences Today?" chart which we received at the workshop.

Also, I have a few questions for you. Gardner states in the Foreword that "except in the rarest cases, intelligences work in combination." I totally agree, but wonder if you have round a correlation between certain intelligences working together more than others? Also, how do you test or assess for the intelligences? Do you support just observation or are there specific assessment tools or tests that are given? Do you believe that preschoolers can be or should be encouraged to excel in certain intelligences or should they be exposed to all domains? You really seem to believe in not only strengthening an individual's strongest intelligences but enhancing the others--what reasons can I give my students for strengthening all of their cognitive abilities beyond just "becoming a well-rounded person"?

At present I am taking a class on creative thinking and critical thinking--so it has gotten me to thinking--does one or more of the intelligences learn more to critical thinking than the others? Does one or more intelligences learn more to creative thinking than the others? Do you believe that we have within ourselves the capacity to activate all of our intelligences?

Your work is a response to Gardner's research. Did this happen because you needed to have a practical application for your work at the time or you were going into a new field?

Finally, I would like to tell you that I shared your book and techniques with our school counselor. She meets with groups of students who are troubled in different areas of their lives and needed something to help them to get to know themselves better. She told me that her sessions with them were truly enhanced by using your format (Exercise to introduce, Practice for thoughtful practice, Lesson for strong motivation, and Transfer Strategy for bridging to daily experiences) and that they not only learned more about their strengths, but their self-esteems were elevated by realizing that they truly did have special intelligences.

Sincrely,

A student in P506 Summer 1995