Ezra Roberg

About me

I have been a teacher since 1966. Yes, you read that correctly. I still get a real thrill from participating actively in my chosen profession. I taught in both parochial and public school settings. I was an administrator in a major public school system up until I retired a few years ago. Even when I was an administrator I insisted, to the chagrin of some of my colleagues, on continuing to stay in the class room too. I presently teach in a career college. I get to stretch my teaching skills by teaching physics and anatomy + physiology to diagnostic ultrasound technicians, biology to cardiovascular sonographers and chemistry to veterinary techs as well. I admire my students for their spirit and dedication to their dreams.

Activity

Ezra Roberg

Discussion Comment

Strategies for multiple inteligences

We are aware of the many ways in which people learn. This portion of the course offers a multitude of choices of method by which we can assist our adult learners in obtaining knowledge. However, it appears to me that the choice of method eg. graphic organizers, mnemonics etc would depend greatly on each individual student's own intelligence type. An organizer would appeal to a visual learner while a mnemonic would appeal to a audio learner. Should this course's suggestions for scaffolding techniques not be tied to the concept of multiple intelligences?

Ezra Roberg

Discussion Comment

Using multiple inteligences in a technical setting

I understand how being aware of multiple inteligences can be very beneficial. I teach physics to classes that range in size from 2 - 22. Following a series of physics classes, as well as other highly technical training, students are expected to pass difficult board certification exams. There is a specific body of knowlede that has to be imparted to the students. Is there room for a practical multiple-intelligence approach to instruction in such a setting?

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