MI- Chapter 4

This chapter involved teaching students about the Multiple Intelligence Theory. This theory can be explained to children as young as second grade and as old as the teacher. It can be explained in a matter of five minutes if explained in a way that is interesting and easy to understand. Children can always benefit from different teaching approaches that help them reflect on their own learning processes. How well and in what way to teach the MI theory to a class of students depends on the size of the class, the developmental level of the students, their background, and the kinds of instructional resources available. But the best way is to simply explain it to them. One important quote that Neil Postman, a New York university professor, expressed is that “children go into school as question marks and leave school as periods.” The main approach is to ask questions that promote and build inclusion.
One way is to explain they multiple intelligences is as linguistic intelligence as word smart, logical-mathematical intelligence as number or logic smart, spatial intelligence as picture smart, bodily-kinesthetic intelligence as bodily, sports, or hand smart. There is also musical intelligence as music smart, interpersonal intelligence as people smart, intrapersonal intelligence as self smart, and naturalist intelligence as nature smart. There are many activities that can enhance or reinforce the teaching of multiple intelligences. Activities include such things as having a career day, field trips, biographies, lesson plans, quick experimental activities, wall displays, shelf displays, readings, MI tables, a human intelligence hunt, board games, and MI stories, songs, or plays.

This chapter allows me to see how important it is for my students to know and understand the MI theory. When students can understand multiple intelligences then they can take their schooling farther, they can become more active in what they are doing and use the best possible method for studying. They can know how to work and what to work on. If students understand all the multiple intelligences then they can work on their most dominant intelligence.