After reading the first chapter in Multiple Intelligences in the Classroom by Thomas Armstrong, I feel like I have reached a better understanding of how broad these intelligences actually are. Through most of my previous experiences with this material I’ve been exposed to a very limited view of the ranges each of the intelligences can have, the importance of the different combinations of intelligence, and how to appreciate and nurture these intelligences in the classroom.
Being introduced again to the eight intelligences, most of it was review, but through the use of specific examples Armstrong points out examples for each individual intelligence that commonly, and in my experience, aren’t associated. Some of those specific examples helped broaden my understanding of the many ways to appreciate a student and guide them using their strengths. For example, now that I understand naturalist can also be considered to be very tuned into their environment, I can use that strength and have activities that relate to discrimination and identification of objects to help that particular intelligence and also work on enhancing it for those who aren’t as intelligent naturalist.
This chapter also helped explain that the different combinations of intelligence are significant in the way the individual handles things. For example having a student who can’t read well, but has a large vocabulary. In understanding that, I can now learn how to nurture the individual, keeping in mind that Gardner also suggests that, “everyone has the capacity to develop all eight intelligences to a reasonably high level.” This way I can work with students strengths and help improve their weaknesses using a variety of teaching techniques.
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