MI Chapter 4

In this chapter, I thought the author did a good job of bringing up ideas of how to teach students about multiple intelligences through a variety of activities that could be changed to fit any age group.

            Because I plan on working with older more advanced students, there were some things that I saw as less important. I did find one statement very true at the beginning of the chapter that I think guides the ways I plan to use MI in my classroom. When the author mentioned how, as you move up through the grades, less people seem to think of themselves as intelligent. I could definitely remember thinking that in high school and was pleased that a few of my teachers used this same method (of asking students if they thought they were intelligent) to start a discussion about multiple intelligences.

            The ways in this book I think I’d use to teach multiple intelligences would probably vary on the class, content and age of the students. However I think that field trips are a great way to introduce new concepts to students in a way they’re more likely to remember. I also like the idea of using a variety of lesson plans and then having the students reflect on what they like best. For a higher age group this can help make them feel more involved in their learning and give them insight into their personal strengths. I think that having the students display their work throughout the room can help them be reminded of the accomplishments they’ve made in various intelligences, which can help boost confidence and understanding of a particular intelligence. Finally, I think the most important way to teach multiple intelligences, although it isn’t specifically mentioned in the book, is giving students the options on how to complete certain assignments.