These four chapters focused on two different subjects,
primarily. The first two chapters talked mostly about how you can make MI come
alive in your classroom and how you run and set up your classroom. The second
two chapters talked about other uses for MI that go beyond the classroom, and
how you can apply MI to other tasks. Both of these components are extremely
important to the overall concept of MI and both of these ideas are fundamental
to our understanding of MI, and both of these can be applied to the classroom.
The former, of course, can be implemented much more seamlessly, but by
introducing how the latter can be important to your students, you can integrate
it into your classroom.
Chapters 7 and 9 of Multiple Intelligence mainly focused on
the concept of how MI can be physically integrated into the classroom and
introduced ideas on how to integrate MI into the overall school environment,
this was done by giving examples from a “MI School” that has special features
that directly connect the school with the theory of MI and it’s integration of
it into the school system. In chapter seven, the main focus was on how, as a
teacher, you can bring MI into the classroom, without making too many changes
to your classroom. This might be as simple as making a reading nook for
linguistic students, adding a pop of color to the classroom for visual
learners, having the curtains open for the naturalist students or keeping to a
routine for logical learners. One of the key components, at least for me, is to
integrate all these intelligences, but not in a way that makes it obvious that
they’re being integrated. Chapter 9 on the other hand introduced this idea of a
“MI School” that has many features of it overall that contribute to multiple
intelligence. This includes having specific instruction for each intelligence,
having groups specific to interest and learning style and having a room in the
school where students can go and express their multiple intelligences in
creative and fun ways. While these ideas were really interesting and I could
definitely see them working, it would be hard to work them into your average,
everyday classroom.
Chapters 13 and 14 focused more on ways to apply multiple
intelligences in places outside of the classroom. The examples that were given
were computer technology, cultural diversity and job hunting. Computer
technology has the ability to reach out to all different levels and kinds of
intelligences based on design and interface.
Cultural diversity can easily weave in all the different intelligences
and can make it assessable to everyone, no matter his or her intelligence.
Job-hunting relays pretty heavily on multiple intelligence, as it’s important
to have a job that applies to their preferred intelligence. Chapter 14, on the
other hand is all about the new intelligence, existential intelligence, which
values arts and thinking. This chapter also tells you how to apply it to the
classroom.
No comments:
Post a Comment