MI Chapter 4

            Chapter 4 expands on an idea that is briefly mentioned in the previous chapter: teaching multiple intelligence theory to students. While this chapter seemed to focus on methods to teach this theory to younger children, many of the methods listed could be adjusted to suit students in middle school or high school. This chapter also explained why it would be beneficial for students to know their preferred intelligences. Knowing their preferred intelligences gives the student confidence knowing that they have strengths. Students who are familiar with the multiple intelligence theory would also feel comfortable knowing that they possess some of each intelligence.

            I enjoyed the examples the text gave of activities and lessons that would teach students more about multiple intelligences and about themselves. Some of these activities would be fun icebreakers for students to participate in early in the school year. Others could easily be incorporated into preexisting lessons; for example, many schools already have events such as career day and adding the layer about multiple intelligences would be fairly simple. Including activities and games about this theory periodically in the classroom will give students a short break from classwork. However, it will also be valuable for students to be reminded of their strengths and to boost their confidence.

I think these examples made teaching multiple intelligences seem like a more realistic endeavor. I see from this text that lessons including multiple intelligences can be incorporated into many subjects and lessons. I also see from personal experience that knowing my own intelligences is beneficial in knowing how I learn and how I may teach.