Chapters 7, 9, 13, 14 MI

Obviously when teaching with MI’s you need to differentiate, but no with just content, but with the classroom environment as well. Making MI activity centers in a classroom greatly expands their time and skills with all intelligences. Setting up a book or nook library for linguistic learners, a math lab with calculators and manipulative for logical-mathematical, an art area for spatial, open space for creative movement for bodily-kinesthetic, a music lab for musical, a round table for discussion for interpersonal, study carrels for individual work for intrapersonal, and a plant center for the naturalist learners. Great centers like these will make each student’s day enjoyable and filled with learning. Making the students rotate between stations is a great way to develop all sills. Using the MI model is an ongoing structural revolution for school systems. Schools today are all about budgets and restrictions. The only ones who loose with schools running like this are students. Having the arts program cut along with the physical education program are far from the answer. Those are both vital to the developing human never mind the developing student. There is no proper excuse for cutting into these disciplines. MI schools have been suggested as an answer. They would focus on hands-on, interdisciplinary, based on real-life contexts, informal atmosphere, and project based learning into a student’s everyday experience. The Key Learning Community in Indianapolis, Indiana is a prime example of a successful MI school. There are three applications of MI mentioned in the reading and they are computer technology, cultural diversity, and career counseling. Computers are intelligence-neutral mechanisms so they can’t be stereotyped. There are so many specially designed software programs that dip into each intelligence. Cultural diversity in the past two decades has become prominent in the U.S. Don’t undervalue any MI because each MI is a cherished skill in different cultures. For career counseling, it’s important not to stereotype a student into a career or intelligence. Just because a student can dance really well it doesn’t mean you focus on only their dancing and influence them only to dance. Finally, there is a possibility that even more MI’s can be discovered moving forward. One particular topic of conversation is the existential. Keep your mind open to all ways that students learn. You never know, maybe we could discover the next new intelligence in one of our students