The seventh chapter of Multiple Intelligences in the Classroom, by Thomas Armstrong, focused on inviting multiple intelligence theory into the classroom environment, or “classroom ecology”. By fostering a classroom that meets the needs of all the intelligences, student success should, in theory, be a given. Now, this is not solely about curriculum, rather the organization of the classroom itself. For example, a naturalistic student would prefer to have light coming into the classroom from outdoors; or, a spatial students may crave a aesthetically pleasing room with many posters.
Chapter nine explored further the idea that schools should shift from the traditional linguistic and logical methods to embracing MI Theory, doing so will reach a larger audience. Often times, when budget cuts occur in a school district the arts and sports are cut to save money, completely eliminating the opportunities for many students to develop essential skills. Additionally, In the ideal “MI School” their would be three additional employees: assessment specialist (in charge of recording each students’ progress and development in each intelligence), student-curriculum broker (pairs students with their ideal classes and materials based on intelligences), and school-community broker (places and connects students with out-of-school resources and opportunities that will benefit their personal strengths and interests).
Moving on to chapter thirteen, the author explores three additional places where MI Theory could be applied: computer technology, cultural diversity, and career counseling. Personally, I think that incorporating technology into the classroom is critical because we live in a time where everything is driven by it. Also, students living today have all had computers and technology ingrained in their lives, it would be foolish to neglect to opportunity to use their pre-existing knowledge as a tool to hasten learning.
Chapter fourteen introduced a new intelligence, though it does not meet all of the criteria so it is not included yet, “existential intelligence”. This new intelligence refers to the more philosophical perspective of viewing the meaning of life and a higher power. Although there could be much controversy teaching and implementing this intelligence, I think it could be a great tool to use for further investigation of materials. Especially, in high school students are truly starting to develop their own views and this could allow for real-life application, which is a proven to be successful.
Overall, these chapters all had an underlying theme of change and flexibility within the classroom. A teacher whom intends to apply MI Theory effectively must be willing to admit mistakes and change their plans. Through understanding, flexibility, and self-evaluation, teachers should be able to successfully implement MI Theory into their classrooms; doing so will permit all students the opportunity to succeed and to develop each intelligence throughout the course of the class.
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