Chapters 7,9,13,14 MI

Three of the four chapters in this sequence (excluding chapter 14), of Multiples Intelligences in the Classroom, covered a similar theme of the classroom and school environment and how it supports multiple intelligences.  Chapter 7 is about how to arrange, organize, and decorate the classroom to benefit multiple types of intelligences.  Linguistic learners learn best in classrooms that have vocabulary that match their level and that have verbal words represented on the walls in the form of quotations and posters with lots of words on them. Logical and Mathematical learners learn best in classrooms that have a typical routine or order of events/activities, under conditions that match their attention spans, and with time in the classroom being highly structured.  Spatial and Visual learners learn best in classrooms that attractive to the eye, with colors that awaken and engage them, with the tables arranged in a way that make sense for the activity, and with the opportunity for them to be exposed to a variety of visual experiences.

Continuing, Bodily-Kinesthetic learners learn best in a classroom environment that lets them get out of their chairs and move around the room, with hands on activities and materials. Musical learners learn best in classrooms that have auditory environments that are appropriate for the learning they are attempting, and with a teacher who varies their voice to keep students awake and engaged. Interpersonal learners learn best in classrooms where there is a positive and comfortable environment where there is an air of trust and belonging for every student, where conflict is mediated consistently, and where students have many opportunities to interact with their instructor and their peers. Intrapersonal learners learn best in a classroom where they have opportunities to work on their own, reflect internally, and where they are exposed to experiences that rise up their self-esteem.  Finally, Naturalist learners learn best in classrooms that have large windows, a class pet, opportunities to have class outside, and in classes that have field trips.

Activities centers are important and effective to structure different activities to cater to all the different intelligences. Permanent ones, like ready corners, and temporary ones, like stations, are both useful to help a diverse classroom with much intelligence. As they discussed in chapter 9, many school districts feel that verbal, mathematical, and spatial learners are legitimate, and are allotted funds, while most of the music, art, and physical education programs funding have been cut across the country much more often.  To supplement this, supplementary programs and extracurricular activities are valuable to help students get the support that they need for their learning styles and interests, even if their programs were cut. In chapter 13, it talked about technology, including software and websites which would engage each type of multiple intelligences.  Some examples for this would be: Wikipedia for verbal, where in the World is Carmen Santiago? for logical, Google Earth for spatial, Flight Simulators for kinesthetic, Garageband for musical, Forums for interpersonal, Oregon Trail for intrapersonal, and National Geographic for naturalist learners.  Creating this kind of environment for your students will allow their multiple intelligences to shine, and will help them learn the content you want them to learn in a way that will work for them.