Chapter 4 MI

            Explaining the various intelligences is not restrictive by age. There is a kindergarten version and a graduate school version. The teacher can create activities based on how appropriate they are for the age group. Introducing various intelligences in language that younger children understand ensures that the concept will not go over their head. An example of introducing logistical-mathematical intelligence would be describing someone as “math smart.” The largest concern is demonstrating that everyone contains all the types of intelligences. Asking relatively general and simple math equations so that all students can classify themselves as “math smart.” Though younger students may never encounter this theory, they still have a general concept of it. As students grow they will unconsciously gravitate towards their most developed intelligence. However, one’s primary intelligence can be altered. A personal example would be that I was a highly intrapersonal student in high school. I preferred working alone and had a relatively small group of friends. I made the conscious decision when I reached college to become a more social person. Given my significantly larger net of friends and acquaintances and my MI results, I can say that one can develop any given intelligence. Since I will most likely be teaching high school students, I would incorporate all types of intelligence into various activities. Analyzing primary documents, filling in timelines, using props, displaying art, and other activities to ensure that multiple intelligences are being catered to. Allowing students to participate in each activity-oriented intelligence also allows them to develop or reinforce other intelligences.