Combination Chapters MI 7, 9, 13, & 14

Activity Centers serve as excellent ways to accommodate multiple intelligences. Chapter 7 divides them into Permanent Open-Ended, Temporary Open-Ended, Permanent Topic-Specific, and Temporary Topic-Specific. A Permanent Open-Ended example would be a Book nook or mini garden. A Temporary Topic-Specific example is a Computing Center or Music Center. A Temporary Open-Ended example is Monopoly or Twister. A Permanent Topic-Specific example is “Write a poem about X.” Computer Labs, Libraries, and Music Rooms provide ways for students to accommodate their multiple intelligences in a High School Setting. Though they may be outside my classroom, I would collaborate with each location so my students have the opportunities to use each space.

The typical school in the US emphasizes verbal & mathematical intelligences, because these areas are often most assessed in standardized tests. This leaves clubs not directly connected to either intelligence subject to cuts in their program or forced usage of either intelligence. An MI school works to make each intelligence type equal. The Key Learning Community serves as an example of an MI school. Regular instruction in each instruction, schoolwide themes, and pods allow each student to explore various intelligences and deepen their preferred intelligence. Though my school will most likely emphasize verbal & mathematical, I will do everything I can to provide students with opportunities to utilize their preferred intelligence.

Computers are intelligence neutral. A computer has the capacity to create anything. I have used computers for each intelligence at some point or another. To say they belong to the mathematical/logical category is ridiculous. I emphasize this point because the typical computer nerd is a male mathematician. This stereotype discourages females and some nationalities from pursuing this technology, which directly eliminates them from engineering, computer science, and mathematician career paths. Regardless of economic situation, gender, race, or ethnicity, everyone has the capacity to flourish in each intelligence.

Existential balances the border of accepted intelligence and unqualified idea. There is sufficient evidence for existential to meet the criteria of an intelligence. At the same time, pragmatically implementing existential intelligence into a useful setting is at this point impossible. The previous eight intelligences have at their basis a concrete answer to a problem. Existential intelligence is based more on abstract & overarching concepts that can’t be sufficiently condensed into a specific situation. Now it is possible that this intelligence could be modified to allow a practical usage, but at this time it has not reached that stage.