Multiple Intelligences of the Classroom

The Theory of Multiple Intelligences
As it relates to my classroom

Implementation of this theory in my future classroom will be challenging, because the theory is more of a frame of mind than a plan of action. As Gardner said,
An interesting development is the attempt to modify traditional curricula: whether one is teaching history, science, or the arts, the theory of multiple intelligences offers a teacher a number of different approaches to the topic, several modes of representing key concepts, and a variety of ways in which students can demonstrate their understandings (Gardner, 1997). (National Research Council, 2000, p. 101)
Some educators believe that all children should have each intelligence nurtured; on this basis, they have devised curricula that address each intelligence directly. Other educators have focused on the development of specific intelligences, like the personal ones, because they believe these intelligences receive short shrift in American education. (National Research Council, 2000, p. 101)
The theory of multiple intelligences, while intriguing, may need some further questioning in order to develop a cohesive definition of intelligence. Were the verbal and mathematical components the only ones tested in the past because they were easier to measure than other skills? Were they the only components considered important because facts and figures are believed to be more impressive and therefore more intelligent? This theory may not be highly valued until assessment for the other intelligences has been implemented. It is also important to note that while each intelligence is distinctive, they all work in conjunction to form a person. The real world involves blends of all the intelligences, so very rarely is an individual solely one type of intelligence. Even though I am a linguistic, interpersonal, and naturalistic learner, I will need to ensure I do not show favoritism to those intelligences, or assume all of my students share my...