Within every classroom, there is an intellectually eclectic group of students. No one student learns exactly the same way as another. That is why teachers must learn how to be malleable with every intelligence in the classroom.
Keep in mind that multiple intelligences are problem-solving capabilities. When teachers attempt to get into a rhythm of teaching to accommodate multiple intelligences and understanding them, they may face some challenges.
One of those challenges is sticking too closely to the guidelines. The multiple intelligence theory is meant to break down barriers and allow students to learn according to their strengths.
Because students have different strengths and intelligences, it is good to give students are variety of choices to problem solve and show their understanding of content. Based on a student’s strength, he may choose the method that best suits him. A teacher may give students the option to read about it, analyze it, draw it, act it out, work to a rhythm, relate it to nature, talk about it, or reflect on it. These choices allow students to think about a problem any way they want, even if that means switching their preferred intelligence.
Having multiple ways to solve a problem is beneficial for all of us, particularly when problems are complex and require innovative thinking.
Multitudes of educational applications have been developed based on the multiple intelligence theory. Below are examples of three teaching structures that can be used to address the intelligences in your classroom. You may implement the structures sequentially, using the variation approach at the beginning of the year, then add student choices, and finally teach bridging techniques to the students. A combination of these structures ensures a balance of activities to meet the needs of all your students.
