MI Chapter 5: MI Theory and Curriculum Development

              In this chapter of MI theory, Armstrong confers about how easy it is to incorporate MI theory into your curriculum. He tells us that MI theory provides a way to keep your students engaged through a variety of curricula. In order to be an efficient MI teacher one must be willing to think of all the intelligences as well as incorporate them into the unit at least once. In this chapter, it lists a wide variety of ways to do this as well as gives educators a basic diagram to help gather their thoughts and incorporate ideas for each. The trick to this diagram is just to write everything down that applies to the idea. MI has the ability to be found in any skill, content area, or a theme a teacher wants to address as well as be used in any of the eight intelligences the educator wants to use. Armstrong describes MI and thematic instruction as a way in which “themes cut through traditional curricular boundaries, weave together subjects and skills that are found naturally in life, and provide students with opportunities to use their multiple intelligences” (Pg. 67). Here he is saying that when using MI theory with theme it is able to explore many different areas and allows a student a new way to look at the theme with the multiple intelligences being used. When he talks about how certain learning styles such as language don’t have to be just specifically linguistic learning but can actually use the multiple intelligences; I was challenged to think about ways I could possibly incorporate the intelligences into my class. I can find myself using some of his method brought forward in this chapter as ways to make sure I am incorporating all the intelligences into my lessons.