Gardner’s construct of multiple intelligences (MI) contributes to the guidance approach.
a. Observe at least an hour in a classroom in which the children seem fully engaged in a variety of activities. Apply Gardner’s construct of MI to your observation. How many of the different intelligences could you document that individual children seemed to be using/developing? Write a sentence or two of documentation for each intelligence you observed. Compare your observations to the Figure 2–3 in the chapter titled “Educational Practices That Foster Multiple Intelligences.”
b. Interview a teacher about how he or she teaches to encourage development in any three of the “nonacademic” intelligences. (The teacher may refer to them as “skills areas” or “competency areas.”) Compare the teacher’s comments to Figure 2–3 in the chapter titled “Educational Practices That Foster Multiple Intelligences.”
