In these four chapters the focus was on applying MI aesthetically in school wide ways, the classrooms, the hallways, and even outside of school. Some of the main points talk about having activity centers within the classroom, each of which may cater to a different intelligence. Not only do these centers improve the students learning and overall good experience in the classroom, but they also serve as a way for a teacher to assess the students stronger ( and less strong) intelligences.
Furthermore as stated it discusses making an entire school cater to MI, where not just the classroom is fostered to MI needs, but let me iterate one more time, the entire school. Some examples were that each year the school would have particular themes that each classroom would work towards, as well as having different areas in the school that served as centers for particular intelligences ( just like the class activity centers, except in areas throughout the school).
The next two chapters focused on ways that MI could work outside of the classroom like with computers, future careers, and cultural diversity. It also talked of existential intelligence, the intelligence that is not yet included on the list.
Overall the general theme of this grouping of chapters was how to apply MI in not just your teaching methods but in every interaction your learners may have. The first three chapters certainly cater to that idea of a theme, but the fourth, the one dealing with existential intelligence is a little harder to link entirely to that theme. Luckily, Armstrong gives us some lovely reading on how he thinks that existential intelligence can link with other areas of the curriculum, which in turn links it to MI theory.
These chapters gave some useful information on how to make your classroom more geared to cater to every type of learner you may find in your classroom. Some of my favorite ideas were the different ideas of posters and other things around the room that different learners may find stimulating to look at, which in turn would keep them awake. Furthermore, I really enjoyed the idea about having different centers in the classroom that work with each intelligence. Whether the students are allowed to use these centers in their free time or all the time while learning is something I will have to work out with myself as I continue to learn more about how I am going to teach, but I certainly see the value in having areas where students can go in their downtime to increase their usage of each intelligence area. Also, any chance to view my students own interests and what draws them intellectually is always great, especially when I can assess what areas on intelligence they may find interesting. I am not quite sure how to relate existential theory deeply with the rest of the intelligences, or with how it matches the themes of the other three chapters, but personally I view that intelligence as something that would be great to include in my classroom. Any classroom where students feel free to ask questions is a good one, and what is more though provoking than existential questions?
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