Question

Mr. Hooper is a fifth-grade teacher at Mt. General Elementary School. He believes very strongly in Gardner's theory of intelligence and that students have various areas of relative strength and weakness. He has attended numerous workshops regarding the application of multiple intelligence theory in the classroom. Over the years, he has developed a classroom that he believes fosters development in all of Gardner's eight Frames of Mind. Mr. Hooper's classroom is bright and cheerful. On the walls hang motivational posters that he believes help children to think about who they are and what they want out of life. In addition, the walls are covered with student-produced art. The room has a conversation area, a naturalist area, and a reading area, as well as the main area where each table accommodates four students. The conversation and reading areas have beanbag chairs so students can be comfortable and are set apart by rolling bookcases. The naturalist area consists of a table filled with rocks, bird nests, shells, and other objects that Mr. Hooper's students have found. Mr. Hooper is also fortunate enough to have three computers in his room. Mr. Hooper believes that allowing students to work in each academic area within their areas of strength will enhance learning. Therefore, when studying the American Revolution, students whose strength is in linguistic intelligence engage in research and write about what they have found. Those whose strength is spatial intelligence create maps of the colonies and battles. Those whose strength is logical-mathematical reasoning compute distances between points and estimate the amount of time required for soldiers to travel. Students with high naturalistic intelligence discuss the various plants and animals likely to be found in different regions of the colonies and discuss whether colonial soldiers could have eaten them to ward off starvation. To ensure that bodily-kinesthetic needs are met, Mr. Hooper regularly has his students stand and either run in place or jump up and down. Interpersonal intelligence needs are met for all students through the use of cooperative learning groups. Intrapersonal intelligence needs are met through journaling. Mr. Hooper always has music playing while the students are working to help meet student's musical intelligence needs.

To what extent do you believe Mr. Hooper has appropriately implemented Gardner's theory of multiple intelligences? Why? What do you think the student's reactions to this classroom would be? Why? How do you think parents would respond? Why? How could you improve on Mr. Hooper's ideas? Explain.

Answer 1

I think that Mr. Hooper's students are very fortunate to have teacher like him. I wish I could have same teacher in my school days or same kinds of classrooms. Mr. Hooper i taking the perfect care of letting students get exposed to call kinds of intelligence especially not through the ways of studies, text books, exams and lessons. The students are using their intelligence in very effective ways. In the history they are also thinking about linguist, spatial, naturalist intelligence. Whereas in many cases students learn only for marks purpose. Students would like this idea, which is definitely not restricting to study and lecture. They would welcome everything of these especially the journals which would be produced monthly. There would be good intra personal development.

Initially I guess students may not develop intelligence but they may exposure to what they like. I think knowing what our child likes is very important from parent's point of view. Now-a-days parents look for the overall development rather than just fetching marks. I think that they would support and appreciate the idea of Mr. Hooper

I think that by managing everything is really stressful for Mr. Hooper at times, so he should appoint some help who could design and improve some more creative ways or appoint 2-3 teachers who are expert in 2-3 skills of the Gardener's intelligence.