Multiple Intelligences in the Classroom

Each child has his or her own characteristics.
The theory of mulitple intelligences (Gardner, 1993) seems to harbor a number of educational implications that are worthy of consideration. Armstrong (1994) has synthesized these ideas into four key points that educators find attrative about the theory.
1. Each person possesses all eight intelligences. All the eight function together in unique ways.
2. Intelligences can be developed. They change with age, training, and/or experienvces.
3. Intelligences work together in complex ways. Intelligences are always interacting with each other.
4. There are many different wasy to be intelligent. There is no set standard of attributes that one must have in order to be considered intelligent.

Now the question is: how can we apply all of those into classroom day to day teaching, so that each may learn and no one is left behind?

I gave workshops in the RELO Roundtable Discussion session, at LBI FBS UI, KOLITA 7 Atmajaya University, the TEFLIN Conference at UIN Jakarta, and also writing and faciltating workshops for Elementary School teachers. The book is entitled: "Becoming a Creative TEacher: A MAnual for Elementary School Teachers in Indonesia