Multiple Intelligence Issues

            I'm a mature student and also a student teacher. The learning process has always fascinated me. Throughout my years of education, I've come to know how I learn and what teaching styles are most effective in my learning process.
             From past experience, it seems that many classrooms - whether elementary, secondary or university level, are directed mainly to the linguistic and logical-mathematical learning style students, which leaves students who process information with the other intelligences to struggle with new concepts. With the start of my practicum near, I wanted to research and become more knowledgeable about different learning styles and intelligences and how this knowledge could enhance my teaching practice and create authentic and meaningful learning experiences for my future students. .
             Specifically, I wanted to find how the different multiple intelligences would inform teaching and learning in the Language Arts. This led me to the foundational research of Howard Gardner's Multiple Intelligences (MI) theory as applied to teaching practice and student learning. From this starting point, I found many thought-provoking articles that built upon and highlighted the inclusive and progressive MI theory in practice in Language Arts classrooms. .
             Article Reviews.
             1. Multiple Intelligences in the English Class: An Overview by Peter Smagorinsky.
             This article reviews the Multiple Intelligences (MI) theory and offers suggestions for classroom instruction. Smagorinsky begins this article by introducing himself and touching upon his teaching background and experiences. He discusses Howard Gardner's MI theory and how it provided a powerful psychological foundation that supported the pedagogical approach that he had developed. He posits that this theory allowed him to overcome the scepticism of some of his colleagues surrounding his students who were thought to be "only playing games" rather than using and developing their intelligence when they would act, dance, draw, soundtrack, and otherwise express their conception of the Language Arts curriculum.