This chapter discusses many of the multiple intelligences in the classroom and different activities that can be done with each intelligence. It also breaks down the intelligences and the components that attract them the most. What is specific to a linguistic learner vs. a bodily learner? This chapter also suggests that learners are split up based on their multiple intelligences. There was discussion on various quadrants and the debate as to whether or not students should have choice as to whether or not they go into a specific quadrant.
What was really surprising to me was the fact that the book suggested that students who are linguistic learners should read books and write about what they've read. That obviously relates directly to that type of learning style but it seems like that would be more of a punishment to those students because other intelligences are able to listen to songs and make their own songs, or design a new house, etc. more fun things. I also didn't think it was right for us as teachers to split these students up into groups based off intelligences because that would single people out and make certain intelligences negative toward one another. I think that the teacher should be aware of the various intelligence but that the class shouldn't be divided based among them.
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