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bodily-kinesthetic, and logical-mathematical. In planning lessons, you can use these categories as guidance in developing your presentations and planning corresponding student activities.
    An easy way for a beginning teacher to address the multiple intelligences in the classroom is to assign students to do a project in the “spirit” of a given intelligence or have them choose their own. They can work individually, with a partner, or in a small group. While it is not possible to plan for students to engage in all eight categories for each lesson, it is possible for you to give students the opportunity to explore each during the course of the year.
     
Intelligence
Teacher Support Suggestions
Verbal-Linguistic (ability to form thoughts and use language for expression)
Provide supplementary reading
    Hold discussion groups
    Have students do presentations
Naturalistic (ability to understand the natural world, flora and fauna, and negotiate in the environment)
Have students interact with plants and animals
    Explore the natural environment
Interpersonal (ability to communicate with others)
Have students work with a partner
    Involve students in cooperative learning
Spatial-Visual (ability to judge space in relation to people and/or other objects)
Bring in artifacts and pictures
    Do demonstrations
    Have students create models and pictures
Musical-Rhythmic (ability to create patterns of sound)
Play different types of music
    Use jingles, chants, and songs as a way of introducing and retaining information
    Have students put on musical presentations
Intrapersonal (ability to think about thinking, reflect, and self-assess)
Provide students with time to reflect and self-assess
    Have students create journals
Bodily-Kinesthetic (ability to move skillfully and manipulate objects)
Have students create and perform skits, role-plays, and simulations
Logical-Mathematical (ability to discern logical or numerical patterns)
Have students categorize information, find sequences, and cause-and-effect relationships
    Utilize inquiry methods and project-based learning
    As time goes on, you will get to know your students and they will get to know each other through their participation in class activities. Through discussion, writing, and various demonstrations of performance, you will become more and more familiar with each student’s personality and his or her needs and interests. You will also come into contact with other school professionals who will provide additional information, for example, through an Individualized Education Plan (IEP).
    G IFTED AND T ALENTED S TUDENTS
    Students with extraordinary intelligences and abilities will also be found in the regular classroom. These children learn quickly and can absorb more material at higher thinking levels if allowed to pursue interests independently. Often teachers will pre-test students to find their prior knowledge or skills and then allow gifted and talented students who show mastery to proceed at an accelerated rate or engage in alternative enrichment activities. Teachers can help these students by providing additional resources and allowing them to work on self-directed projects. Be sure to acknowledge their progress. Using flexible grouping will enable advanced students to work together to produce projects or presentations reflective of their abilities.
    S PECIAL E VENTS
    Alerting yourself to special events in the lives of students will help you communicate your sincere interest as well as encourage them in areas that are most important to them. If you know from the information you gathered that a child isinvolved in forensics, band or orchestra, cheerleading, track, or the school newspaper, you can keep an eye out for times when you can let him or her know that you are following his or her progress.
When I (Cary) was in junior high school, one of my teachers made a point of congratulating me for having my bar mitzvah. This made a big impression on me. It let me know she really cared about