Abstract
How a classroom is arranged can aid or hinder the many different learners that are in there. Chapter seven of the Multiple Intelligences talks about one of the simplest ways to organize a class in order reach all of your students with the different intelligences; activity centers. Armstrong talks about the four different activity centers that a teacher could implement in his or her classroom; the permanent open-ended activity center, the temporary open-ended activity center, the permanent topic-specific activity center, and the temporary topic-specific activity center. The permanent open-ended center is a center that is in the classroom all year long, like a reading nook or art area. The temporary open-ended center is something resembling the permanent open-ended center but can be taken down and setup quickly. Games involving the multiple intelligences are the best ways to accomplish this activity. The most practical of the four centers is the temporary topic-specific centers. These centers change frequently as the unit or lessons change. These centers tend to be activities dealing with the eight intelligences that focus on a certain topic. The final center is the permanent topic-specific center. These centers are typically used in a classroom setting where there is a yearlong theme and the activities can change with the different lessons pertaining to the theme.
Synthesis
This chapter presented some ideas that most of us have never even thought of. The idea of the classroom arrangement had never occurred to many of us as an important aspect to teaching effectively. The activity centers were mentioned seem like excellent ways to use the environment of a class to encourage learning. Coming up with centers for a lesson could be difficult, but coming up with these centers is as easy as searching on the Internet for starter ideas.
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