This qualitative inquiry examines the interaction between third grade students of diverse intelligence strengths and a conventional curriculum. When surveyed, the students reported strongest intelligences of art, music, language, kinesthetic, and mathematics. The conventional curriculum emphasized and rewarded development in language and mathematics. Howard Gardner's Multiple Intelligences eMI) Theory provides the focus of this project. The surveys, interviews, and observations concluded that MI Theory and a conventional curriculum can co-exist, but there are implications that should be of interest to elementary school teachers. These implications range from the simple implication that teachers should know the individual intelligence strengths of their students to the less obvious implication that students whose strongest intelligence is kinesthetic need more opportunity to activate this intelligence than is provided in a conventional curriculum.
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