Something I learned:

I find that I am actually using all the intelligences daily. Variety in activities and keeping objectives in mind helps ensure that all children are being reached.

A child's mind is very adaptive. For example, students were asked to line themselves up to leave in alphabetical order and to name their first letter in Spanish. Many equivalent Spanish and English names begin with different letters, but students were quickly able to move to the correct position when they realized they needed to line up according to their Spanish names.

My students outperform those in other FL classes. I think it might be because of the variety of activities we do in my class. I utilize many different activities that integrate different intelligences into the fabric of our daily lessons.

Addressing my students' multiple intelligences helps me to be a better teacher. As I plan new lessons, I keep thinking about how to reach all my learners. The classroom activity log is a great tool that helps me organize ideas for each new unit.

There is a big difference in attitude between my experimental and control groups. Students in the MI group (experimental) are showing an interest in understanding how they learn. Trying to help all students succeed has improved class morale. 

I am enjoying working on this research project. It's helping me grow as a teacher.

Something that surprised me:

If I am confident about a lesson and explain the different activities, students will be more motivated to be successful. This helps me run a cooperatively managed classroom. These new ideas for MI activities are adding to the students' responsibilities, thus enabling them to be more able learners.

Wow, students mastered the Spanish alphabet very quickly. The reason might be that they loved the alphabet songs we learned!

What cannot be seen in the students' grades is the level of involvement and enthusiasm. Project grades were high because students had choices on how to demonstrate their knowledge. Choice is a great motivator.

I found MI activities serve well to reconnect students to what we have been doing and what we are going to do next.

The students loved getting in front of the class to play charades. They were not embarassed at all.

Although some worried about not being good artists, they really enjoyed the drawing activity to represent vocabulary.

Students are now my sounding board for new activities and reflection on old activities. The MI STudy has helped my class become more student-centered. We really help each other learn.

Something that concerns me:

I need to remember to withold my concerns about not teaching to all the intelligences as often as I'd like to, so that my lack of confidence will not affect the learners in my classroom.

I am still not getting the results I expected. The experimental class (receiving the treatment) is more social than my control group. I was hoping to close the gap with the MI activities.

Am I providing enough variety in suggesting ways that students can organize their notes?

How do I incorporate the logical/mathematical and naturalist intelligences into foreign language classes?

Other comments:

I found marked improvement in how my students perceive their own strengths after the implementation of MI activities in my classroom.

How can I reinforce the idea that studying a foreign language is a daily assignment, even when no specific written work is assigned?