his work, the teacher provided various opportunities for the students to tap into their own strengths. First, in her division of the students into various groups, the teacher ensured that each student had the opportunity to demonstrate his or her cognitive strength. For example, in each of the three groups, the student who played the role of the facilitator possessed tremendous interpersonal intelligence (Gardner, 2005) and related easily to other members in their group. Each group also had at least one member who displayed linguistic and intrapersonal intelligences (Gardner, 2005) to perform the task of analyzing the characters in the story and articulating their findings verbally/and or in writing.
Second, by allowing the students to present their findings in their own selected methods, the teacher again enabled the students to tap into their own cognitive strengths to deliver their findings. It was thus evident that one of the groups with members that exhibited bodily-kinesthetic intelligence (Gardner, 2005) chose to provide a lively dramatic re
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