Abstract:
This chapter is about multiple intelligences theory and how it provides an ideal context for making sense out of students cognitive skills. The areas emphasized in this chapter are memory, problem solving, and blooms level of cognitive ability. The first area spoken about is memory. For a long time teachers believed in the notion that some students had good memory and some had bad. However, now it is believed that no student has a “bad memory” it is only directly related to their strength in an area of intelligence. An example of this would be spelling. Students who are poor at spelling may be able to learn it easier if we relate it things like musical intelligence by singing the words. For the spatial learners, spelling words can be visualized on an “internal blackboard”.
The second area was problem solving. Recent studies have shown that U. S students are falling behind when it comes to higher order cognitive processes. Because of this, educators are looking for ways that will help students think more effectively when confronted with academic problems. The book suggested visualization of their ideas. “They can learn to sketch metaphorical images that relate to problems they are working on.” A few other strategies listed self talk for linguistics, mind- mapping for spatial intelligence, and kinesthetic imagery for the bodily intelligences. The last part of this chapter is about how the MI theory relates to the Blooms Levels of Cognitive Complexity. Blooms 6 levels ensures that instruction stimulates and helps develop the students higher order thinking processes. (Knowledge, comprehension, application, analysis, synthesis, evaluation.) These 6 facets of learning allow for us to evaluate how deeply students minds “have been stirred by a MI curriculum.”
Reflection:
I think we can all relate to a time when we were in school, in particular a certain subject, where we just couldn’t remember the material that we were suppose to be learning. Most of us might have thought it was because were stupid, but what if we could have learned that material in a different way, one that is more favorable to your learning style? This chapter talks how no one can really have a “bad memory” but their memory may be directly related to their stronger intelligence. If we can teach students something like spelling in more than one technique, to hit intelligences outside the linguistic, students are more likely to acquire that skill efficiently.
The last piece of this chapter we found important was the Blooms level of cognitive complexity. We developed our six lesson plans around these six facets, and it really does show how deep students can get into the material. So not only does it help educators create more effective lesson plans, it also checks for how much the students are grasping from the material.
Wednesday, March 21, 2007
Chapter 13
Abstract:
Chapter 13 mainly talks about 3 other applications of the MI theory that help broaden the perspective and existing understandings of a topic for students. The three mentioned in this chapter are computer technology, cultural diversity, and career counseling. Computers provide us with many opportunities to address all of the multiple intelligences through their software programs. They offer word processing for your linguistic students, draw and paint for your spatial, construction kits for your kinesthetic, and many more. The book mentions that the most exciting technology application is the emerging use of multimedia programs. Using this software, many forms of the intelligences can be used in a unique and interesting way. The second part, cultural diversity, speaks about how our country has changed demographically making the student population very diverse and posing as greater challenges for the teachers. The MI theory provides a model that is culturally sensitive to such differences and allows students to celebrate these different ways in which different cultures think. Each culture values one intelligence over the other, but the eight intelligences exist in every one. The book mentioned holding multi-cultural and intelligence fairs at your school to celebrate differences, as well as developing curriculums that integrate MI theory into multicultural units. The last application was career counseling. This spoke about how the MI theory provides a vehicle to younger students to help them begin to develop vocational aspirations.
Reflection:
I thought this chapter was somewhat repetitive the past chapters we have read in the MI book. We have learned a lot about how to apply the MI theory in the classroom, but I guess it was helpful to know that we could use computers to help strengthen and use intelligences in the classroom as well. However, as a health educator, I’m somewhat torn when it comes to using computers. I’m grateful that we are able to use these powerful tools to help our students broaden their perspectives in a topic, but I will not use them regularly. I think students already spend way too much time on computers, and to say they can develop their kinesthetic intelligence sitting on a computer is somewhat contradictory. The part our team really liked about this chapter was the career counseling. We loved the idea that students could start getting a good understanding at what their strengths are and how that would involve their future. Not only does that important, but know their intelligences can only help further develop and strengthen those areas that need attention.
Chapter 13 mainly talks about 3 other applications of the MI theory that help broaden the perspective and existing understandings of a topic for students. The three mentioned in this chapter are computer technology, cultural diversity, and career counseling. Computers provide us with many opportunities to address all of the multiple intelligences through their software programs. They offer word processing for your linguistic students, draw and paint for your spatial, construction kits for your kinesthetic, and many more. The book mentions that the most exciting technology application is the emerging use of multimedia programs. Using this software, many forms of the intelligences can be used in a unique and interesting way. The second part, cultural diversity, speaks about how our country has changed demographically making the student population very diverse and posing as greater challenges for the teachers. The MI theory provides a model that is culturally sensitive to such differences and allows students to celebrate these different ways in which different cultures think. Each culture values one intelligence over the other, but the eight intelligences exist in every one. The book mentioned holding multi-cultural and intelligence fairs at your school to celebrate differences, as well as developing curriculums that integrate MI theory into multicultural units. The last application was career counseling. This spoke about how the MI theory provides a vehicle to younger students to help them begin to develop vocational aspirations.
Reflection:
I thought this chapter was somewhat repetitive the past chapters we have read in the MI book. We have learned a lot about how to apply the MI theory in the classroom, but I guess it was helpful to know that we could use computers to help strengthen and use intelligences in the classroom as well. However, as a health educator, I’m somewhat torn when it comes to using computers. I’m grateful that we are able to use these powerful tools to help our students broaden their perspectives in a topic, but I will not use them regularly. I think students already spend way too much time on computers, and to say they can develop their kinesthetic intelligence sitting on a computer is somewhat contradictory. The part our team really liked about this chapter was the career counseling. We loved the idea that students could start getting a good understanding at what their strengths are and how that would involve their future. Not only does that important, but know their intelligences can only help further develop and strengthen those areas that need attention.
Chapter 8
Abstract:
This chapter was about using the Multiple Intelligence's theory to control classroom management. There were a few different classroom situations given; the first was getting students attention, the second was preparing for class transitions, the third was communicating class rules, the fourth was forming groups, and the last was managing behavorial problems. For each classroom management situation the chapter gave examples of strategies a teacher could use to deal with the problem using all of the eight multiple intelligences. Examples of this was for communicating class rules, for a musical intelligence the students could set the rules to a song that they either make up or set to a pre-existing song.
Reflection:
This chapter was helpful mostly because it actually gave examples for problems that could occur in terms of classroom management. It gave tips and tools not just in terms of managing your class but how to manage it using all eight of the multiple intelligences. As a group the only problem we had with it was that the examples for the bahavioral issue seeme to be inappropriate for secondary aged students. Some examples that seemed too young were "pet therapy," having the student role play appropriate and inappropriate actions, and naming an animal to a feeling they have and learning how to "tame" it.
This chapter was about using the Multiple Intelligence's theory to control classroom management. There were a few different classroom situations given; the first was getting students attention, the second was preparing for class transitions, the third was communicating class rules, the fourth was forming groups, and the last was managing behavorial problems. For each classroom management situation the chapter gave examples of strategies a teacher could use to deal with the problem using all of the eight multiple intelligences. Examples of this was for communicating class rules, for a musical intelligence the students could set the rules to a song that they either make up or set to a pre-existing song.
Reflection:
This chapter was helpful mostly because it actually gave examples for problems that could occur in terms of classroom management. It gave tips and tools not just in terms of managing your class but how to manage it using all eight of the multiple intelligences. As a group the only problem we had with it was that the examples for the bahavioral issue seeme to be inappropriate for secondary aged students. Some examples that seemed too young were "pet therapy," having the student role play appropriate and inappropriate actions, and naming an animal to a feeling they have and learning how to "tame" it.
Tuesday, March 20, 2007
Chapter 11
Abstract:
This chapter described the importance of multiple intelligences in lesson plans for special education. Many students are labeled “special,” because there abilities with writing, reading, spelling, science, social studies, and math are not as developed as the average student their age. It is not that these students are slow or dumb; it’s that their abilities do not allow them to grasp the material as easily, and their strengths usually come from another area. Some student’s disabilities allow them to develop exceptional abilities. These are the students who truly benefit from a diverse classroom that uses all the multiple intelligences daily. They have the opportunity to work with what they best comprehend. For these certain students, teachers and administrators should really focus on what there learning capabilities thrive in. This way they are to place more of that intelligence into the lesson plan for them, or assign them work that focuses on that intelligent. If MI theories are developed through all school systems, then this will lead to less special education classes and more MI consultant specialist that can help identify students intelligences and focusing on the different interventions to use.
Reflection:
We all agreed with everything that the chapter had to say, and especially agreed with how teachers need to focus more on certain intelligences for these students and maximize there learning growth by using them. Some of us thought that it might be a stretch to lose some of the special education classes, as those are typically small and allow students to grow more in them. At the same time, we all thought the use of the special education teacher as a specialist who works with the teacher in developing strategies to maximize student’s strengths would be much more beneficial for the student’s mental and social growth.
By: Tyler
This chapter described the importance of multiple intelligences in lesson plans for special education. Many students are labeled “special,” because there abilities with writing, reading, spelling, science, social studies, and math are not as developed as the average student their age. It is not that these students are slow or dumb; it’s that their abilities do not allow them to grasp the material as easily, and their strengths usually come from another area. Some student’s disabilities allow them to develop exceptional abilities. These are the students who truly benefit from a diverse classroom that uses all the multiple intelligences daily. They have the opportunity to work with what they best comprehend. For these certain students, teachers and administrators should really focus on what there learning capabilities thrive in. This way they are to place more of that intelligence into the lesson plan for them, or assign them work that focuses on that intelligent. If MI theories are developed through all school systems, then this will lead to less special education classes and more MI consultant specialist that can help identify students intelligences and focusing on the different interventions to use.
Reflection:
We all agreed with everything that the chapter had to say, and especially agreed with how teachers need to focus more on certain intelligences for these students and maximize there learning growth by using them. Some of us thought that it might be a stretch to lose some of the special education classes, as those are typically small and allow students to grow more in them. At the same time, we all thought the use of the special education teacher as a specialist who works with the teacher in developing strategies to maximize student’s strengths would be much more beneficial for the student’s mental and social growth.
By: Tyler
Friday, February 23, 2007
Chapter 14
Abstract:
This chapter introduces us to existential intelligence, Gardner’s latest idea in what might be a ninth intelligence. Existential intelligence is the concern with ultimate life issues. People who are existential intelligent ask “who are we?” “What’s it all about?” “Why is there evil?” “Where is humanity heading?” and “Is there meaning to life?” Examples include pastors, rabbis, priests, philosophers, scientists, and much more. The existential intelligence fits into many of the terms in Gardner’s criteria, yet it is not quit a perfect fit. Unlike all the other intelligences, existential intelligent is difficult to use in the classroom. Using this intelligent would force educators into creating a criteria that are far to limiting and artificial. Unlike the other intelligences, existential intelligence would not be pushed into lesson plans by educators, Gardner dedicated it more to examining the broader efforts of humanity and to address existential concerns in a diversity of ways. The chapter concludes by giving examples of how teachers can use it in the classroom.
Reflection:
A couple of us believed that existential intelligence could be part of the other eight, while the other two felt is should be something else, but not part of the intelligences. Either way, we all felt that it is very different in a lot of ways to the other intelligences. We feel that trying to teach this intelligence would be extremely difficult and hard to do without becoming bias or controversial. Other then history, it would be difficult for the other students to use and understand, especially when they are required to have strong feeling for something that they might not care that much about. We feel that if a student does have this intelligence, then they will be able to apply it to their work either way.
By: Tyler
This chapter introduces us to existential intelligence, Gardner’s latest idea in what might be a ninth intelligence. Existential intelligence is the concern with ultimate life issues. People who are existential intelligent ask “who are we?” “What’s it all about?” “Why is there evil?” “Where is humanity heading?” and “Is there meaning to life?” Examples include pastors, rabbis, priests, philosophers, scientists, and much more. The existential intelligence fits into many of the terms in Gardner’s criteria, yet it is not quit a perfect fit. Unlike all the other intelligences, existential intelligent is difficult to use in the classroom. Using this intelligent would force educators into creating a criteria that are far to limiting and artificial. Unlike the other intelligences, existential intelligence would not be pushed into lesson plans by educators, Gardner dedicated it more to examining the broader efforts of humanity and to address existential concerns in a diversity of ways. The chapter concludes by giving examples of how teachers can use it in the classroom.
Reflection:
A couple of us believed that existential intelligence could be part of the other eight, while the other two felt is should be something else, but not part of the intelligences. Either way, we all felt that it is very different in a lot of ways to the other intelligences. We feel that trying to teach this intelligence would be extremely difficult and hard to do without becoming bias or controversial. Other then history, it would be difficult for the other students to use and understand, especially when they are required to have strong feeling for something that they might not care that much about. We feel that if a student does have this intelligence, then they will be able to apply it to their work either way.
By: Tyler
Thursday, February 22, 2007
Chapter 6
Abstract:
This chapter gave 40 total teaching strategies, 5 for each eight of the intelligences. The strategies are pretty general and can be used in most classrooms is they are adjusted to the skill level of the students. It is important to use a variety of teaching strategies that will keep the students interested and help them remember the material for a long period of time. Linguistic had examples like brainstorming, story telling, and journal writing. Bodily Kinesthetic gave examples like body answers, classroom theatre and hands on thinking. The list for strategies in each intelligence goes on and descrives specific ways to incorperate them in our every day instruction.
Reaction:
All of us liked this chapter because it gave us ideas of ways that we might be able to incorperate the intelligences into our classes. All of us felt we would use several of the strategies in our classrooms. Katie thought she would gravitate toward the boldily and naturalist activities but after reading this chapter she thinks she would be more likely and capable of incorperating all of the intelligences without struggling. Katie liked how some of these strategies seemed simple but could make a world of difference to the student. Everyone liked how these examples have us strategies we could use in the intelligences we were not strong at, Tyler in particular.
This chapter gave 40 total teaching strategies, 5 for each eight of the intelligences. The strategies are pretty general and can be used in most classrooms is they are adjusted to the skill level of the students. It is important to use a variety of teaching strategies that will keep the students interested and help them remember the material for a long period of time. Linguistic had examples like brainstorming, story telling, and journal writing. Bodily Kinesthetic gave examples like body answers, classroom theatre and hands on thinking. The list for strategies in each intelligence goes on and descrives specific ways to incorperate them in our every day instruction.
Reaction:
All of us liked this chapter because it gave us ideas of ways that we might be able to incorperate the intelligences into our classes. All of us felt we would use several of the strategies in our classrooms. Katie thought she would gravitate toward the boldily and naturalist activities but after reading this chapter she thinks she would be more likely and capable of incorperating all of the intelligences without struggling. Katie liked how some of these strategies seemed simple but could make a world of difference to the student. Everyone liked how these examples have us strategies we could use in the intelligences we were not strong at, Tyler in particular.
Wednesday, February 14, 2007
Chapter 7
For the most part this chapter is about the environment that is created within the classroom. It tells us that the classroom can be divided up into multiple intelligence activity centers for the students. When you create a classroom that is organized and dedicated to all of the intelligences, we are able to create a learning environment that helps all of the learners instead of the majority. When you help all of the learners it makes learning easier and it makes your job easier. We should allow students to pick the centers that they want to go to that way we can see what their strengths are. This chapter also talks about the four quadrant activity centers and the function of each one.
My group loves this chapter and the thought of creating activity centers, but we do have a few problems with it. This seems to be a good thing for the most part, however, high school students don't spend as much time with their teachers. This would effect the teacher from knowing what the student likes. It seems to be more of a benefit to a middle school or grammar school. The teacher is with the student most of the day and is able to see more of an improvement. We like this idea, but we think that it serves more justice with younger students! This chapter also describes very clearly on how to set up the classroom and we all agree that if needed to reference the idea then this book would be the one to look at. It is very helpful in telling you how to achieve the goal at hand. We also even like the fact that groups can be switched up that way students don't get bored and they have other people that they can work with. The last thing that we commented on was the fact that by creating multiple intelligence areas you allow the student to get comfortable and that allows them to produce higher quality work. That is a definite upside to having the activity centers. We all know that when we are comfortable we do things better than we would if we were stressed. Overall, it was a really informative chapter!
My group loves this chapter and the thought of creating activity centers, but we do have a few problems with it. This seems to be a good thing for the most part, however, high school students don't spend as much time with their teachers. This would effect the teacher from knowing what the student likes. It seems to be more of a benefit to a middle school or grammar school. The teacher is with the student most of the day and is able to see more of an improvement. We like this idea, but we think that it serves more justice with younger students! This chapter also describes very clearly on how to set up the classroom and we all agree that if needed to reference the idea then this book would be the one to look at. It is very helpful in telling you how to achieve the goal at hand. We also even like the fact that groups can be switched up that way students don't get bored and they have other people that they can work with. The last thing that we commented on was the fact that by creating multiple intelligence areas you allow the student to get comfortable and that allows them to produce higher quality work. That is a definite upside to having the activity centers. We all know that when we are comfortable we do things better than we would if we were stressed. Overall, it was a really informative chapter!
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