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!
Sunday, February 11, 2007
Chapter 5
Abstract
Using the multiple intelligence theory to apply all eight intelligences in the classroom has proven to be the best technique used for students. Today seventy percent of classroom time is consisted of “teacher talk” or students doing written assignments. Studies have shown that this method is not as effective as strategies used from the eight intelligences. Teachers need to expand their repertoire of techniques, tools, and strategies beyond the typical linguistic and logical classrooms. The book describes how an MI teacher contrasts with a traditional teacher. The traditional teacher will lecture, instruct students to take notes, and give out tests. However, a MI teacher will consistently shift there classroom instruction using the multiple intelligences in creative and innovative ways. The book offers a model that gives a list of techniques and materials that can be used in teaching for all of the intelligences. As Rousseau, an early philosopher, once stated: “a child can not learn by words, but by experience.”
Reflection
We all felt a connection with the examples of using the methods in the classroom. It gave good examples of how to use and apply each intelligence in the curriculum. It also serves as a good outline to follow when thinking about instructional strategies. We believe that thematic structure is also essential for use in the classroom. Students will stay more involved with the work when they understand what it can be applied to and are more likely to remember it. It is also avoids the constant questions of the purpose of the material.
By: Tyler
Using the multiple intelligence theory to apply all eight intelligences in the classroom has proven to be the best technique used for students. Today seventy percent of classroom time is consisted of “teacher talk” or students doing written assignments. Studies have shown that this method is not as effective as strategies used from the eight intelligences. Teachers need to expand their repertoire of techniques, tools, and strategies beyond the typical linguistic and logical classrooms. The book describes how an MI teacher contrasts with a traditional teacher. The traditional teacher will lecture, instruct students to take notes, and give out tests. However, a MI teacher will consistently shift there classroom instruction using the multiple intelligences in creative and innovative ways. The book offers a model that gives a list of techniques and materials that can be used in teaching for all of the intelligences. As Rousseau, an early philosopher, once stated: “a child can not learn by words, but by experience.”
Reflection
We all felt a connection with the examples of using the methods in the classroom. It gave good examples of how to use and apply each intelligence in the curriculum. It also serves as a good outline to follow when thinking about instructional strategies. We believe that thematic structure is also essential for use in the classroom. Students will stay more involved with the work when they understand what it can be applied to and are more likely to remember it. It is also avoids the constant questions of the purpose of the material.
By: Tyler
Chapter 10
Abstract:
This chapter was about using MI to assess your students. The chapter stated that the most important prerequisites to authentic assessment is observation. The next most important component in implementing authentic assessment is the documentation of student products. The chapter gives many alternatives to standardized testing and tools that will help you learn what is the best way to assess your individual students. Authentic assessments allow students to show what they have learned in an environment in which they would expect to show that learning in real life. Standardized tests, like multiple choice, really only test what the students "don't know." Standardized assessments test students in an unfamiliar environment and assess the knowledge that is far from the real world situation and only is able to show students at one skill level. With authentic assessment, we are able to see what the students know and how they can demonstrate that knowledge.
Reflection:
For the most part, our group talked about the use of portfolios in the classrooms. While some of us believed that standardized tests are still necissary in the classroom every so often, we all felt it was important to use other authentic assessments that allowed the students to show what they've learned. As an alternative way to assess, we thought the portfolios was a great way to bring everything in the course together and show what the students have learned over the course of the semester or unit. A test can be compared to a "snapshot" of what students can demonstrate, but a portfolio offers more of a photo album and shows a multitude of their skills and knowledge in a variety of intelligences. Other group members felt strongly that by catering to our students specific intelligences all the time wasn't helpful either. As teachers, it is our responsibility to help our students develop their other area of intelligences. In the real world, most people excel in one area, but its important to have a balance in the other areas.
Posted by Katie ;)
This chapter was about using MI to assess your students. The chapter stated that the most important prerequisites to authentic assessment is observation. The next most important component in implementing authentic assessment is the documentation of student products. The chapter gives many alternatives to standardized testing and tools that will help you learn what is the best way to assess your individual students. Authentic assessments allow students to show what they have learned in an environment in which they would expect to show that learning in real life. Standardized tests, like multiple choice, really only test what the students "don't know." Standardized assessments test students in an unfamiliar environment and assess the knowledge that is far from the real world situation and only is able to show students at one skill level. With authentic assessment, we are able to see what the students know and how they can demonstrate that knowledge.
Reflection:
For the most part, our group talked about the use of portfolios in the classrooms. While some of us believed that standardized tests are still necissary in the classroom every so often, we all felt it was important to use other authentic assessments that allowed the students to show what they've learned. As an alternative way to assess, we thought the portfolios was a great way to bring everything in the course together and show what the students have learned over the course of the semester or unit. A test can be compared to a "snapshot" of what students can demonstrate, but a portfolio offers more of a photo album and shows a multitude of their skills and knowledge in a variety of intelligences. Other group members felt strongly that by catering to our students specific intelligences all the time wasn't helpful either. As teachers, it is our responsibility to help our students develop their other area of intelligences. In the real world, most people excel in one area, but its important to have a balance in the other areas.
Posted by Katie ;)
Wednesday, January 31, 2007
Chapter Three Response
Abstract:
This chapter was about how to find out which of the eight intelligences your studens possess. It is true that every person does have the ability to exhibit all eight intelligences there are certain ones that they are more inclined to and that will help them learn better. The chapter also gives teachers tools to help you determine how to find out what your students learning inclinations are. Some suggestions are collecting documents, looking at school records, talking with other teachers, talking with parents, asking the students themselves, and setting up special activities. Another is to simply observe what your students do in their free time and the habits they exhibit while learning.
Reactions:
Everyone in our group found this chapter helpful and we all felt as though it gave us good strategies on how to help our students learn better. We all agreed that we could see us using some of these strategies in the classroom. Tyler and Katie both thought that it was particularly important for them to identify student intelligences early because in most health classes in the state of Maine you only get to have the students for a semester a year. Also, we all made a note of how important it is for us to take the time to do this because we do not get to spend as much time with students as elementary teachers do. Rich said that he loved this chapter because he will be better able to reach the students if he takes them time to learn their intelligences. The tool I enjoyed the most was simply asking the student themselves about how they feel they learn best. Students from a very early age are beautifully insightful about themselves.
Posted by Katelyn
This chapter was about how to find out which of the eight intelligences your studens possess. It is true that every person does have the ability to exhibit all eight intelligences there are certain ones that they are more inclined to and that will help them learn better. The chapter also gives teachers tools to help you determine how to find out what your students learning inclinations are. Some suggestions are collecting documents, looking at school records, talking with other teachers, talking with parents, asking the students themselves, and setting up special activities. Another is to simply observe what your students do in their free time and the habits they exhibit while learning.
Reactions:
Everyone in our group found this chapter helpful and we all felt as though it gave us good strategies on how to help our students learn better. We all agreed that we could see us using some of these strategies in the classroom. Tyler and Katie both thought that it was particularly important for them to identify student intelligences early because in most health classes in the state of Maine you only get to have the students for a semester a year. Also, we all made a note of how important it is for us to take the time to do this because we do not get to spend as much time with students as elementary teachers do. Rich said that he loved this chapter because he will be better able to reach the students if he takes them time to learn their intelligences. The tool I enjoyed the most was simply asking the student themselves about how they feel they learn best. Students from a very early age are beautifully insightful about themselves.
Posted by Katelyn
Chapter 4
Abstract:
Chapter four highlights how students are able to benefit from activities that aid them in discovering and reflecting on their own learning processes. The chapter gives several brief examples on how an educator can give a five minute introduction of the multiple intelligence theory to his class. For students to understand their strongest multiple intelligence and way of learning, they have to understand what the theory means. Like most people, the majority of students define “intelligence” too narrowly. However, by explaining our 8 multiple intelligences, we can change students’ perspectives on themselves and others. The book suggests that we inform students that they have eight separate intelligences and some can be stronger than others. Simplifying them into words they’re able to understand (like linguistic to word smart) and creating pie charts that divides them into sections will make it easier for students to understand how the theory works.
Reflection:
What we liked most about this chapter was how they explained that teachers should relate the MI theory into real world application. It allows the student to relate it to a real life situation, which will help them better understand the material and allow them to realize the purpose of it.
Another important point of the chapter was that if students are more aware of how they learn, they can chose their own strategies for problem solving that may be more favorable to their stronger intelligence. If students know more about their strengths and weaknesses as learners, then the teachers are more likely to know as well. Students can make the teacher aware of what works for them and possibly direct some of the learning strategies by making suggestions. The student’s confidence is also built up, knowing that they have an area of expertise.
By: Tyler
Chapter four highlights how students are able to benefit from activities that aid them in discovering and reflecting on their own learning processes. The chapter gives several brief examples on how an educator can give a five minute introduction of the multiple intelligence theory to his class. For students to understand their strongest multiple intelligence and way of learning, they have to understand what the theory means. Like most people, the majority of students define “intelligence” too narrowly. However, by explaining our 8 multiple intelligences, we can change students’ perspectives on themselves and others. The book suggests that we inform students that they have eight separate intelligences and some can be stronger than others. Simplifying them into words they’re able to understand (like linguistic to word smart) and creating pie charts that divides them into sections will make it easier for students to understand how the theory works.
Reflection:
What we liked most about this chapter was how they explained that teachers should relate the MI theory into real world application. It allows the student to relate it to a real life situation, which will help them better understand the material and allow them to realize the purpose of it.
Another important point of the chapter was that if students are more aware of how they learn, they can chose their own strategies for problem solving that may be more favorable to their stronger intelligence. If students know more about their strengths and weaknesses as learners, then the teachers are more likely to know as well. Students can make the teacher aware of what works for them and possibly direct some of the learning strategies by making suggestions. The student’s confidence is also built up, knowing that they have an area of expertise.
By: Tyler
Monday, January 29, 2007
Chapter Two Reponse
Chapter Two
Abstract:
This chapter was basically focused on figuring out your own personal mulitple intelligences. This chapter points out the important fact that there are no stronger and weaker intelligences. Everyone has the capibilty to excell in all of the intelligences though not many people choose to develop them all. How intelliegences develop depend on three different factors: biological endowment, personal life history, and culture and historical backround. The most helpful part of this chapter was an inventory that helped adults determine which intelligences they possesed that were most prominent.
Reactions:
We found this chapter particularly important because it helped us determine which intelligences we all possessed. None of us were very suprised by our findings. Katie and Tyler both possessed strong aptitudes toward kinestetic learning which makes sense because they are community health majors. Rich possessed in aptitude toward logical learning which makes perfect sense because he is a math major. Katelyn possessed an aptitude towards linguistic and interpersonal learning with the lowest scores in logical and mathematical which made sense because she never liked math and science in school and always has been very vocal.
Posted by: Katelyn
Abstract:
This chapter was basically focused on figuring out your own personal mulitple intelligences. This chapter points out the important fact that there are no stronger and weaker intelligences. Everyone has the capibilty to excell in all of the intelligences though not many people choose to develop them all. How intelliegences develop depend on three different factors: biological endowment, personal life history, and culture and historical backround. The most helpful part of this chapter was an inventory that helped adults determine which intelligences they possesed that were most prominent.
Reactions:
We found this chapter particularly important because it helped us determine which intelligences we all possessed. None of us were very suprised by our findings. Katie and Tyler both possessed strong aptitudes toward kinestetic learning which makes sense because they are community health majors. Rich possessed in aptitude toward logical learning which makes perfect sense because he is a math major. Katelyn possessed an aptitude towards linguistic and interpersonal learning with the lowest scores in logical and mathematical which made sense because she never liked math and science in school and always has been very vocal.
Posted by: Katelyn
Sunday, January 28, 2007
Chapter 1 Reflection
The group thought this chapter, as well as the graphing activity in the class, was helpful in considering what our own intelligences were. We were able to find out what areas were our strongest, and what areas needed work.
During the reading we found that some of us were concerned because Gardner mentioned that the best teachers will have a common ground for all intelligences, but most of us don’t have that balance. However, later in the chapter it was relieving to read that people can develop each intelligence to an adequate level of competency. Gardner said that most individuals have the capability to develop all eight intelligences to a reasonably high performance level if they are given the right instruction, tools, and opportunities. As future teachers, we all thought that it is vital to start developing our weaker areas because in order to be an effective educator, we will need to use all eight intelligences in the classroom.
For a long time, IQ tests developed by psychologist were the means of determining of how intelligent individuals were. However, this chapter describes how psychologist Gardner believed that our society defines intelligence too narrowly, and intelligent can be better defined in eight basic intelligences. (Theory of Multiple Intelligences) He also believed that intelligence “has more to do with the capacity for solving problems and fashioning products in a context- rich and naturalistic setting.” The chapter explains what entails in the following eight intelligences: linguistic, logical- mathematical, spatial, bodily-kinesthetic, musical, interpersonal, intrapersonal, and naturalist. The chapter then goes on to describe how Gardner argues that the MI theory can be applied to savants, prodigies, exceptional individuals, as well as the average person and how our culture values these different intelligences.
posted by Katie.
During the reading we found that some of us were concerned because Gardner mentioned that the best teachers will have a common ground for all intelligences, but most of us don’t have that balance. However, later in the chapter it was relieving to read that people can develop each intelligence to an adequate level of competency. Gardner said that most individuals have the capability to develop all eight intelligences to a reasonably high performance level if they are given the right instruction, tools, and opportunities. As future teachers, we all thought that it is vital to start developing our weaker areas because in order to be an effective educator, we will need to use all eight intelligences in the classroom.
For a long time, IQ tests developed by psychologist were the means of determining of how intelligent individuals were. However, this chapter describes how psychologist Gardner believed that our society defines intelligence too narrowly, and intelligent can be better defined in eight basic intelligences. (Theory of Multiple Intelligences) He also believed that intelligence “has more to do with the capacity for solving problems and fashioning products in a context- rich and naturalistic setting.” The chapter explains what entails in the following eight intelligences: linguistic, logical- mathematical, spatial, bodily-kinesthetic, musical, interpersonal, intrapersonal, and naturalist. The chapter then goes on to describe how Gardner argues that the MI theory can be applied to savants, prodigies, exceptional individuals, as well as the average person and how our culture values these different intelligences.
posted by Katie.
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