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
Wednesday, January 31, 2007
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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