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