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
Friday, February 23, 2007
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 ;)
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