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Abstract:
In chapter one of //Multiple Intelligences,// Armstrong explained all eight intelligences proposed by Howard Gardner and provided charts full of information in a multitude of categories on the intelligences. The eight described in the text are Linguistic, Logical-Mathematical, Spatial, Bodily-Kinesthetic, Musical, Interpersonal, Intrapersonal, and Naturalist. Some of the categories in the chart were, core components, symbol systems, High End States, developmental factors and many more. Armstrong further explained the inner workings of the MIs. Gardner believed that everyone shows signs of all eight intelligences; just some are more developed than others. As Clayton said in his blog entry “Each of these intelligences is based on an individual’s different abilities, each one having a different practical purpose.” Clayton and the author both discussed how MIs are unique to each person and our own experiences throughout life help to shape our MIs. The chapter shows us that there are some people who have just one or two very accelerated MI’s for whatever reason. These people are called savants. Savants are overly developed in just one or two intelligences and are severely behind in the others. This can be caused by a multitude of things, even traumatic brain injury. Armstrong also discusses how the MI theory came to be and the history of MIs. The chapter also touches upon the importance of assessing students MI’s and our own. There are many ways to **[|test]** our multiple intelligences. These can be very useful on the first day of class to get to know your students and there MI’s.

Andrew Carlson

Synthesis:
We all plan on using the MI theory in our classroom. Many of us talked about the importance to test our students MI’s and our own so that we can fully understand how to reach out to all MI’s in our classroom. Everyone stressed the importance of adapting lessons to all of our student’s intelligences and bringing in all of the intelligences into our classroom as much as possible. Jackie provided an example of how she would work in a few MI’s into here classroom at once. She said, “I know that because each kid is different I’m going to try my best to mix up how I teach and what the kids will do for assignments. For example if I were teaching classes about settings in stories, I could first have the kids draw out a scenario for those who are more spatial oriented and then have them use descriptive words and write out a descriptive paragraph to fulfill the need of the linguistic kids. Perhaps I could do a unit on poetry and some how tie in rhyming poetry to fulfill the needs of musically intelligent kids.” She was not the only one to provide examples of how she would incorporate MI’s into her classroom. We all stated the importance of using [|a variety of MI lesson plans]. Many of us also talked about the importance of self-assessment as a teacher, to make sure that we are successfully using differentiated instruction to touch upon as much intelligence as possible in a lesson.

Andrew Carlson

Ali P
In this chapter I frequently found myself comparing the different forms of intelligence to my senses. I am not sure if that is from our classes focus on sense or if they really do connect. I feel that these intelligences are like our senses because you never seem to use just one. As the book said, to do a simple task such as cooking, you use so many of them. The reason these intelligences work are because they intertwine themselves to make a task or problem possible to solve. This made me think about the way a school schedule is built. Every class seems to focus on one specific intelligence. Even though a class may focus on one, it will require using other intelligences to learn. Because people are intelligent in different ways, classes are going to be difficult for students in different ways. For example, a math class will be a lot harder for a linguistic learner then a logical learner. When I become a teacher, I would like to find a way to bring all of the different types of intelligence into my class, no matter the subject. For example, I could use word problems to help a linguistic learner do math. One fact that stood out to me in the chapter was that all of the different types of intelligence peak at different ages. I would imagine that this would be really hard for a teacher to manage because even if the students ages are the same, their intelligence is not. As a teacher, I hope to find a way to handle these different peaks and make it so all of the students will feel successful.

Andrew C
The author did a good job with not only defining the multiple intelligences but also showing how they work and providing evidence. To just purely define the many multiple intelligences is not enough to be able to help and push all of the different intelligence students equally. One has to clearly understand the workings of the MI’s. This book has helped me to understand these MI’s, which will help me to understand my students at deer levels of learning. This chapter also reminded me firmly that the MI theory is not meant to pinpoint an intelligence that fits but that each person can have capabilities in all intelligences. These intelligences work together differently for each person. It is easy to assume that just because two or more people have similar MI’s does not mean they learn the same or have the same capabilities as the other. One question that I have about the MI’s is how does one gain a certain MI? I understand that one can develop them as they grow but why do some people just naturally higher MI’s than some people? Does it have to do with their brain function, or is it somewhat genetic, or influenced by the home environment. It is important to distinguish the difference between MI’s and learning styles. How much of an effect does peoples multiple intelligence have on what learning style they are? I assume that it affects it but I’m not sure how. My interpersonal intelligence tested the highest and I am also a beach ball learner and I am not sure how they relate?

Brittany R.
I thought it was interesting to read about how the MI Theory originated. I felt this chapter explained very well what we did in the first day of class when we filled out surveys. It explained the test as well and broke down each “answer” in great detail and how each category learns and pertains information. Gardner’s theory on why it is so hard to determine ones intelligence level because there are so many subjects and ways of learning that one can be skilled in. Mozart was referred to a lot in this book because he was highly skilled in composing music, as we all know. Just as most of the students in our EDU 221 class are skilled in different subject matter’s, other individuals are the same exact way. It made sense how the MI Theory worked as well. One of the lines in the book that I had highlighted was on page 18 “MI theory is a cognitive model that seeks to describe how individuals use their intelligences to solve problems…” (Armstrong, pg. 18). The chapter made a reference to Rain Man, which I found interesting. Most individuals would initially look at him as a mentally challenged person, completely ignorant of how brilliant he really is. I feel that in some way we all are in the same situation. We all are skilled in different ways thus leaving us all intelligent. Because of this, I find it near impossible to classify one as intelligent or not.

Jackie B.
Overall I thought the chapter was incredibly informative and helped me learn a little bit more about the other ‘intelligences’ that Gardner claims are out there. As I read through the different criteria and learned how to identify the intelligence and where they came from. I now have a better understanding and know what to look for in each student to identify their stronger intelligences. I know that because each kid is different I’m going to try my best to mix up how I teach and what the kids will do for assignments. For example if I were teaching classes about settings in stories, I could first have the kids draw out a scenario for those who are more spatial oriented and then have them use descriptive words and write out a descriptive paragraph to fulfill the need of the linguistic kids. Perhaps I could do a unit on poetry and some how tie in rhyming poetry to fulfill the needs of musically intelligent kids. Being in English I feel like there could be a lot of different ways to fulfill each intelligence and make each kid happy and accommodate their strength. Perhaps not all at once but at least throughout the different units once or twice. I also thought it was pretty interesting to see how far back each intelligent dated. Each one goes back to primal living which I personally think is really neat and helps Gardner’s case of these intelligences being real and existing in every person.

Clayton P.
The first chapter of the text deals with the beginning of the idea of Multiple Intelligence(MI). It states that between 1904 and the early 1990’s, intelligence was viewed by the vast majority of teachers and other academic scholars as a set value which needed to be improved upon if it was below a certain level. It wasn’t until the theory of MI in the 1990’s that intelligence was being viewed as too narrow. Howard Gardner, a Harvard psychologist, suggested that there were as many as 8, and just recently 9, different intelligences. Each of these intelligences is based on an individual’s different abilities, each one having a different practical purpose. The eight described in the text are Linguistic, Logical-Mathematical, Spatial, Bodily-Kinesthetic, Musical, Interpersonal, Intrapersonal, and Naturalist. The author then describes possible theoretical bases for the existence of MI theory. Some of the theories are quite generalized, and include explanations such as participation in certain activities at a young age, thereby affecting development of some intelligences over others. Others are more specific, and include isolation of certain parts of the brain due to a serious injury at some point in life, thereby disrupting intelligences in the affected parts. This ties in with the activity we did in class and illustrates ideas which we have explored in more detail. This also aids in the idea of Differentiated Instruction when put into context in the classroom. It is important to pay attention to the MI exhibited by the students and modify lessons accordingly.

Meng H.
Multiple Intelligence theory that is introduced in Chapter 1 in //Multiple Intelligence in the Classroom// is a new and interesting concept. I admire the analytical process that Howard Gardner went through to group people’s abilities into eight categories of intelligences. Figure 1.1 presents a lot of information in each of the eight intelligences that meet most of the eight criteria. It is remarkable to be able to cross reference each intelligence based on the criteria or vice versa. The eight criteria that Gardner employed to determine if any category is actually intelligence is especially intriguing because he didn’t just formulate a completely new theory but also he thought of ways to set standards to check his own work. His dedication to self-assessment is commendable. MI theory is different from other intelligence theories. Instead of trying to compare those theories among themselves, I would love to use different theories alongside one another in my classroom. MI is a great theory for teachers to understand and employ in the classrooms because students are unique and understanding them and what their gifts are will aid teachers to teach and assess. I will have a questionnaire for students to fill out on the first day of class in order for me to collect data on their MI and learning styles. With the collection of information, I would try to plan curricula and assessments that meet every student’s needs. Differentiated instruction may sound like a grand goal, but that’s the reason I’m taking practicum so as to learn techniques necessary for successful content delivery. A successful teacher needs what Gardner did with his own MI theory. I would like to do a self-assessment periodically in my career.

Nicole C.
This chapter was very helpful to me because it not only described each MI with specific examples, but also explained why it all makes sense and how to recognize it in many different areas – things I had been pretty fuzzy on prior to this reading. I remember my first introduction to the MI Theory in seventh grade – my teacher had us fill out a chart much like the one we received in class on Thursday. It was truly a time of self-discovery for all of us. Every kid in the room made some exclamation along the lines of “Just because I’m not good at doesn’t mean I’m not smart! Look at what //my// intelligences are!” It’s reassuring to know that this kind of thinking is exactly what Howard Gardner wanted to promote. One aspect of the MI Theory that definitely makes sense to me is that each of the seven-eight-nine intelligences exist within us in some capacity, and work together in complex ways that make us, us. This is knowledge that will definitely impact my future classroom. It lets me know that all students have the capability to do/learn what I’m asking them to – I just need to find that specific way to reach them through whatever intelligences they exhibit most. Even if one is lacking, it can be increased with the help of more prominent intelligences. I truly can do my best to help every student learn.

**Jackson F.**
The Multiple Intelligence Theory states that intelligence can be found in numerous forms. Before this theory was created intelligence tests were the primary means of recording students’ intelligence. Howard Gardner believed that intelligence came in eight forms; and each form has its own set of skills. Multiple Intelligence Theory says that intelligence can be defined by eight specific criteria. Gardner believed that everyone has the potential to be adequate in all eight intelligence. Being a teacher requires the ability to be flexible in order to teach students of different intelligences. It also is a chance to allow students to take an active part in the classroom by sharing their specific forms of intelligences with their classmates. Gardner believed that everyone has the potential to be adequate in all eight intelligences, but it requires the development of each one in its own specific way. In order to develop a weaker intelligence a teacher may draw upon a stronger intelligence and incorporate it to a weaker one. The Multiple Intelligence Theory has impacted me as a student in the way that I learn in more specific ways then others. For example I excel better in interpersonal situations then I do in others. Although I excel in interpersonal situations the theory has pointed out more of my weaknesses as a learner, such as the musical and linguistic intelligences. In order for me to develop some of these intelligences I may want to consider incorporating music or taking more of a vocal role in interpersonal situations.

Cameron B.
The Foundations of MI Theory This chapter clearly explains how each individual person has a particular set of intelligences. One person may be strong in math showing a great logical intelligence, yet may do poorly as a writer showing poor development of the linguistic intelligence. Some individuals may exhibit amazing abilities out of a particular intelligence. A savant has an intelligence that far exceeds normal levels. A great example is the movie //Rain Man// where Raymond, a savant, can do advanced calculations in his head but suffers in being able to communicate. People need to understand that everyone has all eight intelligences, but they all may be at drastically different levels. Not only do people possess these intelligences, but they are very often used simultaneously. An example could be an artist. They have to be able to be spatial, being able to visualize the world. An artist would have to be logical by being able to draw with appropriate angles so a picture is clear. Lastly an artist could be a naturalist which would help them draw pictures or paintings of nature.  This information is crucial to know for a teacher. This is information that teachers need to build their curriculum on. Each student will learn in different ways. Some will be logical, some will be kinesthetic, these are needs that teachers need to meet. Giving only reading assignments will not benefit all of the students’ needs and they may not grasp what they need to know. Mixing up lessons that involve working with their hands, watching films, critical thinking, are all crucial and I intend on doing this in my class.

Joe S.
Chapter 1 The opening chapter illustrates and introduces the reader to the development of the MI theory, as well as the components that make up the theory. It describes the original intelligence theory, which was an IQ score, and proceeds to explain how the MI theory compensates for the shortcomings of the original theory. The theory of multiple intelligences is comprised of eight parts; linguistic, logical-mathematical, spatial, bodily-kinesthetic, musical, interpersonal, intrapersonal, and naturalist. According to the theory, each person possesses all eight of the areas to varying degrees based on experiences and environments. One of the main differences between an IQ score and the MI theory is that instead of all factions being balled up into one score, each piece is valued and considered. Certain students may have a certain aptitude for one section of intelligence over another, but each intelligence can be improved over time and “most people can develop each intelligence to an adequate level of competency,” given supportive surroundings and an interest in the subject matter. This ability to further develop is very beneficial to students, as varying skills and aptitudes will allow for easier adjustments to be made in the real world. One thing that stuck out at me was at the end of the passage, when the author claims that each of these individual intelligences are “fictions.” He asserts that they become apparent intelligences only when being used collaboratively, or among the other intelligences. Also, it interested me that the working model may not be complete yet, as other intelligences are still being considered for inclusion.

Phillip C.
The eight types of intelligence, proposed by Howard Gardner, are present in every person. The degree to which these intelligences are present is different for each individual. This is something that has to be taken into account as a teacher. It is also good to know that different intelligences peak at different times in life and can make a difference for students in the classroom. Realizing these two things in a classroom is key. As a teacher it is important to vary lessons and offer them in different formats so people that are highly developed in different intelligences, or need a variety of intelligences in conjunction, can all benefit equally in the class. It has also been studied and reported that most people can develop any intelligence to a proficient level if given the proper guidance and opportunity. This could be relevant to me in my particular field. If I ever taught a botany or field ecology class it is good to know that I could possibly pass on naturalist and spatial intelligences to my students as well as logical-mathematical intelligence involved with solving hypotheses. I also found it very interesting to consider how intelligences can work together in complex ways as well as appear differently in the same category. The latter was something I have never really thought about but is very true. The example of bodily-kinesthetic learners not being very athletic but weaving carpets well was interesting. I also thought of the example of not being athletic but being good at driving a car, which seems bodily-kinesthetic to me.

Emily H.
The focus on this chapter is to understand the different multiple intelligences. In a classroom is most likely that I will have at least one student in each of these intelligences. Having a good understanding of each intelligences is not only important for me to understand, but also important for the students to know. By learning this I can be an effective teacher to all my students. Before taking a MI test I would have categorized myself as visual and logical. However the MI test did not have the same results as what I assumed. Instead of being logical I was kinesthetic, meaning I like doing hands on work and movement. I went back and reevaluated my thoughts about how I learned and it made sense that I learn better with movement. As a teacher I would use an MI test or survey to get to know the MI’s of my students. I would not want to assume something about a student that was wrong. By keeping student’s MIs in mind I can plan better so that each student can succeed, but also enhance other intelligences. The chart of each intelligence in the book was helpful to see each intelligence broken down in a visual form. This is something I would give my students a copy of once they take the MI test. That way they cannot only have an understanding of their intelligence, but of their classmates, making working in groups easier. MI is something I would like to involve my students in.

Tyler R
What I learned from this chapter was mainly about the Eight Intelligences created by Howard Gardner. I had heard about these before, but had never really got the chance to study them in detail like this chapter allowed me to do, especially with the chart that was provided. What I learned about the Eight Intelligences is that, unlike IQ tests, there are several different categories that describe how someone is most comfortable learning and performing under. This made me think about the activities we did in class where we were divided into different groups that seemed like our preferred learning styles. As a future teacher I need to realize that not everyone will have the same learning style, (which was a “Clipboard” in our activity), as I do. Once I understand that, I can more easily design the lessons to be more differentiated to meet the learning needs and styles of all of my students. This will allow for my classroom to be a much more productive and a much more easier place for my students to learn in. I also learned that Gardner believed that some of these Multiple Intelligences could be traced back to the evolution of mankind, (i.e. cave drawings), and in some cases can be traced to other species besides humans. (i.e. insects spacing themselves while tracking flowers.) I found this to be simply fascinating. To go along with this, the chapter predicts that technology will continue to increase in the classroom and this will allows for information to be literally at the fingertips of students. Knowing this, as a future teacher, I will make sure that my students incorporate all available technology to increase their productivity while they are in my classroom.