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 * __Abstract__**

The second chapter in Thomas Armstrong’s book Multiple Intelligences in the Classroom, encourages teachers to [|study the intelligences] that they prefer to use. They also need to strengthen the intelligences they find challenging. Cam stated, “Teaching a subject using only one intelligence may negatively effect a student in their other intelligences.” If a teacher is able to teach to all intelligences, they will also be able to teach all students successfully. This chapter also makes connections between multiple intelligences and personal development. Everyone is born with eight intelligences. These intelligences are shaped and reformed by biological endowment, personal life and culture. Jackson defines biological endowments as “being blessed with a genetic gift which allows them to excel in a specific intelligence.” Our personal life shapes our intelligences as well as the setting we grow up in. Our friends, family and home life can all affect our intelligences negatively and positively. Meng mentioned another factor that she believes shapes our intelligence, self-belief. She said “It (self-belief) generates self-motivation, which leads to practice and then achievements, which in turn creates self-confidence.” Our culture effects our life style which plays a huge role in shaping our intelligence. Students have little control over how their intelligences are shaped. It is the teachers responsibility to analyze each students intelligences and shape their lessons to meet all of them. By merging kids with all of the intelligences, teachers will be able to make up for the intelligences that are lost at home.


 * __Synthesis__**

Many of us plan to assess ourselves and others using a [|Multiple Intelligence assessment]. Once we discover our intelligences we will be able to accommodate our lessons to them and to our students. The book provided a quiz that helped us to figure out what our intelligences are. We can use these to study our strengths and know what to make stronger. We plan to use as many intelligences as we can in each of our lessons. For example, in a math lesson we will make sure to give word problems, draw on the board and use explanation to explain the content. This way we will be using linguistic, spatial and logistic intelligences to teach. The more intelligences we use in one lesson, the better. Jackie mentioned how she, “could channel my student’s intelligences to help them learn.” We also plan to take the time to get to know our students and their intelligences. We will get to know the students through discussion and games. We want to make it as fun as possible and make them feel comfortable. In the blogs, a lot of the class mentioned how they were not introduced to their intelligences until the first day of practicum. Many realize the importance of knowing your intelligences and hope to introduce their students to theirs on the first day of class. If we can know our students intelligences we will be better prepared to create lessons that will fit all of our students needs.

Synthesized by Ali Perkins

Brittany R.
I felt that this chapter was the most interesting because it talked about why certain people gain certain skills. Although the chapter was very long, it held a lot of relevant information to understand why people act or behave the way they do. The section where it talked about he three factor that affect the development of different intelligences held my attention. The chapter talks about how we are all born with all eight intelligences but it all depends on our life influences that determines which of the intelligences are expressed in each individual. The three main factors were (1) Biological endowment (2) personal life history and (3) Cultural and historical background. All of these influences alter ones type of learning style and how one problem solves. It reminds me of the nature vs. nurture argument. I think everyone inherits intelligence from family members but life experiences and education after birth is vital in expanding the inherited traits. Again the chapter talked about Mozart. He had definitely inherited a musical intelligence from his parents but he was also born in the prime era for arts and music. He was able to thrive to his fullest ability and create the music we all know him for today. It also created the scenario if he was born into a tone-deaf family in a part of Europe where music was not thriving. I thought it was interesting to think about the amount of “Mozart’s” that are in the world that were unable to fulfill their intellectual abilities.

Jackie B.
The author really changes up my train of thought with this chapter compared to the first. Whereas in the first I was subconsciously trying to plan lessons where I could channel my student’s intelligences to help them learn, in this chapter they focus more on the teacher and my way of teaching using my strengths and then how to strengthen my weaker intelligences so I can teach, reaching out to those who learn differently than I would. I also really like that the author suggests team teaching. I’m a very group oriented person and I love working as a team, so the suggestion of including the music teacher to help with an assignment that could include musical aspects for those with musical intelligences is a super fabulous idea. I want to make it my goal to try and include almost every intelligence that I possibly can into my lessons. I think it’s important that these intelligences be developed in kids as well as myself because it can create a well rounded person. I think the grades would be higher if I was able to reach out to every student in some way using a learning method that suits their strengths. I also think it would strengthen the bond between teacher and student and as we learned in UbD/DI that is something important to have. All kids are different, each with their different strengths and weaknesses. Overall this was a really great chapter that explained this and offered up ideas on how to work around the differences and help everyone to be successful in their own way.

Ali P
This chapter made me realize that in order to accommodate our classrooms to all of the different intelligences, we must first learn about our own. It is natural for any teacher to teach in a way that makes most sense to them. If teachers can take the time to understand themselves they will be much better at understanding others. Teachers should also try to learn about all of the different intelligences. In class, I found that there are so many different explanations of the different intelligences. There is so much for teachers to understand about them. If teachers can take the time to learn about them, especially the intelligences that they find hardest, they will have a much better understanding of their students and how to teach them. Maybe if it is to much for teachers to excel in each intelligence, class rooms can use more team teaching. The teams of teachers could be formed by intelligence. For example a math class could use a math teacher and a spatial teacher. One could explain the math logically and the other could use art and diagrams to explain. The chapter mentioned how someones environment can effect the intelligence that they posses. This made me wonder if a school was able to equally use all intelligences and encouraged its students to use them all, if the students would become well rounded and equally good at them all. School’s environment has such a strong impact on it’s students. Maybe if made right, it could make up for some of the poor environments in students home.

Andrew C
I used the MI inventory checklist in the book. I found that I had the most checks in the MI’s that I had tested for while in class. I figured this would happen but it is cool to see it laid out in two separate ways. I will definitely use the books suggestion and use my colleagues, students, and technology when trying to do a lesson involving one of my weaker MI’s. I know that I am not very musically inclined but it would be really neat for some of my interested students to do a project or a lesson plan on the history of music or of music in a certain time period to teach to the rest of the class. Music is not one of my strong points and I would not be able to understand and appreciate the music therefor teach as well as some of my students who do have the understanding and appreciation. I think that is the perfect way to help certain students excel in different areas of their MI and push others to further develop there’s. It’s neat to think how there are “sparks” to MI’s. For example why does the same sparks not affect everyone? I would guess that it has to do with sparks only igniting MI’s that are already overly developed but then again maybe not. I noticed that my question from the last journal was answered. It makes sense that the MI’s are basically affected by everything. The author explained how MI’s are affected and develop differently due to biological factors, personal life history, and cultural and historical background.

**Jackson F.**
Every student has their own set of intelligences that they are stronger at, and this also goes for teachers. Teachers draw upon those intelligences in order to teach. The question that was purposed in this chapter was, how is intelligence developed? Intelligences are developed in numerous ways. Intelligence can be developed biologically, personally, and culturally. Biologically one might be blessed with a genetic gift which allows them to excel in a specific intelligence or an injury may impair it. Personally, someone who has resources to help them develop intelligences is more apt to do well. Culture affects development in what manner someone was raised in. As a teacher it is important to understand the background of your students in order to draw upon what skills they may possess and what skills may need improving. Getting to know your students strengths could help students feel valued in the classroom if they are allowed to share a specific skill to the class. Learning about how intelligences are developed really allowed me to think back to what kind of factors I faced when I grew up. I realized that as I was growing up I took part in a lot of team sports which really allowed my interpersonal and kinesthetic intelligences to prosper. I also have a very supporting family who encourages me to do well in the sports, this makes for a loving environment to do well in. I was not exposed to much musical intelligences which is why I lack in that specific intelligence. This chapter also made me realize that as a teacher it gives me the opportunity to learn from my students just as I hope they learn from me.

Clayton P.
This chapter deals with how to deal with one’s own personal intelligences. We dealt with this somewhat in class when we were determining our own MI numbers. The text goes into more detail, even going so far as to provide an MI inventory. It then provides advice on how to develop your lower intelligence areas as well as stimulate your higher intelligence numbers. Though nobody has to be proficient in all eight areas, it is recommended in the text that you at least tap into your lesser areas from time to time. It recommends receiving aid from colleagues, technology, and even students to help develop these areas. The author then goes on to explain how one could go about achieving a certain mastery of all eight intelligence areas later in life. The development of a specific intelligence is said to be linked to biological factors, personal experiences, and cultural background. The author cites Mozart as an example of someone who was able to expand his musical intelligence because of the environment he was raised in, which embraced music. The author then discusses certain activators and deactivators of specific intelligences. An example used was Albert Einstein’s experience with a magnetic compass. The compass was said to be the activator for some of his intelligences which inevitably led to him becoming one of the greatest scientific minds of all time. This was an interesting chapter, and again, it stresses how the multiple intelligences of students should be allowed to develop.

Meng H.
In chapter 2 the author Thomas Armstrong explored the connection between MI theory and personal development. Understanding our own multiple intelligences comes before understanding the students. As professionals who are constantly developing and carrying out curricula and conducting assessments, educators should know our own multiple intelligences to be able to do our job well and connect the content with the students. When we understand our own multiple intelligences we can make personal advancement happen and then we could be more efficient teachers. There are various factors that have an effect on MI. Heredity is the only one that could be counted as “nature,” and rest of them are counted as “nurture,” such as “personal life history,” “cultural and historical background,” “geographic factors,” etc. as mentioned in chapter 2. So we can see that nurture plays a significant part in the shaping of intelligences. In my opinion there is another factor that plays an important part in the shaping of intelligences. That would be self-belief. Self-belief generates self-motivation, which leads to practice and then achievements, which in turn creates self-confidence. This is not a linear development but a upward spiral movement that takes one from the starting point to a quantitatively and qualitatively different spot. I did the MI inventory for adults and the result was quite different from the one I got in class. I would like to find some more resources for MI questionnaires to help me in determine my MI. After I get the results, I can look into developing some of my intelligences to better myself.

Nicole C.
This chapter taught me that it is important to know my own MI “strengths” and “weaknesses” before I can effectively work with other people on theirs. This makes sense, of course – I just never really thought of it before. It also gave some good suggestions for tapping into the intelligences that I don’t necessarily exhibit through the help of others. From the MI chart we filled out in class, as well as the survey found in this chapter, I was able to determine that my top strengths are Musical, Linguistic, and Interpersonal, while the area I struggle with the most is Logical/Mathematical. The other areas were pretty average. Since I love music, English, and people, and have always struggled with math, this does not surprise me in the slightest. However, I am going to have those Logical/Mathematical minds in my classroom, so I need to figure out ways I can relate my teaching methods to them as well. As this chapter suggests, I can always turn to a colleague. The great part about working in a high school is that there will be math teachers down the hall! I can collaborate with them to figure out ways to effectively spark those logical students’ minds. I can also help other students in the class to help out. There may be a kid who has strong Linguistic and Logical/Mathematical intelligences. He/she could help me to convey what I am teaching in a way the other student could better understand. I could use available resources such as a diagram on my vocabulary Power Point or a logical timeline of events to map out the main points in a novel. The more I use these other resources/people, the more I will learn as well. The more I can enhance my own Logical/Mathematical MI, the better I will be able to reach a student who has that as their prime intelligence.

Cameron B.
MI Theory and Personal Development Intelligences can be a hereditary trait passed on through families. An example could be a child growing up with a mother or father who is an accountant. Accountants possess strong skills in math exhibiting a strong logical intelligence. This trait is something that could be passed on to his or her child and the child could show strong math skills at a young age. Intelligences can also be developed by nurturing. The same example can be used with the accountant. The parent could show their child at an early age how to solve math problems which could dramatically influence the logical intelligence as the child develops. A negative influence is just as simple as a positive one. If a child at a young age shows interest in music, yet his or her parents prefer they play sports, the child’s musical intelligence may never develop.  Teachers need to recognize that each student will be strong in some areas and weak in others. So accommodating a curriculum that will touch upon each learning style is a must. Teaching a subject utilizing only one intelligence may negatively affect a student in their other intelligences. That is something teachers need to avoid. By teaching in various ways, multiple intelligences will be used in the classroom which can help develop intelligences without inhibiting others. I plan on having activities that will be fun to my students, but each one will be geared in a way that each intelligence can be applied. Whether it being a nature walk, coming up with a hypothesis, or even doing presentations. I want a strong variety of lessons in my classroom.

Phillip C.
How a person is able to teach with the multiple intelligences is determined by what multiple intelligences they have. There was a multiple intelligence test in the chapter similar to the one we took in class. I am happy with the results I got on my test in class because I had at least one forced choice in each category. This makes me think that I have at least a small proficiency in each of the intelligences and could cater to students no matter what type of intelligence works best for them. In the test in the book I again got similar scores in all the categories scoring a six in linguistic, a seven in logical-mathematical, a six in spatial, a seven in bodily-kinesthetic, a seven in musical, an eight in interpersonal, a five in intrapersonal, and a seven in naturalist. One thing in the chapter that I agree with to a point but can be controversial was how we gain our intelligences. It was claimed that three factors determined this; biological endowment, personal life history, and cultural and historical background. I have taken genetics courses and believe in the biological aspect of inheritance in many aspects of life. However, I do think that there could be exceptions to this rule. Something else that I learned in Genetics that translated well to the reading was the interaction of environment with biological endowment determining how much of a persons’ potential is reached. Mozart was a great composer but if his environment never gave him access to a musical instrument he never would have reached that potential.

Joe S.
This chapter focuses mainly on the self, identifying strengths and weaknesses of the individual. It explains that proclivities, in any area, are influenced mainly by biological endowment, personal history, and cultural background. Furthermore, it breaks the final pushes in each component into “crystallizing,” or “paralyzing” moments. The beginning of the chapter discusses the abilities of the instructor, and how to analyze the role these abilities within the classroom. It gives several specific examples, such as a teacher who stays away from drawing on the whiteboard, to help the audience realize how shortcomings in their intelligences can be apparent in even the smallest of classroom mannerisms. The author also offers assistance with these difficulties, such as seeking assistance from colleagues with strengths in areas one may lack, or asking for student involvement to brainstorms ideas for including certain components in the classroom. Later in the passage, the focus shifts to development of intelligences, more specifically factors that influence the growth potential of a certain area of intelligence over another. One example I liked from this section was parental preferences; such as if one wanted to be an author, but their parents preferred the child to be a lawyer. These two career paths require immensely different skill sets, and a young child has no real control of their environment, so the parental preference will undoubtedly take over. A final idea I took away from the chapter was the idea of “crystallizing” and “paralyzing” experiences, and how important these are in the learning process. I identified well with these ideas, especially the crystallizing events, experiencing several of them myself.

Tyler R.
This chapter taught me more about myself as an educator as well as some other important things too. I took the MI survey again, (like the one we did in class), and ended up receiving the same category as I did last time, Interpersonal, which was expected. However, once again I found myself wondering why I also found myself agreeing with many of the Intrapersonal options as well. I consider the two to be opposites, but most of the time I found myself saying that I could be both Interpersonal and Intrapersonal. However, I think this will be a good thing for when I become a teacher. The Interpersonal category is all about working with others and I know that working with students and especially working with other teachers will improve my teaching abilities. Then again, the Intrapersonal category may be helpful as well. I will be able to focus on myself and do what I need to in order accomplish things in my own personal space. I believe this will keep my lessons and myself, and my classroom organized, which is very important as a teacher. Finally, I was reminded that it is ok to not be so strong in some of the categories. I didn’t score many points in the Musical Intelligence category in both this survey and the activity we did in class. However, the chapter reminded me that there is always time to improve on these categories. I am not born with a certain score in certain intelligences. I believe this is very important and knowing that I can always improve, (whether it be on a survey or as a teacher), is invaluable knowledge to have.

Emily H.
The focus of this chapter is about knowing and understanding you MI strength. This will effect the way you teach This can hinder your effectiveness as a teacher because you will only play to your strengths when planning lessons or activities, not the strengths of your students. I would probably stay away from linguistics because that is not one of my strong MI. However, as a teacher I will need to connect with that MI so that I can effectively teach those students with linguistic strengths. I never thought of using technology to provide information in a certain MI to my students. I can see this as something that I would do in my classroom. It also never occurred to me to use my colleagues to help develop MIs. Thinking about it more makes sense because working with other teachers is something that happens, so it is good to not always have the same MIs working together. I found the advice to ask students to help out interesting. By doing this I could show of a students MI ability but also connect with the students with similar MIs in a way I could not do alone. Doing this would also get my students involved in the class, so they feel like they are being a part of teaching. Personally I need to enhance more MI then the ones I am strong and comfortable with. For example Linguistics and Naturalist are two MI categories I am not comfortable with. Hopefully I can become more comfortable with those MI so that I can teach my students who are strong in those MIs in a way that works for them.