B1+MI+Chapter+4



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Abstract
The MI theory can be quite the difficult subject to go into, but it can be one of the most rewarding things you can do for your students. It can be broken down into language for students to understand, such as “word smart” for verbal-linguistic, “number smart” for logical-mathematical, “picture smart” for visual-spatial, “people smart” for interpersonal and so on. Many kids in today’s educational system believe that they aren’t intelligent. The MI theory asks “how are you smart?” rather than “how smart are you?” by doing this, it seeks fix the conventional smart-dumb scale that many people have engrained into their minds. By teaching this concept to them early on in their academic career, it will give them a sense of the ways that they are smart, and what areas they need to improve on in order to become even more of a well-rounded individual. There are many ways to incorporate this into the classroom; such as posters, an 8 way choice activity, biographies of famous people, and human-intelligence hunts. There are ways to incorporate this into any content area. The best way for a teacher to keep track of this is to write it down and keep a running journal of observations.

Synthesis
It was an undisputed decision, everyone felt that the MI theory was vital to their classroom. Mel had an awesome way to explain the MI theory to her class that puts it into a perspective that they are all familiar with, she said: “If I were going to teach Multiple Intelligences to a group of students who were unfamiliar with the concept I would personify each of the intelligences as superheroes. Each intelligence comes with its own set of superpowers or distinct skills. The important thing about the MI superheroes is that they work as a team. Although each one has their own super powers they need to work together to be well-rounded and be ready to take on any challenge”. According to most of the class, many of the suggestions in the book were not applicable to a middle/high school classroom because they were too childish. Bianca put it perfectly, “To me most of the suggestions came across like a childish conversation and would have to be heavily adapted to be able to work in a high school classroom. For instance I would not say to an eighth grader or high school student “How many people here can speak?” this approach would get the topic scoffed at and ignored before I could even begin to actually discuss multiple intelligences with my students”. -Megan Hoffman

Leigh Welch
This chapter focused mostly on how to teach students about the Multiple Intelligences. The book first explains that there is a quick and easy way to describe the intelligence to your students and that is simple sit down and explain them, using simplified language of course. The passage then goes on to talk about different ways to incorporate the “smarts” into the classroom. One of the activities I particularly liked was the “treasure chest” activity. In this activity your students are divided up into “treasure hunters” and “treasure chests”, the treasure hunters have to go around and ask the treasure chests if they can do one of the bulleted activities on their list. The treasure chests cannot only say yes, they must also preform this task for the treasure hunter. The treasure hunter can only ask a single treasure chest one question, if that treasure chest can perform that task then they both initial the activity, by the end each treasure hunter should have eight initials on their papers. Every one of the eight activities should represent one of the intelligences. This sounds like a good activity for a younger level of students, which is what this chapter was talking about. I like this activity because it gets kid up and active, it also provides you with a key time for observation, which was mentioned in an earlier chapter as a way to figure out your students multiple intelligences. I like that you can observe students in the classroom during a lesson, and in a focused activity that was planned to bring out the intelligences.

Carinne Haigis
The focus of this chapter was to give teachers a variety of ideas pertaining to how to educate students about the theory of multiple intelligences. I was particularly struck by the passage in which the author writes: “This reminds me of NYU professor Neil Postman’s remark that ‘children go into school as question marks and leave school as periods’. What do we do in the intervening years to convince children that they’re not intelligent?” (Armstrong 45). There is something so terribly sad regarding the fact that a large portion of school children may not consider themselves intelligent. This is why it is so important to teach the theory of multiple intelligences in the classroom. This theory acknowledges that there are many definitions of intelligence and that a student should never be regarded as a “lost cause” simply because he or she may not be as strong in one or two areas of study. Multiple intelligences recognize different students excel in different areas and when implemented properly in the classroom, this theory allows every single student the chance to shine and to succeed. In this chapter, I also enjoyed how the author really focuses on educating the students about multiple intelligences. After all, who knows the student better than him or herself? If the students learn about the different ways a person can be intelligent early on, he or she will have a better understanding of what learning techniques and processes work best for them and therefore, the students can become advocates for themselves in the future.

Paul Santamore
Teaching students about MI theory is necessary because most kids would never think to ponder other ways of learning if they are successful one way already. Chapter four describes a variety of ways that a teacher can portray the eight MIs to their students and I think that each scenario has the ability to be very effective. Although these solutions were interesting, I was struck by a quote early on in the chapter that reads as follows, “What do we do in the intervening years to convince children that they’re not intelligent”(45)? This quote and the text prior to it are troubling to me as an educator because I always want my students to display confidence and positive thinking in my classroom. In order to keep my students believing in their own intelligence I will use some of the activities that we used on the first day of class combined with the activities described in chapter four to further explain MI theory to them. Inclusive methods are a great way to keep all of the students engaged and learning during class. As an individu al if I was included in what the teacher said I was more likely to pay attention, participate, and ultimately gain something from the topic. After inclusion I will attempt to use inspiration as another tool to keep the students yearning for more as I move forward with my lessons. Being inspired was always a key for me and if I can constantly challenge and inspire my students I will be a happy teacher. An easy way to do this, as set out in the book, is to teach an “eight-way lesson”. Teaching an “eight-way lesson” will help my students to make connections between their dominant learning style and others that may be similar to it. Early on in my classes I want to establish equality and inspiration by doing some of the activities stated above.

Mel Christensen
If I were going to teach Multiple Intelligences to a group of students who were unfamiliar with the concept I would personify each of the intelligences as superheroes. Each intelligence comes with its own set of superpowers or distinct skills. The important thing about the MI superheroes is that they work as a team. Although each one has their own super powers they need to work together to be well-rounded and be ready to take on any challenge. Many of the activities for teaching Multiple Intelligences listed in the chapter seemed better suited to elementary school rather than secondary education. My favorite idea was the “human intelligence hunt” (Thomas, 50). I liked this activity because it could be adapted to any age level and expanded to include several examples of each intelligence to demonstrate the variety of ways someone can be smart within an intelligence. It has the added bonus of being a good ice-breaker or introduction activity. When introducing the idea of Multiple Intelligences to my classroom I also want students to think about ways they can use their strongest intelligences to succeed in my class and how those intelligences will give them a unique insight into the subject or way of accessing the material. Introducing this concept to students early on will help them to make choices about their education such as how they should study and how to complete projects that will help them achieve better results. I think it is important for students to understand that everyone learns differently and is smart in different ways in order to create a supportive learning environment.

Bianca Stoutamyer
Chapter four gives the teacher advice on presenting the theory of multiple intelligences to their classroom. To me most of the suggestions came across like a childish conversation and would have to be heavily adapted to be able to work in a high school classroom. For instance I would not say to an eighth grader or high school student “How many people here can speak?” this approach would get the topic scoffed at and ignored before I could even begin to actually discuss multiple intelligences with my students. I do agree that students should know what the teacher is trying to accomplish in the classroom and why multiple intelligences are important to a teachers approach to teaching. As the teacher approaching this subject my approach would be different depending on grade level. I also particularly liked the idea of having student’s research people with a strong intelligence someone with a race, culture and background that may be similar to their own. This could inspire a student and give them an idea for their future. I also liked the human intelligence hunt as a way for students to get to know one another by doing a scavenger hunt of who can do what. This not only helps me as the teacher get to know the students but also allows for the students to get to know one another as learners not just peers. This chapter ties why it is important for a teacher to know about intelligences with being able to teach students about intelligences in a way that makes them aware of their own strengths.

Allison Reynolds
I figured out my intelligence, learned more about what it means to learning and strengths, then asked myself, “Now what”. This chapter helped me bring the idea of MI into the classroom. A teacher could explain what MI is but never let students explore it or other intelligences. This information is to help the student grow, not to limit them to one intelligence. Even though all of the examples were helpful and could be applied anywhere, I felt some of the ideas would struggle in the high school level. I feel like the lesson plans, the wall displays, and the intelligence hunt could work to bring students together. Yet I feel like the field trips would struggle unless it was for a specific content area. I also feel like the plays and songs may not work for all of the high school students unless they were musically inclined. This age group becomes very self-conscious because of all of the factors playing against. I would be worried that making these activities pressured, (like assigning students to make a skit) would block the student. In my classroom, I would probably allow students to pick a topic for helping others learn, which would also show off their intelligences. My favorite idea though was the career day. Many students in high school don’t know what they want to because they don’t know what they are good with. By bringing in people who use their intelligences in their jobs, it could inspire kids to find a career to be passionate about. Then we as a class can discuss them like the book suggests. I think that would help students in the classroom as well as the future.

Kellie Sanborn
Though I do like the idea of teaching students about MI Theory, this chapter seemed almost too focused on younger children. I hope to teach high school (and will not be certified to teach anything younger than seventh grade), so some of the specific ideas given for teaching MI theory to students just didn’t seem applicable to me as an educator.

The other piece that I felt this chapter lacked was an explanation as to why it would be important to teach MI theory to students. I can see how it was important for us to learn about it in order to address student needs, but I don’t quite see why they need to know it when we already do. The lessons suggested seemed more like self-esteem boosters than anything else. I think that perhaps in certain areas it would matter for individuals to understand their own learning styles, but I also see it as being a hindrance. Children are constantly developing, and while they may be a kinesthetic learner at first, I could see it being very possible for them to be a logical learner later on if they are given the chance to develop that intelligence. Looking back now, I recognize that when I was younger, I used to love to play outside with bugs and frogs, so I was very much naturally inclined, but as I got older, I moved away from enjoying nature and moved toward logical and kinesthetic activities. If learners categorize themselves at a young age, wouldn’t that make them likely to want to stick to what they know they’re already good at?

Ashton Carmichael
I like the idea of addressing the concept of multiple intelligences with the students. I fully agree that this will give them a sense of belonging and literal intelligence, but I do not think that the way explained in the book Multiple Intelligences in the Classroom will be effective. I think that this style will focus heavily on the idea of having and developing one intelligence instead of addressing the idea that all students can develop all eight. Having the teacher talk about the intelligences as, like the example of the guest editor, singular to the field they are working in is off putting almost. There are plenty of examples in the reading that do illustrate teaching multiple intelligences in a positive manner, but this example stuck out. I think that letting the students know that you are teaching them using this model is a good idea as well. Letting the students know that there are a variety of different ways in which they are intelligent is always a good idea so that it opens up the door for discussion on how they think they best learn. Having a discussion and addressing the fact that they are all intelligent in different ways paves a more accepting and open environment for the student. If they see they are developed in a certain intelligence as other students, they may be more willing to share their interests and we can get to know them better. As we read in the last chapter, the students know themselves better than anyone else, so, who better to tell us how they learn, than them.

Megan Hoffman
Chapter 4 discussed the methods of teaching the MI theory to the students themselves so they can reflect upon their own talents and highly developed intelligences. It demonstrated how to simply state the intelligences in terms that the children will understand. Some examples were “number smart” instead of logical-mathematical, “people smart” instead of interpersonal intelligence, and “picture smart” instead of visual-spatial intelligence. Putting them in these terms helped me remember them better, so I know they will help the kids. There were some really good ideas for activities in how to apply this to my classroom. My favorite, that would tie in greatly to my concentration area is the biographies idea. I would use this activity by first having them assess their most developed intelligence, and then I would have them pick a historical figure that represents their intelligence and write a biography on that person. Another idea that I really liked that would also tie in to my concentration was the wall displays idea, because I really hate it when history classrooms aren’t covered in historical things. I would pick different representatives from history to embody each intelligence and then get a poster of each one and hang it on the wall along with a description of who they are and which intelligence they represent. One idea that I didn’t like, only because it seems too elementary school was the career day idea, the last thing that most teens want is for their mom or dad to come in and embarrass them.

Kaite Bukauskas
The multiple intelligence theory is one that can be easily described to and understood by young children. When talking to a child about intelligence, each area of the multiple intelligence theory can be phrased in a way that would be easily understood to the child. Linguistic intelligence can be referred to as ‘word smart’, logical/mathematical intelligence can be called ‘number smart’, spatial/visual intelligence can be called ‘picture smart’, bodily-kinesthetic intelligence can be referred to as ‘body smart’ or ‘sports smart’, interpersonal can be referred to as ‘people smart’, naturalist can be called ‘nature smart’, intrapersonal as ‘self smart’, and musical intelligence can be kept as music. Using language such as this breaks it down to the child in a way that is attainable for him or her. Drawing a multiple intelligence pizza can also be a great way to communicate the intelligence areas to a student, especially if he or she has a particular strength in the spatial/visual intelligence area. After describing the intelligence areas to a child or class, the message can be reinforced through several activities including field trips, reading biographies, lessons, making posters about what they’ve learned, drawing their own MI pizza, or a short reading assignment. Understanding MI intelligence may benefit children in several ways. Once a student knows and understands his or her strengths and weaknesses, he or she can try to incorporate more of the strengths into the way he or she learns or studies. It is helpful for the teacher to have an idea of the strengths and weaknesses of the students in the classroom so that the information can be considered when forming lesson plans.

Jason B
This chapter talks about teaching the multiple intelligences theory to students. Teaching the Multiple Intelligences Theory to students is important because it allows the students to learn about how they learn and it teaches them more about themselves. Teaching students about the Multiple Intelligence Theory also means that the students will learn that they are made up of all of the intelligences in a unique combination. This will encourage students to believe that they can do anything. For example, some students have the belief that they can’t do some things. This type of belief is bad. It discourages creativity. By informing students that they are made up of multiple intelligences and that they can do anything that they put their minds to, they may begin to believe that they are not just limited to what they previously believed. They may start to believe the truth: that they are capable of absolutely anything. One way of proving to students that they have are made up of all of the intelligences is by asking logical questions such as: for logical mathematic, “How many people have done a science experiment?” Or for musical, “How many people enjoy listening to music?” The answer for these questions will most likely include every student. This is a logical way of allowing students to see that they are already capable of what they thought they were not capable of. In my classroom, I will be sure to use this kind of information to encourage students that they can do anything that they put their minds to.

Chris Whitney
Chapter four of the MI dealt with how to go about showing students the MI theory. One of the many good things about this is that it can be simplified to the point were six and seven year olds can learn about how they learn, which will help them for the rest of their lives. It is very important for individuals to be able to understand how they learn best as there is only so much a teacher can do by themselves. Just like the first day in Dr. Graces’s class. We were given different MI tests and just by the end of the class I learned more about how I learned. This is effective because now I can be more confident in my learning as I now know my strengths and weaknesses as a student. The chapter goes on to explain different ways teachers can help kids understand the multiple intelligences. Everything from pizzas in 8 different quadrants to hosting a career day where people with all different skills and interest can come in and talk to the students so they can see how some of their skills will translate to the real world.