B1+Chapters+7,9,13,14+MI

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Abstract
Mel Christensen

The Multiple Intelligences have a wide range of [|applications to education] and adult life beyond learning and instructional strategies in the classroom. Classrooms and schools dedicated to the Multiple Intelligences theory can make changes to reform education to make it a more enriching experience for all students, not just those who are strong in logical or verbal intelligences. Teachers can to support the needs of all learning styles and provide outlets for intellectual stimulation that appeal to different intelligences. Classroom habits which support the MIs can also be put into place to make students more comfortable in their learning environment. Schools can support the MI system in the classrooms by supporting extracurriculars or other special programs that help students build their intelligences and could serve as a bridge to a future career. School can use MI theory to help students make real world connections and build the skills and understanding of technology they will need for their career. MI can also be incorporated into broader social and intellectual discussions within a classroom or school. The Multiple Intelligences are another way students can examine diversity. Howard Gardner also proposed a 9th intelligence that has been debated called the existential intelligence. This intelligence shows itself in people who are able to grasp “the furthest reaches of the cosmos—the infinite and the infinitesimal—and the related capacity to locate the significance of life, the meaning of death, the ultimate fate of the physical and the psychological worlds, and such profound experiences as love of another person or total immersion in a work of art” (Armstrong, 2009). This intelligence manifests itself as a profound ability to access the abstract and unseen and make sense of powerful human experiences and questions; although it could be employed spiritually, Gardner makes explicit that the existential intelligence is broader than that and is not strictly religious.

Synthesis
One of the best things we can do as teachers is to incorporate technology into our classrooms. Technology can help so many students learn. For example, if a student is working on a multimedia project, the kinesthetic and visual learners can make a video and act something out, while the musical learners can create a music video. Technology makes teaching multiple intelligences easier, and better for the students to understand. Incorporating technology into the classroom is also a great tool for observing students. It can help the teacher understand what the student is most interested in, and then incorporate that student’s interests into the classroom. Another great thing teachers can do for students is to never put them at a disadvantage. For example, teachers should not put in zeros for late or missing work because this practice may stress the student out so that they shut down and stop learning new things. Multiple intelligences can also be used for career counseling. Teachers have the opportunity to interest and encourage students to pursue careers based on the student’s combination of intelligences. This will interest the students to use their knowledge to solve real problems. Another topic that was discussed was existential intelligence. Some people seemed to disagree with the idea that existential intelligence should be taught in school. This is because it may bring up the debate of how we were created (religion or Darwinism). Others seemed to think that existential intelligence could help to bring up a variety of perspectives into the classroom.

Paul Santamore
Chapter seven focuses upon grading and its affect on the student’s performance. Teachers must give grades back on time, but how exactly should we grade work and what is a grade? This chapter described grades as a benchmark or indicator of student performance, but it strongly suggested differentiation in grading practices as well. If a student is working hard on a project and their pre-determined level of expertise was low, why should they ever receive a low grade? I agree with the book in this sense, because I feel that it is necessary that all student are given the same scale of grading, but ultimately that they get these grades for effort, not necessarily level of performance or mastery. Chapter nine spoke of ten more things not to do when grading assignments. It basically tells teachers to not ever disadvantage their students in any way. We should, according to the book, not put in zeros for late work, not give extra credit, not grade homework or formative assessment, etc. These ideas ring true with me because when I am a teacher I will also avoid zeroes and formative assessment grading, because I believe that both of those things are anti-student practices. If we simply follow the older practices and methods forever, we will never move education forward and enhance the success levels and ultimate knowledge base of our students. Grouping and grading organization is the main topic of chapter thirteen. Grouping assignments and their respective grades by standard and relevance makes the most sense according to the book. Also, grouping assignments by weight, unit, and category makes a lot of sense for teachers who are looking to keep an eye on student grades throughout the semester, which all of them should be doing. Organization by date is an obvious technique too. Report cards and responsive formats for these types of feedback, which are summative, are suggested and talked over in chapter fourteen. Grading personal progress is necessary within these reports, but also showing whether or not the student is meeting standards or not makes sense too. Teachers should create multiple sections and categories within one subject as well as keeping progress reports and other running tabs on student performance flowing to parents and students in order to keep all parties up to date. All of these chapters relate to grading and how we should grade out students. Basically they connect through one major theme, students are first and should be given the best opportunity to succeed all of the time. Without hard work by educators, the students will continue to see lower grades and no depth of information within their summative reports, and this is discouraging. The teachers must work to provide their students with progressive grading formats and continuous feedback in order to give them the best possible chance of making improvements in their education.

Leigh Welch
The seventh chapter of the Multiple Intelligences book talks about the classroom environment and how that affects the learner. The chapter opens with a list of criteria that are specific to each of the intelligences and how you should be answering positively to these or your classroom and the students are not preforming at their best. The ninth chapter of Multiple Intelligences talks about the reconstruction of schools and how that is the most effective way you can use to transform a district or school into a Multiple Intelligence school. In this chapter Howard Gardner described what a Multiple Intelligence School looks like. The next chapter talked about major topics included within multiple intelligences that could get over looked. These topics are looking more at the big picture than specifically at the school environment and curriculum aspect of multiple intelligences. The three topics in question are Computer Technology, Cultural Diversity, and Career Counseling. The last chapter focused on another intelligence that Howard Gardner has not yet classified as one of the intelligences “Existential Intelligence”. This is basically described as looking at a higher power and the meaning of life. This does fit into the criteria of being one of the multiple intelligences, but it could also cause a lot of controversy and maybe constitutional problems when trying to be taught. The author talks about this intelligence being good for going deeper into subjects and concepts, but maybe not in the same way you use other intelligences. These chapters all had an underlying theme of change. Chapter seven talks about changes you can make in the classroom that will make your students more comfortable and preform at a higher level. The ninth chapter talks about a whole new type of school, focusing completely on Multiple Intelligences and the community. The thirteenth chapter talks about what we might overlook in multiple intelligences and how we can incorporate them so that we do not leave anything out. Lastly, chapter fourteen talks about the advances in Multiple Intelligence and the proposal of Existential Intelligence being added to the Eight Intelligences. All of these are bringing up different elements that are going to change and will continue to change and grow. It is interesting to see how many aspects of not only multiple intelligences, but also teaching are always changing. The Multiple Intelligence School mentioned in chapter nine was created in the late eighties and districts are ever changing. One of the more interesting chapters was the fourteenth chapter because it was fascinating to see how the author felt about Existential Intelligence becoming one of the Eight Intelligences. I think that I agree with the author, Existential Intelligence would be a great tool to use to get into more depth in a number of d ifferent subjects, but I do not exactly how I would be able to incorporate it into an entire lesson, or activity. This point of view might be biased because I have only heard the author opinion, maybe I could be persuaded in the other direction if the argument was presented.

Mel Christensen
Multiple Intelligences Theory can be expanded beyond instructional strategies. Teachers can use Multiple Intelligences Theory to create a stimulating learning environment, create broader connections for student learning outside of class, and build life long interests. Teachers should think about how the intelligences are reflected in their classroom environment and how they could make changes to create an atmosphere that is more stimulating to each of the intelligences. Easy ways to incorporate the intelligences into the classroom environment would be to provide a range of visually and linguistically stimulating posters around the room, create flexible seating in the room for group work or individual work, play music during class, or creating schedules and timing activities. Incorporating trips, outside activities, or hands on learning regularly can also help establish a learning environment that appeals to naturalistic or kinesthetic learners. Students benefit from having a simulating learning environment that feels welcoming to them. If they can instantly find something to connect to in their learning environment they are immediately engaged in the classroom. Intelligences can also be used to connect students to technological tools that can help them create unique and innovating products to demonstrate their learning and practice new skills. If possible Multiple Intelligence Theory could be used in schools to ensure that the school environment provides stimulating activities for all intelligences beyond the classroom. Students can expand on their interests and build skills that can help them academically if they are involved in extracurriculars or activities in the community that relate to their intellectual strengths and interests. Schools that are dedicated to providing enriching opportunities for the multiple intelligences should help students with aptitudes in certain intelligences find programs or activities that can help them grow. Aptitude in a particular intelligence can help students identify possible career paths or areas of study that might appeal to them. If students’ intelligences are supported and enriched throughout their education it gives them the opportunity to gain practical experience or skills that can guide them to success later in life.

Intelligences have personal and cultural significance beyond their applications in the classroom. Intelligences have applications of cultural significance. Students should be encouraged to explore the cultural significance of the intelligences and share the results with their classmates. This exercise can help to validate the significance of a students’ intelligence and inspire them to continue to develop it. Students could also discuss diversity in relation to Multiple Intelligences Theory and its cultural significance. The possible ninth intelligence, existential intelligence, also has cultural significance. Students who have an ability to comprehend deep questions about humanity and the significance of life may be strong in existential intelligence. This type of thinking can be extremely useful in processing abstract concepts in a range of content areas. Existential intelligence does not have to be connected to spiritual or religious ideas, but students who are strong in this intelligence may be able to provide insights into these topics. When discussing cultural or religious diversity in a class students with existential intelligence may be able to share perspectives other students don’t have or ask thought provoking questions.

Bianca Stoutamyer
The first three chapters, seven, nine and thirteen, all talk about multiple intelligences whether it is an MI classroom or a school based on MI. Chapter fourteen however, talks about a ninth multiple intelligence existentialism. Chapter seven talks about designing your classroom to incorporate different types of intelligences for some intelligences this would be easier than others. For instance, having a classroom with windows so that students with naturalist intelligence are more comfortable is an easy task because most classrooms are built with windows but having objects in the classroom that allow the students to build or be tactile are not content related for a class such as English or Social Studies. It would be impossible for me to have a center for all types of learners consistently up in my classroom would make keeping the students on task during a test or quiz difficult. However, creating temporary activity centers would be much easier for specific labs or activities I do with my students and would help address all of the students multiple intelligences. Chapter nine talked about the MI school. As a teacher I will not have much pull on how the school decides to run as a whole but the ideas given about school wide themes and pod groups for students to help focus curricular activity and allow students to explore their own interests is something that as a teacher I could encourage. The pods were something that I think would be truly useful for students because it allows them to make connections with their fellow students and also allows them to master real world skills and knowledge. I would love to do this with my students even if I have to bring in outsiders to help the students explore their interests. Chapter thirteen talks about using multiple intelligences with computer technology, cultural diversity and career counseling. The most useful to me is the technology portion because I will be unlikely to give career advice to students mainly because I am not knowledgeable enough about careers and what intelligences are needed for them. Knowing what intelligences are important to different cultures however, could be very important for me as a teacher depending on the cultures of my students. Helping them to know their multiple intelligences and hopefully how to improve their intelligences that are important to their culture but only if that student wishes to do that. Finally Chapter fourteen talks about a new multiple intelligence called existentialism. This new intelligence in the classroom seems like it could cause problems not only for the teacher but the district as well. I would not talk to my students about God in the classroom when talking about the universe. It is such a controversial topic based on faith that it would do no good to spark a debate amongst the students. Though I do believe that students should be aware of their existential intelligence I do not believe it should be addressed in the classroom no matter how innocent the intent.

Allison Reynolds
The theory of MI is a great theory, but teachers must apply it to their classrooms in order to it to work. This section of reading focused on how teachers can bring the intelligences into the classroom either by subject or by intelligence. Creating essential questions is something that I have started to appreciate when creating lesson plans or figuring out what I should teach. I was worried that I would know if I was using a certain type of intelligence, but these questions give me a general idea of what I should be asking myself when planning. This was most helpful for me with the body/kinesthetic because I have difficulty finding ways to reach those students. It is more than making them do jumping jacks. They need to learn in a physical way, so I want to make sure I ask myself if they can break things down with their hands. Even with all of these questions though, I have to bring it outside of the classroom. I want to make sure I incorporate music in my classroom for many reasons. The first is because I am partially strong in the musical intelligence. Secondly, because when Beth played music in the transitions between lessons, it lightened the mood as well as connects the students to a music portion of the class. I want to bring that to my classroom. I am not sure that I would actually play it while teaching, but I might incorporate music in my speaking patterns or in my lessons. That would be something I would discuss with my class. Then, there was the newest intelligence; existential intelligence. I would find that the most difficult one to bring into the classroom like the book was describing. The math section though was very interesting to integrate. I have read some of the philosophies of mathematics and it is so amazing how these philosophers used math to show either a higher being or a higher form of intelligence. I think that students should learn about that because so many of them don’t realize that math came from somewhere. It wasn’t always around and someone related it to a higher power.

When reading the school that is created around the MI theory, I was so excited. I wanted to work there and be part of this change to reach out to students. The classes and the programs sounded so intriguing. As a student as well, I wanted to learn there. I would feel like they would want to hear what I had to say. Having the different learning centers such as in Chapter 7 is a great idea. If gives students a place to go to either find comfort in their strong intelligences or grow the ones that need strength. It also gives students the chance to understand, respect and even be inspired by the other students in the class. I find that students who can draw are so gifted at what they do. I look at their work and wish I could do something like that. Yet, those same students are amazed at how mathematical ideas and logic comes to me. So, having those stations either related to the topic or not creates an environment of shared learning and inspiration. That is something I would have in my class, not matter the age range.

Carinne Haigis
In these chapters, Armstrong discusses how to transform a classroom into a multiple intelligences learning environment and how to expand this theory beyond lesson planning. He gives examples of other educational aspects where this theory can be applied in order to fully create an environment where all intelligences are understood and supported. In chapter seven, Armstrong introduces the concept that it is crucial to set up a classroom in a way that is friendly and functional to all students. At one point in this chapter, the author lists the intelligences and then asks questions pertaining to developing a classroom “ecology” that supports each one. While reading these, I focused in on the spatial category and could not help but remember one of my own experiences in high school. I can recall having one math classroom where there were no windows, very few decorations on the barren, cinder block walls, and desks that were arranged into neat, but boring rows. Going to that class every day was a struggle because the room lacked friendliness. Being there made me feel isolated and by glancing around the room, I could tell that other students felt similarly. Even the most charismatic teacher would struggle to hold the attention of students in a classroom that exudes the wrong sorts of vibes. In chapter nine, Armstrong expands upon the foundation built in chapter seven. In this chapter, he outlines a plan for creating an entire MI school that is responsible for, “unleashing children’s potentials in all intelligences” (Armstrong 128). He applies the ideas previously mentioned for creating a classroom environment using the MI’s and shows how these can be escalated and used to build an entire school based around these teachings. In such a school, I can see that every student would feel valued and necessary and would be given the opportunity to grow in each of the intelligences. Unfortunately, we as a society would need to overcome a lot of traditional beliefs regarding education in order to realize the reality of setting up more schools using MI theory. In chapter 13, Armstrong lists three other key areas (computer technology, cultural diversity, and career counseling) where using MI theory would be of great use. I was particularly intrigued with the idea of using MI theory in career counseling. The ideal situation in life would be that every student would have the opportunity to secure a career in which they can put their strongest intelligences to good use and apply their interests to solve “real world” problems. If we as teachers can help to guide students in this way, I feel that we could see some exciting outcomes. In chapter 14, Armstrong brings forth the idea of a ninth intelligence, the existential intelligence. This particular semi-intelligence involves thinking deeply and exploring big ideas and concepts. I think that every teacher could benefit from using existential practices in their classroom whether it counts as a true intelligence in Gardner’s eyes or not. It will certainly be interesting to see how this idea develops and whether any other intelligences are discovered in years to come.'

**Jason Bragg**
Teachers must apply the multiple intelligence theory in order to see students really thrive in the classroom. It is important that teachers can catch the eye of all intelligences so that all students have the opportunity to learn at their maximum potential. If a teacher neglects any specific intelligence, then students may not be learning.

The book talks about incorporating technology into the classroom and how the technology can focus on a student’s intelligence. For example, the book gives the example of multimedia projects and how they can be beneficial for linguistic, musical, spatial, bodily-kinesthetic and many other intelligences. This is because linguistic leaners can benefit from incorporating text, musical learners can benefit from incorporating music, and so on. The point being made here is that technology is incredible when used correctly at allowing all students to have the ability to learn. The book also talks about how students can benefit from career counseling. Based on a student’s combination of intelligences, they could talk to someone who works in the field of that intelligence. For example, a logical learner might want to talk to an accountant. A musical learner might want to consult with a disk jockey. This tool can be especially useful when the students are about to graduate and need to figure out what they want to do with their lives. By consulting with people who work among the student’s intelligences, the students may find that they really enjoy working in that profession. The ultimate goal of an education is to send students into the world to study or pursue an interest of theirs so that they may contribute to society.

The book introduced a new intelligence that, from what I understand, is the intelligence to build off from previous knowledge. The students could use this intelligence by possibly combining ideas that were formed from the other eight intelligences. This new intelligence reminds me of the idea of combining our five senses to create a sixth sense. When we combine our five senses, we get the sense of knowledge or intuition. When the intelligences are combined, they can create new ideas based on what is already known. I believe this is what is meant when the book defines existential intelligence as, “the capacity to locate oneself with respect to the furthest reaches of the cosmos—the infinite and the infinitesimal—and the related capacity to locate the significance of life, the meaning of death, the ultimate fate of the physical and the psychological worlds, and such profound experiences as love of another person or total immersion in a work of art.” When the other intelligences are combined, the student should be able to relate the material to the real world. This will allow students to articulate ideas that would fall under existential intelligence, and that would allow students to discover and build ideas about the significance of life, or the experience known as love. These are feelings that everybody feels, and therefore it is important for people to explore.

Kellie Sanborn
On a personal note, these were by far my favorites of the readings that we have done so far. I love the idea of using ideas of multiple intelligences to re-create the way students have been learning for decades into something that requires no explanation as to its real-life implications. The MI School chapter stood out to me in particular as something that may seem like a stretch, but has been proven completely possible. I question how a public school would be able to fund some of the ideas, such as regular trips to children’s museums, but allowing students to explore rather than sit in a room and be taught is absolutely brilliant to me.

The concepts discussed in these chapters reminded me of a program that my mentor teacher is currently piloting. At Mt. Blue High School, there is a group of sophomores who is experimenting learning in a setting which is mainly project-based. Through this program, they have four “advisors,” a teacher from each discipline, to guide them toward meeting the standards they need to meet. For each project that the students come up with, they start by completing a proposal form which examines the standards they will meet, the elements of the project, and its applications in Bloom’s Taxonomy. They have certain projects which they are required to do, but they have options for how they will complete them. Though this isn’t based completely around multiple intelligences, it still gives students a chance to have autonomy and to work to their own strengths. These students earn a sense of independence and are able to apply their learning to things that they care about. A situation like this would definitely benefit from the ideas given in chapter 13, which focuses on applications of MI theory. The chapter gives a lot of great ideas for applying project based learning to all of the MIs and even integrating ideas of culture and ability level.

Chapter 7 would be incredibly helpful to a teacher working with a group of students who isn’t lucky enough to have opportunities like this, because it allows for integrating all of the multiple intelligences in any kind of classroom by creating a classroom environment which is friendly to all eight intelligences.

Chapter 14 discusses a new idea: existential intelligence. I almost wish that this intelligence would have been integrated at the beginning of the book. I can understand how it would be more difficult to apply to certain areas of learning, but I also think that natural intelligence is difficult in the same way, the difference being that you can adjust any lesson to a naturalist learner by bringing the lesson outside. I think that existential intelligence is just as, if not more important as the other eight intelligences and truly is its own. I can, however, see it falling under intrapersonal intelligence in a lot of cases. I think that by discussing the existential intelligence, students gain an understanding of the true reason that we do anything in life. I think that far too often, students are not given the opportunity to explore this special ability.

Chris Whitney
The combination of these four chapters talks about how to bring multiple intelligences into the classroom. There is even a chapter about having a whole school based around the MI theory. It is important that the display of the classroom be set up in a way that will appeal to multiple student’s intelligences. Having windows and posters about your certain content can help to interest naturalist and visual learners. Playing music in the classroom will help to motivate students who learn through music. I feel as though the MI theory is really on the brink of changing the education world. Teaches have acknowledged the importance of using multiple intelligences in the classroom and to assess students by those same standards. Now teachers need to take the next step and make the MI theory a part of the permanent classroom. This is the 21st century and students need to be taught for that time period. There just needs to be a way to explain to all teachers how easy it is to change to a MI model. Some teachers probably use multiple intelligences in their classroom without even knowing it. If all teachers could realize that just taking steps toward MI is a step in he right direction.

While reading these chapters I thought a lot about something that is happening at Mt. Blue High School. For one of my mentor teacher’s classes, the students get to pick what they want to study. For one of their history projects they have to use many different intelligences to create a new school constitution. The biggest difference between this class and the rest of the classes is that these students always come to class enthusiastic and ready to learn because they had a say in what they are learning and it has purpose to them. The students are aware of what standards they will be meeting with each project they make up and it really gives them a sense of empowerment in their learning. They are clear about what they have to do and the goas are goals they have set themselves so it creates many life lessons in itself. All of these chapters described something like what is going on at Mt. Blue. The students are using many different MI’s to learn about subjects in a more creative way, and in a short time I would say it is working pretty well.

Megan Hoffman
__Multiple Intelligences in the Classroom__ is probably my most favorite book out of the readings that we have done thus far. I love the concept that pushes away from picking kids out as “smart” or “dumb” because those conventional definitions of intelligence are really frustrating to me. Chapter 7 focuses on the idea of classroom “ecology”, or the physical appearance of your classroom setup to meet the needs of every student. For example, a classroom with no windows will not engage a naturalist intelligence or a classroom with no pictures will not engage a visual learner. It would be difficult to choose a setup that fits all learners, but sometimes having stations if there is choice time will help meet the students’ needs. Chapter 8 focuses on the classroom management aspect in relation to the MI theory. I found the getting students attention section a bit silly because, at least the way I read and understood it, to do all of those things at the same time would just cause distraction in my opinion, it might be better to use every strategy at least once per day. I really liked the section in forming groups with different intelligences, that way more ways of thinking can be brought into the group and someone’s strengths can account for another’s weaknesses.

 Chapter 13 was a miscellaneous chapter that covered a few applications of the MI theory that didn’t fit in another section. The first section was about computer technology and how you can suit it to fit every need. It has a huge graph with computer activities that can be applied to every intelligence in the classroom. For example, you can use animation programs for the visual learner or things like GarageBand for musical learners. Another section in the misc. chapter was about cultural diversity and how the MIs are cross cultural. According to the book; “every culture has and uses all 8 intelligences” (Page 177). The last section dealt with how to guide students to choose their career based on their MIs. For example a linguistic learner might choose to be a librarian or journalist, and an intrapersonal learner might consider a career in psychology. Chapter 14 talks about the author’s belief in a sort of semi-intelligence known as the existential intelligence. This ninth intelligence involves thinking deeply and exploring big ideas and concepts. I personally think that this might link with intrapersonal intelligence, but it may be just broad enough to get its own title. It is important for every teacher to practice this intelligence because we are lifelong learners and thinkers, so we must think in a broad scope of directions and constantly ask ourselves big questions.

Ashton Carmichael
In this Chapter, the author points out some important questions from each of the Multiple Intelligences. Each question is geared toward learning styles from all eight intelligences. The author goes on to say that, “Answers that tend toward the positive factors listed above will enhance a classroom environment to the point where even students who enter the room with significant academic, emotional, or cognitive difficulties will have an opportunity to feel stimulated toward making great strides in their learning” (Amrstong103). Isn’t this what we should be striving for anyway? Every teacher should be incorporating this method of teaching in the classroom because it is one of the only ways to ensure we target every student. The method will not hold advanced students back, but push them to be even stronger students. Chapter 13 discusses technology into the mix as well (Armstrong 174). From what I have learned and from my own experience, I feel strongly that most students are learning through this highly developed tool of technology. Students want to explore what it has to offer, so why should we deny them the ability to learn in a way that they are comfortable. Technology can incorporate the basic eight intelligences through the software it offers. Students will find programs and create projects that illustrate their knowledge and allow the teacher to get a better understanding of what the student is like. We will see mastery of the students’ work while getting a glimpse at the real character behind our students. One of the ways to accomplish this, seeing a mastery of student work and the character of the student, is to model instruction based on the MI school. Not every student in the country will be able to attend this school, and chances are I will never get to teach at one. However, that does not mean that student can not get a similar experience as these students. By incorporating small things in the everyday classroom, like picking a theme per semester (or school year), that students can follow will make a huge difference in the long run. Students need to make connections to the way they learn, and just lecturing students only targets a small population of the learners. As the author said, “The Key Learning Community was not mandated at an administrative level; it is the product of the energy and commitment of eight public school teachers who had a dream about what education could be for their students” (Armstrong 128). So, it is possible for teachers in public education to incorporate this type of learning. The read question is why most teachers aren’t.

The idea of introducing a ninth intelligence fascinates me (Armstong 182). Students, especially in upper middle and secondary middle education, are beginning to think critically on their lives (ie: where they are going, how important choices are,). Teaching in a way that incorporates this idea of existential learning would be a great way to spark class discussions and get conversation moving. It is a way to make connections to not only the students lives, but to HOW the material relates to how the students VIEWS life in general. The students are at a critical moment in their lives where they are trying to figure out where they fit in the world and by teaching in a way that they can utilize the material and incorporate it into their own way of thinking about the world we have accomplished something that will last.

Kaite Bukauskas
Chapter 7 focused on the ways in which multiple intelligences can be worked into a classroom environment, which the text refers to as the classroom ecology. The environment should be coordinated in a way that meets the needs of all of the learners. There are several examples of ways in which a teacher can take measures to form such an environment. To reach linguistic learners, a teacher can consider the ways in which students are exposed to written and verbal word. Logial-mathmatical students may be sensitive to the ways in which class time is managed and may desire consistency with routines and rules. Furniture can be arranged in ways that would benefit spatial learners to make the room feel spacious as well as accounting for required surface space for writing tools, hands-on learning, and round tables to encourage discussions. Bodily-kinesthetic students may benefit from an environment that keeps them from sitting at the desk to extended stretches of time by encorporating hands-on learning activities and opportunities to perform role-plays. The environment can reach musical students by ensuring that noise distractions are at a minimum. A teacher can also focus on his or her tone and avoid speaking in a monotone fashion to keep student attention. Interpersonal students require an environment that allows them to a sense of belonging with the student body, where interpersonal students need opportunities to have the space and assignments to work independently. Naturalist students may enjoy the learning environment if there is ample lighting coming in through the windows, field trips, or opportunities to bring the lessons to the outdoor environment. Activity centers can be created around the classroom that are made to be accommodating to specific multiple intelligences, such as math lab sections for logical students, music lab sections for musical learners, and round tables for social learners. Chapter nine encourages schools to gravitate away from a solely traditional style of school and more towards the style of a multiple intelligence school. A ‘traditional style’ school, as described in the chapter, is one which focuses only on verbal and logical abilities instead of focusing on developing all abilities. Traditional schools put a heavy emphasis on core content classes, and when budget cuts arise many of the other areas of multiple intelligences, like music programs, art programs, and physical education, are the first things to be cut which limits the MI exposure. This chapter suggests one way of integrating multiple intelligences into a school by having students spend their morning classes in traditional class and spend their afternoons in the community to extend their learning. In this scenario, a school would need to fill three positions- an assessment specialist to follow student progress, a student-curriculum broker to work between the students’ abilities and intelligence and school curriculum, and a school-community broker, who acts as the connection between the students and the community resources that are available. Chapters 13 and 14 continue to discuss the theories of multiple intelligences as well introduce the ‘9th’ intelligence of existential intelligence. Chapter 13 states that a school integrating the aspects of MI would require three additional applications: computers and technology, cultural diversity, and career counseling. This chapter made me think back to my high school years and how successful my school was at reaching out to the various ways of learning while incorporating career counseling. The school offered a class called Senior Experience in which, very much as mentioned above in chapter nine, we spent our mornings in the high school taking traditional core classes and spent our afternoons in the community fulfilling internships in our career of choice. I was interested in psychology at the time and I am very much a kinesthetic and interpersonal learner. Being able to spend half of the school day in a career setting, witnessing the concepts of psychology in real life scenerios and interacting with professionals, was a wonderful way for me to learn in a more meaningful and effective way.