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Casey Mull
In this first chapter, I was able to get a better grasp on the eight intelligences. It offered a Multiple Intelligence Theory Summary Chart that gave specific details, showing examples of what falls under each of the eight intelligences. I also learned that each person carries all of these eight intelligences, some stronger and some weaker than others. This will help me in the classroom because I will know that some students for example can have very strong interpersonal and musical intelligences, while having mediocre musical intelligence. I now know that you do not just carry one, and have absolutely none of the seven other intelligences.

Maxwell Haney
This chapter gives a good history of “intelligence.” They said there are eight forms of intelligence. I find it interesting to see the individual ways we think because I can really notice my weaknesses and try to understand how students will think different than me. I want to be able to teach kids who are different thinkers than I am. Many people have a hard time thinking mathematically so I will have to show them different examples they can relate with. But a very good point the book makes is that everyone is have all eight categories of intelligence. It is important to stay positive because they could understand me after the next lesson.

Lillian Barry
This chapter was an overview of what we discussed in class making this a lot more understanding. It covers more in-depth the disguises between different learners the test/experiments that Howard Gardner took to reach his findings. Gardner is a Harvard psychologist that argued that IQ tests and society had “defined intelligence too narrowly”. It continues to break down all learner traits and the criteria used to find these factors. An interesting point that is made on page 15 is that “each person possesses all eight intelligences” but they form together for each person differently. This could be why you feel you have a couple of different learning styles. This chapter covers other intelligence theories on page 17 that all led to Gardner’s want to understand the concept of “learning style”. Gardner focuses his theory on learners operating on contents of the world. This is going to be the best thing to impact me as a teacher because I will be a more well rounded teacher.

Brittany
The theory of their being Multiple Intelligences is not new me. Simply looking at people in general I have noticed that some people may not do so well in school but they can fix a computer or build something far better than anyone else. What was interesting to read was that all of the eight intelligences that Howard Gardner has come up with are associated with a certain part of the brain and that damage to the brain may eliminate or severely hinder the use of one of the intelligences. Along this train of thought is the idea that everyone has the ability to develop each of the intelligences to a high level of use. This is both encouraging and disappointing. It is encouraging in that it means that if I practice and put the effort into what I am doing I can develop a great proficiency at the task; and it is disappointing for those who wish to rest on the fact that they can only do what they are naturally good at. Gardner has expanded what it means to be intelligent and that, if it does nothing else, will reshape how schools operate.

Kaitlyn Bartlett
In the first chapter of Multiple Intelligences, I really liked learning about the 8 different intelligences. Before I finished the chapter, I had the impression that you only possessed one type of intelligence. After reading that everyone posses each type of intelligence in either small or large quantities, it made me see a connection between them and the different learning styles. I really like the psychology in this because it makes me spend more time actually listening and looking for these things in people’s behaviors. This type of material sticks with me because I find it so interesting, therefore I will definitely bring this into my classroom whether it is by choice or not. I hope knowing all of this will help me to learn how my students learn so I can get to teach them effectively in the way they learn the best.

Mike LaFreniere
I learned that the MI Theory has eight different categories of intelligence: linguistic, logical-mathematical, spatial, bodily-kinesthetic, musical, interpersonal, intrapersonal, and naturalist. (pg 6.) I also learned that Howard Gardner, who came up with the MI theory, says that each person posses all eight intelligence categories since we are highly developed in some areas whereas not as developed in others. (pg. 15) Based on the MI Theory Summary Chart, I have characteristics of a musical learner where I also have lots of interpersonal characteristics. This is an example of how Gardner says all intelligences come together and function in unique ways within a person. (pg. 16) The chapter has impacted me by further instilling my belief that every student learns differently than others. In my classroom, I will need to target my lesson towards students of types of multiple intelligences rather than focusing on one type.

Jen
In Chapter one, Howard Gardner’s idea of the “intelligence tests” being an inaccurate approach to determining a students’ intelligence is an idea that many teachers and students struggle with today. Many school systems, more specifically colleges weigh heavily on accepting a student based off of their “SAT” scores as an indication of how “smart” they are and what type of student they are. In all actuality, it may only prove what type of learner they are. Test scores should not be the major determining factor of whether a student is intelligent because that discriminates among those students who do not test well. Before reading this chapter I thought I would be a teacher who gave mostly tests, with a few projects here or there, but now after learning about the eight types of learning styles I realize the importance of meeting every students needs. Low-test scores are discouraging to those students who do not test well, and that may put those students in a position where they feel they don’t want to learn anymore. Now with this knowledge, I can make my future assignments have choices or mix things up a little bit and give tests but have alternate ways of assessing my students as well, and this may also make it less boring and less traditional and allow my students to stay interested in the subject matter.

Jasmyn
In pages 8-14 Armstrong explains the studies of Howard Gardener. Armstrong states that Gardener has studied multiply intelligences and “insists on calling them intelligences rather than //talents// or //aptitudes//” because many people have the ability to maintain the intelligence even at certain levels of disability. There are eight factors that Gardener “tested” people on. Each of the factors has the potential to explain that a person with a certain disability can possess intelligences while being limited in brain function, development and are otherwise known as exceptional. This is a very interesting part of the chapter because its definition of intelligence has changed my perspective of the word. I think that I will be more likely to refrain from comments about how intellectual or not intellectual a person is until I have learned about all of the ways they learn and perceive information.

Seth
While going through this chapter I read about the “Eight Intelligences” that a MI person/student is capable of having. Through other readings during and before this semester I was aware that the eight intelligences were linguistic, mathematical, spatial, kinesthetic, musical, interpersonal, intrapersonal and naturalist, and was aware that a person/student was capable of having more than one “intelligence.” As a future teacher I feel that it is important I fully grasp the main elements of all eight (although there are said to be many more) intelligences and incorporate them into my lesson, I need to make my delivery appealing for all types of learners. Personally, I feel that I posses a few of the intelligences listed in chapter one. I really enjoy writing and expressing myself though words, whether it is through a poem or even a short story. I also enjoy (or at least try to) writing and playing songs on my guitar and can easily tell when a string is out of tune of I get off-beat while playing a song. I’m also a hybrid of an inter and intrapersonal person. I enjoy being with my friends and in a large group of people but can appreciate alone time when it comes around.

Brody
Upon reading the first chapter of Multiple Intelligences in the Classroom by Thomas Armstrong, one of the main themes that stood out to me was that virtually every person has capacities in all eight intelligences and they can develop those capacities if they are given the proper support. This is vital information for me because it shows that as a teacher, I will need to find a balance between providing instructions that cater to a student’s most developed intelligence while also providing an environment where they can develop the intelligences that are underdeveloped. It is also important for all intelligences to be developed considering the fact that there is no clear evidence that one intelligence will be used in all aspects of one’s life. Intelligences are always interacting with one another so one task could be hindered by an underdeveloped intelligence. Another portion of the chapter that impacted me was the part that stated that most of us are highly developed in some intelligences, moderately developed in others, and relatively underdeveloped in the rest. When thinking back to my experience in school, I realize that I was successful in part because I have a linguistic intelligence. I feel as though I was lucky due to the fact that many of my classes were set up linguistically. I remember the comfort and success I felt because of this. Every student should feel this comfort and success and as a teacher I would work diligently to provide this by valuing all intelligences.

Leighlan
MI theory states that there are multiple intelligences, not just the stuff that is measured in a traditional intelligence test. To me this is so intuitively correct. I had a friend in high school, who was the most brilliant artist; she also was the most people savvy person I have ever known. Her math, reading, and writing skills could have all used some improvement, because these are the intelligences that are typically the only ones considered, she thought she was too stupid to go to college, even art school. This chapter also made an important distinction between MI and learning styles. Anyone can develop any intelligence, if they are taught using the methods that make sense to them. I have dyslexia, it seemed like I was never going to learn to read, then my mom stepped in with some fantastic books that captivated me, turns out I just needed to see reading as a way to get a fantastic story, instead of seeing it as confusing symbols scrawled on a page. = =

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Kim
This chapter gave me a good overview of each of the eight intelligences; I had heard of all of them before, but this was the first time that I had seen any descriptions of them. I found the chart explaining different aspects of the multiple intelligences quite interesting, especially the developmental factors and how the intelligences are valued in today’s culture. Knowing what the eight intelligences are and how they manifest in various people will help me to design lessons that will allow each student to use the intelligences that he or she is strong in as well as develop those that are not as strong. I think it helps to know that people are intelligent in different areas so that you can create units that allow students to take advantage of their intelligences and you know not to expect all students to perform the same way. I’d also like to have different areas in my classroom filled with resources for each intelligence so that students can work to increase their strengths in all of the eight intelligences when they are not working on classwork. Understanding that each student’s mind works differently will help me to work with each of them in the most effective way for their learning; I’ll be able to provide adequate instruction for each of them and I will be able to assess them in a manner that takes their varying intelligences into account.