MI+B2+Chapter+13

Abstract & Synthesis - Grace K.

 * Abstract**: Chapter 13 focused on the fact that MI theory is very broad and extends beyond school and across cultures. MI theory can also be used in [|career counseling] to some extent, and has a bearing on how an individual might use technology, since certain technologies tie nicely with certain intelligences. In this chapter, Armstrong stressed that the eight known multiple intelligences are present in every culture, and that individuals can work to develop their multiple intelligences further if they notice that one of their intelligences is underutilized. For this reason, it is important teachers avoid pigeonholing their students based on race or background, and instead recognize that each student is unique and had the ability to use all of their multiple intelligences. The chapter also discussed technology and outlined specific computer programs that teachers could use to address all of the eight intelligences. Computers have the capacity to be used fully by all eight intelligence types, therefore proving themselves to be important tools for teachers to make the most of.


 * Synthesis Reflection**: Our class definitely saw the usefulness of technology as it was presented in this chapter. One of the common reactions to the MI book in our class responses has been that many of the activity ideas seem geared towards elementary aged students instead of middle and high school, so I think the technology portion of this chapter jumped out at us as a tool we could really make the most of. Almost all of our responses recognized the idea that the multiple intelligences are present in every culture and that teachers need to stay far, far away from stereotyping their students based on culture or background. I think the biggest thing to come out of this chapter for us as a class was that technology can be a great tool for us to use when integrating the multiple intelligences into our classes.

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Tiarra
This chapter discusses some other applications of MI theory, one of which we have become very familiar with over the past few weeks. Computers are described here as “intelligence-neutral mechanisms,” which is fair to say given the vast and ever expanding frontier of computer programs that cater to each and every intelligence and interest imaginable. It is true that technology can be used in almost every classroom situation, although that does not mean we always should use technology. The chapter also points out that teachers using MI theory should be sensitive to cultural differences but not blinded by them. All cultures have and use all eight intelligences, however different cultural values determine what students find interesting or relevant and lessons should be adjusted accordingly. Teachers and other faculty members also use MI theory in career counseling and there are a variety of jobs that utilize one intelligence more frequently than another.

Will L.
This chapter focused on the use of technology and diversity in relation to the MI theory. Technology is all around us, just waiting for another practical application in education. On page 175, it lists all of the intelligences and correlating technological uses that would complement that particular intelligence. In terms of diversity, a chart featuring various races and intelligences is featured on page 178. It lists various historical figures that are relevant to their race. I suppose it’s supposed to act as a sort of historic role model, which I think is a neat idea. But, if it’s conveyed in the wrong way, it may be taken as discriminatory. The culture associated in schools in another prevalent thing that can be applied using MI theory.

Justin C.
This chapter talks about other possible applications of MI theory. The three areas that this chapter discusses are computer technology, cultural diversity and career counseling. Out of these three, cultural diversity seemed to stick out at me the most. It wanted to get across to us as readers and as future educators, that no matter what culture students come from, they all have the ability to use the eight intelligences. If we walk along cultural stereotypes and focus on logical-mathematical for Asian students, as an example, focusing in on logical-mathematical teaching would make it seem like we are trying to single that culture out when in reality we are not. That is a piece of knowledge that I will carry with me into the schools; no matter what culture a student comes from, they all have the ability to use each of the intelligences.

Grace K.
Chapter 13 emphasized that the eight multiple intelligences don’t exclusively affect a student’s classroom experiences. They also have a bearing on what types of computer technology the student might be naturally inclined to use, or what careers they may be well suited for. The chapter also acknowledged that certain intelligences may be more or less emphasized in different cultures, so teachers should keep this in mind and work to develop all eight intelligences in their students no matter what their cultural background is. Every culture possesses the multiple intelligences, but they may be more or less developed depending on how much they are or aren’t valued in that culture. I liked the table of “Prominent Individuals from Minority Cultures” that was included in this section; it is a valuable resource for teachers to expose “end state” examples of the intelligences from various cultures. Also useful was a table of the eight intelligences and examples of careers that each one naturally applies to – these are by no means a definitive way to help students narrow down their career goals, but it is a helpful list to have.

Dan B.
I really like how in this chapter they described ways that you could use computer software to hit all kinds of different intelligences. I thought that the table (13.1) was really interesting because it gave all kinds of examples of how you could use technology to benefit of all of the 8 intelligences. For example you could use a website with logic games to benefit logical learners. You could use social network sites to help interpersonal learners learn. You could use individual educational games, such as the Oregon Trail to help intrapersonal learners. These are just a few, but there are many, many more software programs that tailor each and every of the 8 multiple intelligences. I knew there was a lot of things you could do using technology, but I didn't know that there were as many as the book pointed out. I will look at this chart when I am a teacher and draw ideas from it.

Danny K.
Chapter 13 introduced other applications of the MI Theory. These applications can help teachers develop teaching strategies that can help meet the needs of a diverse classroom. The chapter covered using computer technology with the MI Theory. You can reach all of the multiple intelligences using technology by being creative and using great prior planning. The chapter also talked about cultural diversity and how “every culture has and uses all eight intelligences” (page 177). Cultural diversity is something that I have not had much practice with, living in northern Maine, but it makes sense that no matter what culture, everyone has the same types of intelligences. Chapter 13 also talked about career counseling and helping your students to start thinking about what they would like to do when they grow up. I feel like teachers do not do this enough, at least from the experiences that I had in school. As a teacher I would try to incorporate career counseling into my classes.

Grady B.
Where I found the content in chapter 7 to be largely unattainable or irrelevant, the applications for MI described in this chapter seemed much more effective. Just as we are learning that technology should be interwoven throughout a curriculum, the description of the uses of a computer for facilitating MI seems very appropriate. The lengthy list of programs that relate to each intelligence on page 175 was very useful in emphasizing the diverse ways in which a computer may be used in a classroom setting. Additionally, while it was decidedly a graceless segue, the section on MI and cultural diversity raised some important points. I liked that the section touched on the tendency to pigeonhole different cultures into specific intellectual stereotypes, and that this practice was both flawed and racist in nature. These two sections, along with career counseling suggestions, all filled in some important gaps in how MI can be applied, and misapplied, in the classroom setting.

Jen R.
Chapter 13 of //Multiple Intelligences in the Classroom// introduces other ways of applying MI into the classroom. The three other applications of MI theory to education include computer technology, cultural diversity and career counseling. Chapter 13 emphasized how to use these three applications to enhance the learning of students through their MI. Computer technology was a great example mentioned. Computers are readily available in all classrooms today and they are great resource for teaching to the different intelligences. Computers possess the ability to adapt to students MI that many teachers are lacking. There is virtually no end to the potential that a computer withholds. By incorporating valuable resources like computers into our teaching methods, we can touch upon the MI of many other students and expand the learning spectrum.

Jonathan B.
Other applications of MI theory, as discussed in chapter thirteen, are presented as options to broaden perspective. The computer technology aspect is important because technology has so many different types of media to choose from corresponding with the different types of intelligences. As for cultural diversity, MI is a model of sensitivity to differences. Career counseling is integral to the MI theory because if students consider career options based on their MI strengths, they can start planning for a career they will really enjoy. This may open ideas that students had not considered before, but come to realize would be a good fit. As a teacher, I will certainly taken advantage of technology to capitalize on my students' MI strengths. Providing projects and tasks with student autonomy that are really engaging seems like a vital teaching strategy.

Chris D.
Chapter 13 of Multiple Intelligences talks about different ways to use MI Theory in the classroom. Technology, something we’ve been learning a lot about in class, was discussed here and given different ways of how it can be used in coordination with each of the different intelligences. Technology is definitely a good tool and should be used in the classroom as a creative way to present information, but that’s not to say that it should be the only way to teach. The second thing that this chapter talked about was cultural diversity. It seemed pretty obvious to me when it said that each culture possesses each of the eight intelligences, almost as if we thought that other cultures weren’t as smart as the dominant culture. What was surprising to me was that each culture had its own sort of preference for which intelligences were considered to be helpful and which weren’t as needed.

Tyler S
Chapter 13 took an example, a computer, and showed how it could be used in different ways to reach students of any type of intelligence. You could probably look at a number of different tools and find ways to appeal to many of the different intelligence types. What I found interesting were some of the career examples given near the end of the chapter. It was pretty cool that those careers Ive considered or had an interest in almost all fall under my dominant intelligence types.

Kaitlin T.
I found chapter thirteen, “Other Applications of MI Theory,” to be predominantly about technology, specially computers, in the classroom. 13.1 (175) really put multiple intelligences and computers into perspective for me. I had no idea how many different sorts of software were available and how many of them are capable of “activating” the intelligences. Chapter thirteen also discusses the importance of not stereotyping our students into different intelligences simply because of their culture or heritage. Different cultures put more or less emphasis on certain intelligences; as teachers, we need to be careful not to pigeonhole our students in this way