MI+B1+Chapter+6

Abstract
Chapter six offers very useful information and gives us ways to teach to all of the intelligences. It lists out different techniques for teacher to follow and they consist of storytelling, brainstorming, tape recording, journal writing and publishing for linguistic learners. Spatial intelligence: visualization, color cues and picture metaphors. Bodily kinesthetic: classroom theater and hands on thinking. For musical intelligence: rhythms, songs, raps, and chants. Interpersonal: cooperative groups, board games and simulations. Intrapersonal: personal connections, choice time and goal setting. The last intelligence is naturalistic: nature walks and plants. Students learn more and be excited and more engaged when the teacher is willing to change up lessons and material to help benifit different learning styles.

Synthesis
I enjoyed this chapter a lot and love how it gives not just the idea of teaching towards differnt intelligences but gives examples each intelligence and how to incorporate these into the classroom. This informative chapter seemed to excite everyone and commonly we all touched upon the different lessons that we liked and wanted to use in our [|classrooms.]I think that everyone enjoyed this cahpter because it used a lot of the information from chapter 5 but went in to greater detail. It was so helpful for everyone to be given many examples of how to teach to multiple intelligences and not just told that we should do it. Agreeing with other comments, [|visualization] is a great example for history "Close your eyes and picture yourself marching in formation as you approach Gettysburg. You can hear the blast of the cannons and soldiers screaming in agony and it sends chills down your spine..." Pretty awesome, huh?" (Seth).

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Seth
One teaching strategy that sticks out at me is storytelling. What is history other than story telling? I mean, the word "history" has story in it! Brainstorming is also another great method of tricking kids to think. My mentor teacher(s) held Socratic seminars every Friday at the end of class to review what they had gone over that week in class. Starting with one word/topic the teacher asked for words that connected to the word/topic and then come up with more connections and more and more etc... You get it, right? Journal writing is another good method of getting students to think before class starts. It's a nice way to jumpstart their brain. For my thoughts on Socratic questioning see the last blogs. Visualization is a great method for history classes. "Close your eyes and picture yourself marching in formation as you approach Gettysburg. You can hear the blast of the cannons and soldiers screaming in agony and it sends chills down your spine..." Pretty awesome, huh? Discographies and all it says about relating songs to the Civil War... I like it.

Jasmyn
This next chapter gives teaching strategies to the eight intelligences. Each one of the intelligences has a detailed description of how to teach selected examples, (these are the same capitalized examples under the intelligences in chapter 5). I was very interested in the interpersonal section of this chapter because my strongest intelligence is an interpersonal one. As I read the board games explanation, I found myself feeling connected to those paragraphs, because I really enjoy board games for both their social and strategic focus. I hadn’t really thought of board games as a good learning tool for the classroom, but I can see how fun and engaging they could make a lesson plan.

Brody
In the sixth chapter of //Multiple Intelligences in the Classroom//, Thomas Armstrong gave a number of lesson suggestions for all intelligences of the Multiple Intelligence theory. These suggestions are fantastic resources, as every student can have the chance to be truly involved and develop deep understandings of material when instructors alternate between intelligence emphases in lesson plans. As an aspiring History teacher, a few suggestions sparked an image in my head of myself teaching those lessons. For students with a highly developed interpersonal intelligence, board games are ideal as they provide interaction without deterring from the content at hand. In High School, one of my teachers had a board game where teams of four represented a country during World War II. Great Britain, France, and the United States faced off against Italy and Germany with the USSR as the wild card in a game similar to Risk, where alliances overtook countries at the other alliance’s expense. I would hope to implement similar board games in my class as they represent the strategy of war in an enjoyable setting. Most of the students didn’t even know they were learning! Another interesting suggestion of Armstrong’s is to ask students to act out certain situations in a classroom theater type of lesson. This would work well in a History classroom as battles, larger scale wars, political campaigns, etc. could all be acted out and used as assessments to see what content students soaked up in previous lessons. After all, History is all about action. What better way to reenact these events? I thank Armstrong for these suggestions as they sparked even more enthusiasm in me to come up with my own lesson plans which I didn’t think was possible.

Max
A teaching strategy that I could always learn from was story telling. A lot of teachers, especially Dr. Theresa, use this method as a way to connect something to the lesson so it will stick with the students better than just reading them facts. Dr. Theresa uses this strategy very well. A lot of us do not know too much about technologies so she explained, through storytelling, how she got to where she was today and all the amazing opportunities she took advantage of when she was younger. It was really effective because I can really remember all the technologies it took before they started getting the great tools like iPads and Smartboards today.

**Mike**
This chapter continued on about how to teach to all eight multiple intelligences. The only difference between this chapter compared to chapter 5 was that the teaching strategies were a lot more detailed. My favorite strategies that were presented were storytelling and journal writing. I feel that students will enjoy these strategies the most in my classroom because it is fun to not only create a story, but also if a story is interesting then it will grab your students' attention. When it comes to journal writing if students write down their thoughts and share them with each other then they will learn more out of discussion than just reading from a textbook. It is important for teachers to master these learning strategies in order to not only teach to the various learning styles you may deal with but also students will learn the material easier if you can teach to their learning ability.

Jen
This chapter provided strategies to teaching for each of the multiple intelligences. One that was really interesting to me was the journal because it could be considered maybe an assessment of the student's learning but it could also be a means of a reflection on the teaching style the teacher used for that intelligence group. Armstrong states "Making choices is like lifting weights. The more frequently students choose from a group of options, the thicker the "responsibility muscles" become (92). This seems essential to the way students learn because it allows students to become more familiar with their learning styles and techniques and the freedom and experiences of their choices gives them a better fulfilling academic experience. Autonomy doesn't seem as much of a negative concept as it did before when we first started the chapters, however, when I am out in the field I still think that things are too directed toward students choice and that we should be incorporating more of a traditional dynamic. Incorporating students various intelligences are an essential part of the process of education because of it's positive impact on student's but with that being said it's just as important that there are limits to that too.

Lily
This is a very useful chapter because it gives us tips to use in order to help up teach all eight intelligences. The examples they give for Mathematical: calculations and quantification, classifications and categorizations, Socratic questions and science. For linguistic: storytelling, brainstorming, tape recording, journal writing and publishing. Spatial intelligence: visualization, color cues and picture metaphors. Bodily kinesthetic: classroom theatre and hands on thinking. For musical intelligence: rhythms, songs, raps, and chants. Interpersonal: cooperative groups, board games and simulations. Intrapersonal: personal connections, choice time and goal setting. The last intelligence is naturalistic: nature walks and plants. This chapter is great because it gives us so many options to choose from and how we could use them in our classrooms. It is so exciting to see all of the different things that can be implemented into the classroom!!!

Kim
This chapter expanded on the ideas presented in chapter 5 and provided many different examples of how to use the various intelligences in the classroom. The chapter was broken down into the 8 intelligences, and for each intelligence there were five different examples of concepts that could be used to address and incorporate the intelligences into the classroom. For instance, one of the examples given for spatial intelligence is color-coding, which helps students to connect like things together and distinguish between different things. This is an activity that I am particularly interested in because there are so many options for color-coding in an English class. Other subject areas can benefit from an activity like this as well, and it could even be an ongoing activity that students refer back to throughout the year, building a database of terms or opinions or whatever it might be that they color code. That’s only one of the options for special intelligence, and there are four more for that particular intelligence alone. The other seven intelligences have five examples for each, which when compiled in the format that this chapter has them, creates an outstanding database of sorts of MI activities.

Casey
In chapter 6 I read about student publishing. I agree with the author that teachers should advise students to save their writing samples rather than throw them away. If students have the opportunity to publish their prose in school newsletters and other accessible media, than they will likely improve their writing. Student writing will improve because students will be inclined to hand in essays of a certain quality, rather than a mediocre peace of parchment that discernibly falls short in effort—something that is just good enough to earn a passing grade. Student publishing can arouse slumbering passions for writing within students.

Brittany
 What is different about this chapter is that it gives actual resources and examples to be used in real life. So far it has been mostly strategies and planning but now it seems to be more helpful in a way. I liked that it provided examples of using different strategies with different curriculums. It gave me ideas of using techniques that I do not think of as going in a history or social studies classroom to help my more math or science inclined students to succeed. Not only did it say how to use the techniques in different classrooms but it also showed how one method can work for more than one of the multiple intelligences. I think of this chapter as more of a resource and less of a text book.

Kaitlyn Bartlett
In Chapter 6 of Multiple Intelligences, the author gave in-depth ways of targeting the 8 different learning types. He gave 5 different activities for all 8 learning styles. The activities that really caught my attention were ones of logical-mathematical because that is one of the ways that I learn best. This chapter could really be used to help impact my teaching because it gave many different examples of different lesson plans. It’s hard for me to see myself using some of these ideas because I can’t think of a way to relate it to math; like theater for instance. But there are a lot of great ones to make up for the ones that I won’t be able to use.

Leighlan
The teaching strategies typically used in American classrooms are almost exclusively directed at linguistic intelligence, and in math and science classes, logical mathematical intelligence. In order to have all students able to learn all of their possible primary and secondary intelligences must be addressed. Many of the strategies for teaching naturalistic, kinesthetic, intrapersonal, interpersonal, musical, and spatial learners are strategies used for young children that people expect students to grow out of. Some of these strategies are stories, pictures, visualization, skits, songs, simulations, and classroom pets. I don’t think people grow out of liking stories, songs, and pets. I also don’t understand why people throw out perfectly good learning strategies just because someone is an adolescent and supposed to act “grown up”. Adults learn that way too, just go to church, the minister tells a story about a moral theme, the choir sings about it and people show they understand by shouting, clapping, and sometimes dancing. That said these strategies can be used to study, if you just don’t get a formula, act it out, compose a song, compare it to things, you’ll get it, probably better than your classmates.