MI+B1+Chapter+7

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Mike
Abstract- This chapter talked about the importance of creating a comfortable learning environment for all eight multiple intelligences. Teachers usually can accomplish this by creating daily routines for the class and also the teacher can group students based on the same multiple intelligence. If students are grouped with other students with the same intelligence as them then they learn at a faster pace which makes being in the classroom for students more comfortable. In this chapter, the author also talks about how teachers can determine how certain students posses multiple intelligences. [|Open-ended activity centers] relates back to students with the same multiple intelligence being grouped together since the idea of this is that they all can work on assignments and projects that relate to their learning style. A temporary center is related to anything creative while a permanent center while a permanent center is basically the same concept as the Highly Effective Teaching Model.

Synthesis- As a class, we agreed that it is important for teachers to be [|organized] in order to help out students with all multiple intelligences. We also think it is important for the classroom to have consistent rules where students could also feel comfortable and be able to think freely no matter what type of multiple intelligence they possess. If you can get model your curriculum and lessons to best suite all multiple intelligences in the classroom you will be an effective teacher because you are making sure that student's are getting what they need out of your teaching.

Kim
Activity centers were the focus of this chapter, arguing in favor of using them to enhance the multiple intelligences in the classroom. Four types of activity centers were presented—Permanent Open-Ended, Temporary Open-Ended, Temporary Topic-Specific, and Permanent Topic-Specific. Each center serves a different function, but they all relate to the intelligences. I feel like this type of activity center would be more beneficial in an elementary classroom, where you would have the students for the entire day and could therefore coordinate time spent in the activity centers more easily, but I do think there are applications for a secondary classroom. Instead of having multiple activity centers, one for each intelligence, it might be more possible to combine a few of the intelligences and make an activity center or two based on those intelligences. I like the idea of devoting a corner of the classroom to a reading and/or writing center, where students would have a different atmosphere for working and could potentially be more productive. The size of the classroom can also have an impact on how possible it is to have activity centers. Elementary classrooms have more room because the desks for elementary students do not need to be as big as desks for high school students do, so there is more space left in an elementary classroom. I think it will just take a lot of creativity to find ways to incorporate activity centers into the secondary classroom.

Brody
The Multiple Intelligence theory does not solely apply to students. It also applies to the classroom environment, and suggests that a restructuring of standard classrooms may be in order. A teacher needs to fully examine how the different intelligences are being used in the classroom. If a student’s preferred intelligence is utilized in the classroom, it can significantly increase that student’s academic, emotional, and cognitive success. It seems fitting then that Thomas Armstrong brings up the idea of activity centers, areas of the room dedicated to specific intelligences. There are four self-explanatory types of activity centers: Permanent Open-Ended, Temporary Topic-Specific, Temporary Open-Ended, and Permanent Topic-Specific. These activity centers can provide vital information on student’s most developed intelligences. After all, students will most likely gravitate toward activity centers utilizing the intelligence they feel most comfortable with. Though they do appear to be quite useful, I still have a few trepidations about how activity centers would work in my classroom. How would I incorporate History material? How would I budget my time with activity centers especially considering the fact that Social Studies teachers have so much material to cover? I will have to fully reflect on the feasibility of activity centers in my classroom before using them.

Brittany
I like the idea of having different stations around the classroom that allow students to look at a subject through their particular learning style. Having those stations up all the time might end up being a little tricky as there is a limited amount of space in a classroom. I can see it working well in an elementary school classroom as they seem to have more room in them and the teacher can simply change out the materials at each station to fit with what is being studied at the time. It gets more difficult when the students move from classroom to classroom throughout the day and what is being done in one class may not carry over into the next period. Perhaps the best place for these types of activities is near the end of a grading period or after a big project has been turned in. It goes along with a concept from another class: use class work as a reward. They would be learning but having fun at the same time.

**Mike**
This chapter talked about how students with all eight multiple intelligences need a comfortable learning environment. One major suggestion the author thought would be beneficial for all learning styles is to group students of the same intelligences together when it comes to games or activities. This leads to activity centers where they all serve a different purpose for students of all multiple intelligences to work together. I think it is important though for students of different multiple intelligences to work together in order to gain an understanding of how everyone learns different from one another. The main purpose of activity centers is to ensure that student's are developing their young minds in the classroom. As a future teacher, I believe that this certain type of activities should not be a frequent action, but it is definitely beneficial for students to work with people with the same intelligence as them for certain times or projects that will benefit them as learners.

Seth
The interpersonal learning section of this chapter really reminded me of what I wrote for UbD/DI chapter nine. As a teacher, I’d like my classroom to feel welcoming. I want students to feel comfortable in my class and not feel like I, or any of their classmates, are holding them back. Like the book is asking, “Does an atmosphere of belonging and trust permeate the classroom or do students feel alienated, distant, or mistrusted or one another” (102)? You should certainly hope so. Nothing is worse than a classroom where the students are isolating and cold towards each other. There should also definitely be ways to problem solve if one ever arises. I mean, it //is// high school, something is bound to happen. And students should always have the opportunity to interact in positive ways and situations with their classmates; it can really bring a class together.

Max
This chapter was about grading. I have got some good experience with grading from my practicum experience. I have written the rubric to a test that the teacher used and seen how he grades. It is good to know there are a lot of grading tools on computers that can make grading very easy. My teacher uses an online grading tool, I can’t remember what it is called, and that takes the student’s scores and includes how much the assignment is weighted. Also being a math teacher grading is a great way to see how well the students are understanding material. If you can see work shown and answers you can give feedback and help the students who need extra help. And of course always keep the feedback positive.

Kaitlyn Bartlett
In chapter 7 of Multiple Intelligences, the authors gives really good explanations of how to use activity centers in your classroom to target all 8 intelligences in a good environment. In any classroom, having a comfortable environment is a must for students to succeed. I like the idea of having a comfortable environment for all 8 intelligences through activity centers, but I feel like it would be impractical to use everyday. It would be fun to set up these different stations in my room to help meet the needs of students but I don’t feel like it is something I would use everyday. I do feel that I will rearrange my classroom based on planned activities that will essentially help students succeed.

Lily
To get the classroom environment more "intelligence friendly" the chapter starts by asking questions and explains how the structure of the classroom may need to change do to the learners that you have. Mostly the chapter focus on activity centers in the classroom these are Permanent Open-Ended, Temporary Open-Ended, Temporary Topic-Specific, and Permanent Topic-Specific. I think that this could be great but maybe instead of having it geared towards one learning type having it geared towards a few and having the students work and see the difference. Having a corner that was dedicated to social studies would be great and the teacher could use the games that I used in my team presentation from the SMART Board. These could be found anywhere on the Internet and are made for different learning types!

Jasmyn
This chapter on //MI theory and the Classroom Environment// poses many questions to the reader about how the MI theory is being created in the classroom. The questions, listed under each of the intelligences, ask the reader to consider the quality of the classroom and how it provides students with appropriate opportunities to engage thru different intelligences. I was particularly interested in the section of this chapter that discusses “activity centers” throughout the classroom. I found the idea of having different stations that provided engaging activities that served each of the eight intelligences to be a great idea. I would love to take part in setting up a classroom that had these centers and also have the time to allow students to work in each of the areas. Even the students who are weaker in some intelligence could have the chance to try every area and possibly strengthen themselves in that weak area. =

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Casey
Chapter seven focused on the MI theory and the classroom environment. Through this, Armstrong discussed the eight multiple intelligences and the questions that may be posed in the classroom. Along with this activity centers was a main focus. Permanent Open-Ended, Temporary Open-Ended, Temporary Topic-Specific, and Permanent Topic-Specific were the four types that were given. Under each type, there were examples of places where every multiple intelligence would do best at. For example under temporary open-ended, under linguistic, was the game scrabble. This type of activity center was organized into eight scattered tables, and each table had a different game at it. This is a great way to see which student carries which intelligences!

Jen
This chapter discusses many of the multiple intelligences in the classroom and different activities that can be done with each intelligence. It also breaks down the intelligences and the components that attract them the most. What is specific to a linguistic learner vs. a bodily learner? This chapter also suggests that learners are split up based on their multiple intelligences. There was discussion on various quadrants and the debate as to whether or not students should have choice as to whether or not they go into a specific quadrant.

What was really surprising to me was the fact that the book suggested that students who are linguistic learners should read books and write about what they've read. That obviously relates directly to that type of learning style but it seems like that would be more of a punishment to those students because other intelligences are able to listen to songs and make their own songs, or design a new house, etc. more fun things. I also didn't think it was right for us as teachers to split these students up into groups based off intelligences because that would single people out and make certain intelligences negative toward one another. I think that the teacher should be aware of the various intelligence but that the class shouldn't be divided based among them.