MI+B1+Chapter+5

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Casey
Abstract- This chapter specifically focuses on curriculum development, the MI theory and what exactly an “MI teacher” is. A traditional teacher will stand at the front of the class and lecture, have students work from texts books, and take notes from the board. An “MI Teacher” continually changes her method of presenting the information and the tools she uses when having students do assignments. Basically, the “MI Teacher” avoids giving a boring lecture, and understands that this is not beneficial to many students. The chapter gives a list of techniques and methods that teachers could use for each of the eight multiple intelligences to present the curriculum and material to the students. The chapter also goes into detail about creating an MI lesson plan. Some of these steps include brainstorming, setting up a sequential plan, focusing on a specific topic, and implementing the plan. By focusing on making their lessons MI lessons the teacher is making sure that all of their students are being taught according to what their learning style is.

Synthesis- I really liked that this chapter really focused on creating MI [|lessons] Many people found this part of the chapter very helpful. Along with that, many people brought up being an "MI teacher" and how we should all strive to be one. Some of us shared experiences from our past school years, leading on to why we should focus on being an MI teacher. Many of us agreed that a teacher that stands in front of the class just lecturing is not how every student is able to [|learn].

Seth
After my field experience at MBHS a lot of things jump out at me, going through them all would require me to write you a novel. "Teachers need to expand their repertoire of techniques, tools and strategies beyond the typical linguistic and logical ones predominantly used in American classrooms" (54). With every student at Mt. Blue having access to a computer this statement is quite obvious. My mentor teacher gave quizzes on the laptops and when there was a shortage of books a PDF of the text was available for them on their class Wiki. Another thing that jumped out at me was the passage on page 56 where the author says teachers must continually shift his/her method of presentation and combines intelligences. While at Mt. Blue my mentors team taught which meant I spent half the day with another Practicum student. Our teachers had us design "anchor projects" for the students who finished their homework and didn't want to sit in class and listen to those who didn't get reprimanded. Looking back at the projects we came up with they included many intelligences and an array of students were excited about them. Success! Figure 5.2 (65) was very useful and informative but what really stuck with me was what was said on page 67. "Connect students to the real world - a world that hey will have to function in as citizens a few years hence." As a history teacher that could present a bit of a struggle but I'm seeing it different lately. History is made every day (yes, I just quoted the History Channel). When the students read an article about 9/11 and mentioned other things they had read and documentaries they had watched I felt... old. I remember where I was when it happened and how I felt. When I saw a section of a history book devoted to 9/11 it really hit me and I told my students, "All this crazy stuff going on in Egypt will be in history books in ten years." //**__BAM!!__**// Real world connection.

Jasmyn
This chapter is about curriculum development. In this chapter I found two sections particularly helpful. 1) the key materials for MI teaching, and 2) the web diagram (p.65) for brainstorming ideas. We have read about the multiple intelligences but I have not seen ways of teaching to the individual intelligence until now. I was excited to see the examples listed under linguistic, logical-mathematical, spatial, bodily-kinesthetic, musical, interpersonal, intrapersonal, and naturalist. My brain started spinning when I considered all the ideas that I could use for different lessons. The second interest I had in this chapter was an organizing tool that I found to be appropriate for the spatial intelligence, that I enjoy tapping in to, this web helps brainstorm questions to consider for connecting curriculum to each of the eight intelligences. I plan to use this idea as I work on my units.

Brody
Have you ever had a teacher that insists on standing in front of the board every class lecturing until the students’ ears bleed? Thankfully, this kind of antiquated instruction seems to be on the way out as the MI theory proves to be more efficient. As Susan Kovalik, developer of the Integrated Thematic Instruction model states: “A key feature of here and now curriculum is that it is immediately recognized (by the student) as being relevant and meaningful” (67). The MI theory seems to be the ideal solution for the education system’s problems. Integrating the theory into curriculum is another story, however. Luckily, this chapter provides a seven step procedure that walks someone relatively new to the theory like myself through the practice of using MI theory in curriculum. First, clearly identify the objective. Then, ask questions about how to modify material from one intelligence to the other. Consider what methods and materials seem appropriate, brainstorm teaching possibilities for each intelligence, and select the possibilities you feel would be efficient. Then, design the lesson plan and carry out. Through this step-by-step example, I plan to use the MI theory in a number of ways concerning curriculum. I can just imagine Civil War battlefields speaking to naturalistic learners, music through the eras speaking to musical learners, and trips to mills, factories, and farms appealing to kinesthetic learners. The possibilities are endless.

**Mike**
This chapter basically stressed the importance of the MI theory, and the author gave several ways you could use this theory in your classroom plans. The author made sure to mention all of the multiple intelligences and different ways you can use the MI theory for those learners. What I enjoyed about this chapter was that the author talked about how teachers need to always be ready for what type of learners they will deal with. If a teacher only taught the way that they felt was best for them and not for the students then various student learners will struggle in the classroom. This chapter was also helpful because the author gave great advice on how to keep various learners engaged. As a teacher, I learned that it is best to give students a variety of choices that they can pick from whether it is projects, activities, different essay topics, etc. I hope I can be successful using the MI theory in my future classroom.

Max
Ch 5: This chapter discusses a seven step process that allows teachers to not be super boring. No one wants a teacher like the one Charlie Brown had. The seven step process helps the teacher create a lesson plan that involves incorporating everyone’s learning styles so no one will be confused and not just stilling there. My practicum teacher does a good job of this because he has great real life examples, explains well and has good visuals. He is targeting all types of learning. Targeting all types of intelligence is a lot different. There is a wider verity of intelligences’ and it is important to give good examples that everyone can understand. If students can relate the material in class to things they know then they will have an easier time understanding the concepts like in chapter six of the UBD/DI book.

Kim
This chapter makes the argument that standing in front of the classroom lecturing students isn’t the best way to teach for all students. Because each student has different strengths in different intelligence areas, lectures are not the most effective teaching method for all students. They can still be used and be purposeful for some students, but other students need other strategies to meet their intelligences. This chapter lists various other teaching approaches that will meet their intelligences, such as kinesthetic or logical methods. It also suggested a good way for brainstorming activities that meet each of the intelligences for a unit. This brainstorming idea seems really simple but really powerful, and I definitely think that I will use it in my classroom to vary the intelligences that my lessons meet. The chapter provides a sort of database for different activities and it will be helpful to refer back to it when I am planning my lessons in the future.

Jen
This chapter discusses the fact that students really take on the role of doing a lot of the learning on their own through their particular learning style. "The child must learn not through words but through experience, not through books but through "the book of life" (55). This seems to explain that students learn through experience and that these experiences are what help them for life. When the teacher allows the students to use their learning styles as a way to understand the content it's what really helps them learn more efficiently. Connecting lessons to the students various multiple intelligences is what gives the students the motivation and is what really makes the dynamic of the classroom more effective. Asking key questions is essential for the student's growth.

Lily
This chapter starts by comparing differences between two types of teachers. One teacher would be traditional teacher and the other is a teacher that is teaching to the multiple intelligences. This is a very helpful chapter beucase it gives us different ways that we can make our lesson plans teach all of the intelligences. I wish that some of my teachers would have read this book or the seven steps to creating a lesson plan, 1: Focus on a specific objection or topic 2: Ask key MI questions 3: Consider the possibilities 4: Brainstorm 5: Select appropriate activities 6: Set up a sequential plan and 7: implement the plan.

Casey
Multimodal teaching is essential in the classroom. Historically, education was somewhat reserved for the elites. Few students were exposed to rigorous scholastic education, and thus, pedagogy existed as unilateral instruction. Instruction revolved around lectures. Studies throughout the centuries have demonstrated that not all students will learn by way of lecture alone. Teachers, in order to be efficacious, must cater to multiple intelligences and multiple learning styles by administering multilateral modes of instruction. Many students learn through experience, others through repetition, and yet others learn from visual models and examples.

Brittany
 Even thought this chapter was about using the multiple intelligences to plan lessons what got my attention was how much brain storming needs to be done before a plan can be formed. It really gets to look like a mess when the creative juices get flowing. At first this all looks like a lot of work but when it gets broken down into its individual parts it is not as scary as it looks. Brain storming also allows you to get out all of those really weird ideas that are never going to be used but that are floating around in your head for one reason or another. Who knows, what you put down as a really far out idea for one topic can end up working really well for another topic. The truth is that you will not know what is going on inside of your head until you find a way to get it out and in some form where you can review it. You may just come up with the next great thing in education.

Kaitlyn Bartlett
In chapter 5 of Multiple Intelligences, it gave us an idea to write a lesson based upon the multiple intelligences. They gave a list of different methods teachers could use to teach the 8 different learning types. It was broad, yet specific enough to help any teacher target a lesson to one type of learner. In helping us with how to write a lesson plan, they gave the readers examples of webs that you could use to plan activities. I liked the idea of the webs and feel like I could incorporate then into one of my lessons for the students to use; I feel like it would work really well with reviewing for tests.

Leighlan
Teaching using MI seems new to me but it was actually used by Plato. MI teachers use more variety in their teaching methods. Most teachers focus on linguistic or logical methods, depending on their subject. This is like stringing a single rope from a high platform where the students are and a high platform ware learning is, then expecting them to make their way across. Teaching using multiple methods, one for each intelligence is like using multiple ropes at slightly different heights, the students can cross walking on one, grasping two on either side and calling encourage meant and occasionally being caught by the students on the other four lines. In order to design a multiple approach lesson it takes more planning, how to address each one, how to arrange the ropes, than one approach dose. One way to do this is arrange them all together around a theme the deals a lot with your content. Students can also think up their own ways to integrate their strong intelligences into their learning. When studying a Musical student can turn the material into a song, a nature student can use a nature analogy, a logical student can create a proof, and the possibilities are endless.