MI+B2+Chapter+1

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Danny K.
I had never read about the foundations of the Multiple Intelligences Theory. As we discussed in class on Thursday, the book listed the eight intelligences (linguistic, logical-mathematical, spatial, bodily-kinesthetic, musical, interpersonal, intrapersonal, naturalist). I had heard of IQ tests before but didn’t know the history behind them. Harvard psychologist, Howard Gardner suggested on page 6, “that intelligence has more to do with the capacity for (1) solving problems and (2) fashioning products in a context-rich and naturalistic setting.” In class I found out that I am more of a bodily-kinesthetic learning, which I never really considered to be a type of intelligence. I found it interesting that each person possesses all eight intelligences and that most people can develop each type of intelligence. As a teacher I would try to find out the intelligences that my students were more and less developed in. I would try to help my students develop the intelligences that they were undeveloped in, while also having them use their intelligences that they were strong in.

Tyler
We already went over the basics of this chapter in class, when we found our own types of intelligences. I found it just as interesting again as I did it the first time. I enjoy looking at things like that, as well as things like the personality test mentioned. I actually took the Myers-Briggs test on my own a few weeks ago, having stumbled across it on the internet. I am endlessly fascinated by that sort of thing, seeing what I get myself, and comparing myself to other people, especially people I know well. They tell you things that you probably noticed already, but it puts it into words for you, and it makes it easier for you to think of specific things you do that relate. For instance, when we split ourselves into groups based on our intelligence types in class, or when we answered some of the questions while taking the intelligence type survey, it brings up things I had never thought of. I was also surprised at some types of intelligence included, such as naturalist and musical. I wouldn’t have included those myself, but after some thinking it made a good deal more sense. Saying someone is musically intelligent is quite a lot like saying that someone is book smart or street smart. Those are types of intelligence included in the list, just under different names. As a teacher, I can see how recognizing these different intelligences would be extremely important to student’s success or interest in the class. For instance, I fit more into the linguistic and logical categories. I like and am good with words, and like to see things in a logical sort of way. That being said, if a teacher makes me do something kinesthetic, I usually really don’t enjoy it, and do the bare minimum so finish whatever it is I need to do. I just want to get it over with as soon as possible. I found it interesting that my interpersonal and intrapersonal scores tied, but then I thought about it, and I perceive others moods and feelings with just as much ease as I do when it comes to looking at myself. Overall, it is all very interesting, and it is vital for a teacher to find ways to reach all types of students. Focusing on certain types and neglecting others will leave students behind, either because they lack interest, or simply cannot comprehend the lesson when being taught that way. As a teacher, it will be difficult for me to teach to those who learn so differently from my own style, such as kinesthetic, musical, or naturalist. However, knowing that they do exist, and knowing how unhappy I was at time doing things certain ways, I will definitely do my best to incorporate all eight types into lessons whenever possible.

Tiarra
Before Howard Gardiner proposed the idea of multiple intelligences, the concept of intelligence itself was narrowly defined and thought of as something a person did or did not possess. While Gardiner did an excellent job defining and explaining the eight different intelligences, one must be aware that every person uses each of them in one way or another and cannot be pigeon-held to one kind of learning style. Also every person can develop all eight intelligences throughout their lifetimes and therefore implementing a flexible and varied curriculum that allows for autonomy is the best way to reach the most students and help them all develop the necessary skills to move onto the next step in education. The chart in figure 1.1 of this chapter is a valuable resource which defines and gives examples of learners from all different intelligences. As I read I thought about what the strengths are of each intelligence and what way I could incorporate them into lesson plans for my concentration. For example, Musical students might enjoy a poetry unit or a lyrical analysis, Naturalists may enjoy literature dealing with nature or doing a creative writing piece outdoors, while a Spatial student might enjoy designing a poster or cover for a book we have just read.

Justin C.
The one piece of information from this chapter that really stuck out at me was that it is important remember that when considering how to accommodate a certain learning style, it is necessary to think about how that would affect all of the other learning abilities. When it comes to my classroom, I fear that I’m going to fall into this; I’ll forget about the other styles when focusing on one and leave out the remainder of the students. As an aspiring teacher, I would like to be able to create a classroom that is not only inviting to all the students who enter it, I also want them to leave the room feeling that they are going to be able to learn content in whichever way suits them the best.

Dan B.
The thing that really jumped out to me in “Multiple Intelligences in the Classroom” was how Howard Gardner described why he used the terms intelligeces, rather than another term like aptitude for his theory. Gardner used intelligences because he thought that everybody had a form of intelligence that they thrived at, and he wanted to credit them for having that intelligence. Before Gardner’s Multiple Intelligence theory people were either thought to be intelligent or not intelligent, after his theory came out people began to realize that every student had things that they excelled at or struggled with. This will impact my classroom because I may have a classroom of students that have all kinds of different intelligences between them. It will be my job to find a way to teach all of them. I will need to have a variety of assignments so that all of my students will be able to learn something in my classroom.

Kaitlin T.
Thomas Armstrong states in chapter one of Multiple Intelligences in the Classroom that “each activity has its own time of arising in early childhood, its own time of peaking during one’s lifetime, and its own pattern of either rapidly or gradually declining as one gets older,” (9). I’m left wondering if my classroom will be a place where my students can develop their intelligences further? After all, a person can develop and/or strengthen any of the intelligences at any point during his or her lifetime. While I continue to think about my ability to help develop their intelligences I can’t help but start to wonder how I will do this while maintaining my subject matter of English? There is no doubt in my mind that my creativity will be on stand-by at all times during my career as an educator. Another aspect of multiple intelligences that I will need to take into consideration is the fact that “there is no standard set of attributes that one must have to be considered intelligent in a specific area,” (16). For instance, just because a student lacks the ability to read well doesn’t mean that he or she cannot be considered “highly linguistic.” He or she may be fantastic story tellers or have an impressive and expansive vocabulary. Armstrong makes it very clear that the multiple intelligence theory allows individuals to show their strength in a particular intelligence through a number of ways. As a teacher, I need to be familiar with how a student may be practicing his or her intelligence. It will be important for me to understand the intelligences of my students so I can address their needs a way that best suits them as learners.

Grace K.
Chapter 1 outlined basic information about Multiple Intelligences theory, such as the eight currently identified intelligences and their definitions. It was interesting to note that savants exist in all eight intelligences (it makes sense that they do, it just wasn’t something I had ever considered before) and that support for MI theory can be found from an evolutionary standpoint (the example the book used was birdsong as a form of musical intelligence occurring in nature). What I found most interesting as a future teacher is the fact that there are different levels of proficiency within the intelligences, and that there is much variation within the intelligences as well. What this means to me is that teachers might be tempted to overextend an adaptation, believing that if a student has shown some musical intelligence then they will immediately relate to every example of musical instruction we try to include in a lesson. This could lead to exasperation on the part of both teacher and student. Instead, I would focus on responsive teaching, and watch/listen for cues from students about what is working and what isn’t. It also means that a teacher shouldn’t give up on a differentiation method if it doesn’t work the first time, because it’s possible that a student could have different levels of proficiency across that intelligence, and the next attempt a teacher makes could work beautifully.

Grady B.
From reading the first chapter of this book, //Multiple Intelligences//, I am already able to see how this text will fit in nicely with the concepts introduced in the “Differentiated Instruction” component of //Integrating DI/ UbD//. While Differentiated Instruction deals with the ‘how’ of multiple intelligences, MI apparently aims to tackle the ‘what.’ I personally found the in-depth definitions of each of the eight intelligences to be useful, especially for those few that I have very little context with, such as naturalistic intelligence. Additionally, I found the accusation made against IQ testing on page six to be quite compelling; with the parameters of the test being so narrow and without context, most are unable to illustrate their capacity to solve problems. Despite the fact that I agree with the concept, I find myself initially wary of what I perceive to be the possibility of going “intelligence crazy,” or the inclination of this model to dilute categories of intelligence into ever more narrow categories that are redundant when compared to pre-existing ones. The only example from the existing list that I can cite is naturalist, which currently I see as a sub-category of visual intelligence. I realize, though, that this belief may simply arise from a lack of understanding of the depth of the category on my part and I also recognize that this is a personal bias, and it is one that I will evaluate with an open mind as this class progresses.

Will L.
As it was the opening chapter, it primarily discussed the foundations and origins of the MI theory. It introduced the idea of the eight intelligences that every person possesses, but these intelligences manifest themselves within students in various ways. The theory wasn’t accepted initially, but Howard Gardner, who developed the theory, discusses how everyone has those intelligences, but some are more developed than others. This is relevant to my future as an educator because I will have to adapt to various learning styles in the classroom. Every student will be different and I have to expect such things. When I develop my lesson plans, I will have to make sure that many learning styles can adapt to whatever the assignment is.

Chris D.
In chapter 1 of Thomas Armstrong’s book, Multiple Intelligences in the Classroom, the concept of multiple intelligences is introduced via psychologist Howard Gardner’s theory of multiple intelligences. In his theory, Gardner proposes the idea of eight (possibly nine) different areas of intelligences. The first area is linguistics, which is the ability to use words effectively in different ways. The second area is logic-mathematical, which is the ability to use numbers effectively, whether in math, science or computer programming. It also deals with being efficient in logical sequences. The third is spatial, which is the ability to visualize the world in an accurate way. The fourth area is bodily-kinesthetic which one uses their body to show emotions or display thoughts. It also includes having good physical skills like sports. Musical is the fifth area and someone with good musical intelligence can create, recognize, and critique music as if they were an expert. Someone with interpersonal intelligence has the ability to read what other people are thinking with relative ease. Intrapersonal intelligence people are very self-knowledgeable and know ever one of their own strengths and weaknesses. The last area of intelligence is naturalist intelligence. People with high naturalist intelligence have a profound knowledge of different environments. Everyone has each of these eight intelligences, but some areas stronger than others. Because I’m going to be a teacher, I will have to identify what types of intelligences my students are high in and help them develop their weaker intelligences further.

Jonathan B.
The theory of MI came from the observation that there should not be only one way to measure intelligence. The chapter reveals a key point in the beginning: people should not be tested for one kind of intelligence in a place and manner that is completely “out of their element.” This concept also applies to school. If school is not taught and assessed to reflect the presence of multiple intelligences, it can hardly be called fair or effective. It should be noted that the multiple intelligences are not necessarily learning styles. These intelligences are capacities—something which can be developed. There is a difference between inherent capability or mental hard-wiring and learned, developed capacity. This is valuable information for a teacher, and this concept should surely be considered in both assigning work, and grading assessments.

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Jen R.
Chapter one introduces the theory of multiple intelligences and as teachers, when relating to our students; we must understand the value and challenges of the varying levels of intelligences or “attitudes” that will be present in our classroom. For me personally, becoming increasingly familiar with the eight multiple intelligences and all that they entail will help me depict the interest and learning styles of each individual student. As teachers, with this understanding, we will be better suited to broaden our classroom curriculum and incorporate all learning styles, effectively teaching each student. This chapter impacted me to avoid as much as possible any narrow thoughts or lessons within a classroom and focus on big picture ideas that involve every student with all learning styles. The most important lesson I learned from this chapter is to always have an open mind and be prepared to find a solution for a student that is struggling with an activity or lesson, always cater to the need of the student.