MI+B1+Chapter+3

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 * Mike**


 * __Abstract-__ In the third chapter, the author talks about the steps a teacher can take in order to figure out what kind of learner your students are based on multiple intelligences. A strong teacher to student relationship really helps you determine a student's learning style whereas a weak relationship makes it hard to gain any ground with your student. The three most helpful ways a teacher should focus on according to the author when trying to figure out a student's intelligence is look at any misbehavior in the classroom with a student, look at your colleagues previous experience with the child, or talk to the student's parents. Basically the chapter suggested that communication and observation is vital when deciding what a student's preferred learning style is.**


 * __Synthesis-__ If an educator is successful by using the methods suggested in the chapter then you will gain a better [|understanding] of a student's learning style and their strengths. Also, if you address the problem from the beginning by communicating with various resources then the student will feel more comfortable and confident in the classroom. After determining a student's[| learning style] teachers look more into a student's personal growth over the course of the semester. One easy step a teacher can make is to keep a personal notebook and document a student's progress. It is also makes it easier for teachers to not only reflect on the student's progress,but it is also a good source to give to another colleague who has never had that student before.**

Brody
The third chapter of Multiple Intelligences in the Classroom laid out methods on how a teacher can determine a student’s preferred intelligence. One method that stood out to me as a method that I’d look to use in my classroom was looking back at the kindergarten teacher’s report. This was hard for me to believe at first because I didn’t believe that intelligences were highly developed at that stage. I mean, how mathematical can a student be in kindergarten when they’ve barely started using numbers? Upon further thought however, kindergarteners do participate in a range of activities that explore numerous intelligences including drawing, playing with building blocks, interpersonal games, and music. Another method that will impact my classroom is introducing parents to the idea of multiple intelligences. After all, it makes sense for parents to observe their children’s intelligences as they do spend a large portion of their time with them. Furthermore, children might be more likely to let their guard down at home where they wouldn’t fear being judged by peers.

Brittany
Chapter three was all about figuring out what multiple intelligences the students in our classrooms have. Of course the book mentioned using the standard tests to find out this type of information but it also advised the teacher to use observation and communication with the students as additional ways of finding out how the students learn. Going beyond that, the book recommended that a teacher should look through the school records for each student and see where they do the best and what other teachers have had to stay about them. Parents were also listed as a strong, if not the strongest, source for teachers when looking at multiple intelligences. Even with all of this, what jumped out at me was the suggestion that teachers should look at misbehavior to judge how students might learn best. Since misbehavior is something that most people have been programmed to want to expel from a classroom it was odd to see someone suggesting a method that would take that behavior and make it acceptable. The way I see it, the student will either stop the behavior or they will learn something rather than be a distraction to their classmates.

**Mike**
This chapter talked about the different ways that I can teacher can measure a student based on their student's learning style. It's important that as educators that we not only communicate with student's parents but also with each other. If you are talking to one of your fellow colleagues, you might be able to find more about how a certain student functions in their classroom if they are struggling in your class. It is also important to establish a relationship with your student's parents. A student's parents knows them better than anybody else, so if they're child is struggling in class then a parent might be able to explain their child's learning intelligence. In the future, I plan on taking advantage of my human resources in order to ensure that my students become successful in my classroom. I also plan asking students on the first day of class what learning style best suits them through a multiple intelligence activity,so I can have a rough idea on what works best for my students.

Jasmyn
In this chapter the author suggests ways a teacher could identify a student’s preferred intelligence. A teacher can find multiple avenues for identification. 1) Suggestion is that the teachers pay attention to the misbehaviors; is the child moving around in his/her seat, talking with friends or drawing all over the assignments? 2) The teacher can look at previous teacher evaluations, other teachers may have had situations with that child that model certain intelligence characteristics and 3) talk with the students parents, asking questions about their activities at home, students are likely to exhibit preferred intelligences at home where they can’t be judged by their peers. I think any or all of the three options are good tools for gaining perspective of a student’s strong intelligences.

Max
This chapter was based on figuring out the type of intelligence students have. There are signs that you can figure out how students learn that you can find out through the relationship you build with them. If you relation is a weak one, then you may never know what your students intelligence is. So it is important to get a sense of what your students learning types are. Some ways you can tell are, if the student is misbehaving, you can talk to prior teachers and see what worked and did not work for them, and the most important is talking to the parents. If you do these things then you can get through to the student and hopefully teach them something.

Leighlan
Students have inclinations towards specific learning styles. It is valuable to know which ones they are already strong in so one can help a student use these strengths to help that student master difficult concepts. Lessons should be designed so that all of the intelligences can be used to explore and show that one understands a topic. Ways to find out what intelligences students have are observing them in class, looking at records, talking with colleges, talking with parents and discussing MI with students one on one. A cool way to incorporate this into a lesson might be to have students take a structured free learn time. Students would be given a topic like how area and circumference of a circle are related and would be asked to explore this topic with a method of their choice. They could write a short story, talk it out in a small group, write a proof, or draw pictures. At the end of that time the class would come together to share the discoveries.

Seth
While reading the third chapter I was encouraged to see a suggestion that I had been thinking about doing while in the field/at my future teaching job and that was keeping a notebook close so you can write down what you observe about multiple students. By doing this you give yourself (the teacher) an advantage in the classroom because you are able to identify and then record what you see about certain students and their particular learning styles. Of course, like the book states, the single best tool for assessing students’ multiple intelligences is simple observation. Can you believe it? Simply by watching the class and then recording what you see in your notebook you will amass a few pages of information about each individual student by the end of the year! Also, looking at the students’ grades over recent years can give you (the teacher) a general idea of how s/he performs in certain classes. In my case I always ended up with high C’s or low B’s in Science and Math but excelled in English and History. Also, talking with your fellow teachers can help give insight into a students particular learning styles.

Jen
In this chapter one of the things that struck me most interestingly was that teachers really made such a significant effort to determine what learning styles best fit them. This definitely was an eye opener because the teachers main focus wasn't on how much content they completed over the year, but rather helping students gain personal growth. I think it was really refreshing because it brought me back to the heart of teaching and took me away from the stereotypes placed on teachers these days that all they care about is assessments and scores rather than the individual students. Having the student understand what type of learner they are seems even more important then it ever had before. Before reading this I didn't necessarily completely connect a students progress or "failures" with their learning style, but rather that they were unwilling to try. However, now I see that is not always the case, that not every student who does poorly is not willing to put in the effort, but rather that the material being taught to them is not being taught in a way that they can understand it. I learned though that routine isn't the most essential aspect of a classroom. In fact, students may even gain something from change and it may really help them develop into successful adults because they know what techniques work best for them. This will really impact my classroom in the future because it will remind me to "mix it u" a little bit. Without reading this I may have been the teacher who stuck to the same few ways of assessing students progress, but now it seems that understanding how much students benefit from knowing more about how they learn will allow me to give them choices and hopefully this will also keep them more interested in the topics.

Kim
This chapter taught me about the importance of knowing how the intelligences factor into a student’s life. Knowing that a student prefers reading something over acting it out helps the teacher to be able to adequately assess a student’s progress during instruction. Instead of not learning, it’s possible that the student cannot express what he or she learned in the medium required and simply needs another option to demonstrate what he or she learned. I also learned that it is beneficial to keep recorded observations of what intelligences students exhibit to use for multiple purposes within the classroom. I like this idea of keeping a collection of notes for each student and I do see how it is relevant for teachers. With large high school classes, it is not as feasible, but still entirely possible, and I think I would like to try some variation of this, perhaps even during practicum. I also would like to use the various methods of assessment in my classroom to help me design lessons that better accommodate students throughout the intelligence span.

Kaitlyn Bartlett
In Chapter 3 of Multiple Intelligences, it primarily talked about assessing student on multiple intelligences and many ways to do this. Although I liked the ideas under meeting with the parents, I found that the most basic one was to ask the students themselves. I feel that if you do these assessment activities you would be able to easier keep the journal of each student. Which in the long run would be more beneficial if you thought that you were going to have this student in class again. Knowing a lot about a people’s intelligences could really help future lessoning planning because it also could help you understanding different students learning styles.

Casey Mull
Chapter 3 of Multiple Intelligences in the Classroom gave a chart of the eight ways of learning. It specifically showed what children under each learning style thought, loved, and needed. I found this as a very useful source because it allowed me to imagine a specific student that would have each of these learning styles. For example, a spatial learner thinks with images and pictures, and loves to draw and doodle. As for a interpersonal learner they need friends and group games, and they love to be organized. Along with the chart describing the eight ways of learning, they also gave a Multiple Intelligences Checklist for Students. This allows students to check off specific characteristics that relate to them, permitting them to see what kind of learner they are.

Lillian Barry
This chapter continues with Howard Gardner's intelligences but goes deeper into the process of deciding what type of a learner your student is. He says "proclivities"(p.32) towards certain intelligences happen at an early age. Most kids enter school with a way to learn that usually sticks with them forever. But we can not hold this student to that and must remember that people can be different types of intelligences and learn in a few different ways. Ways to asses what types of learners students are is by simply watching them. If they talk out of turn they are a linguistic learner, drawing on the paper would be a visual, fidgeting may be kinesthetic learner and so on. Also watching what they do in their spare time is a very easy way to see what type of learner they are. Teachers should collect documents such as photos from class that show different examples of intelligences or look at school records at grades in the past (As in gym, D in English...) Find the best grades or attributes on their record and see if they tie together, talk to parents and other teachers from the past. What is the most important thing to do is ask what they students like to do and try to set up lesson plans that can use that information. This book is SO useful!!!!! I will be able to use everything I have learned in this book so far, and reading this while working on the MEL project has made things much easier!!