MI+Chapter+13+Block+1

[|Synthesis MI C13 B1]


 * **Names** || **Abstract** || **Reflection** ||
 * Archambault Michael || Chapter 13 of MI explores other applications of the method. Using computer technology in your curriculum could be a huge tool, and in the computer generation, its the most exciting application to use with multiple intelligences. There is such a massive range of software available that incorporating a computer into the MI's should be simple. Teaching towards a demographic is also important. MI theory says that a culture must view an intelligence as valuable in order to be a true intelligence, so teaching with awareness towards the cultural needs in the classroom is key. Using MI theory in middle and secondary schools to introduce students to career fields is very important. It is a no brainer to associate career paths with a students personal MI strengths. || I think it is about time the book talked about computers and their amazing application in the classroom. A computer can almost conquer every MI on its own. For a book that was made in 2000, it seems a little behind the power curve on computers. I don't think a lot of people will make the connection with the whole teaching towards the culture idea unless they actually leave New England. It's a big deal, and it would only be hard to do if you were teaching out of your own cultural society. As a teacher, I can't wait to have conversations about career paths and relating academics with real life. I think that could make every student see the relevance in school, and provide a big chunk of motivation during the low parts of the school year. I think MI is deep down saying that you need to have the heart beat of the classroom, and use it to grab every kid and make your class important to them. ||
 * Audy Melissa || Chapter 13 in Multiple Intelligences gives an overview of ways that teachers can incorporate MI in the classroom which have not really been touched upon in previous chapters. First it goes over the use of computers in the classroom, stating that computers are not only for the mathematical type. The chapter provides examples of programs that can be used on a computer, which will benefit students of other areas of intelligence, for example: drawing programs for spatial learners. A list of specific programs is provided for each intelligence. The next suggestion is to use the eight intelligences in order to teach about culture, such as bringing in musical performances of other countries as a teaching tool. Once again, a chart is provided, this time listing the eight intelligences, and giving examples of famous people from other countries who excel in the area. Lastly, the chapter suggests that students focus in on their strongest intelligence in order to consider career options. || I completely disagreed with the way the cultural idea was presented. All the chart did was list a person of each race who was good at a specific intelligence. I feel that a better approach may have been to list activities that originated in different countries, for each intelligence. For example, rather than list Kristi Yamaguchi as an Asian who shows a strong sense of bodily-kinesthetic intelligence, why not talk about Karate, a sport that originated in Japan? Anyone can be good at ice-skating, and Kristi Yamaguchi just happens to be Japanese. Ice-skating did not originate in Japan, so why does race make a difference? With that aside, the chapter did bring up many great ideas. Computers can certainly be a great tool for students of all intelligences, with such a broad range of programs available. Career options are also great to examine early on, and through considering such things, students are really able to explore their central intelligence. ||
 * Boulter Elizabeth || This chapter talks mostly about MIs in different parts of the classroom/ school. We have talked a lot about MIs but this chapter tries to focus our attention outside of the normal reasons for addressing MIs. The chapter challenges the reader to think of MIs in areas like computers in the classroom, career pathways, and culture diversity. The computers give students (of almost every intelligence) a chance to use their strong intelligences! Computers are such a rich resource that most every intelligence would enjoy/ benefit from them. The culture diversity section discussed that every culture has the 8 intelligences and uses them, just in different ways. The career pathways section talked about counseling students but not pushing them to early on into a path that seems good because of their strong intelligences. || This chapter was okay. I was not that impressed because I feel like the technology was a little behind the times. I did agree with them on careers thought because it is never good to push a student towards certain path just because they’re good at it…they may not want to do it at all and instead need help strengthening their other intelligences. The culture diversity opened my eyes a little, it showed how other cultures use their intelligences differently, it was just a little hard to relate to considering we live in Maine. ||
 * Brown Ryanne || This chapter explores applications outside of basic classroom activities that can be used to enhance the use of multiple intelligence learning in the classroom. The first application the chapter demonstrates is computer technology. Included in the chapter is a list of different software programs that might be applicable to each intelligence. The examples given exhibit some sort of assistance that a child with a certain intelligence would need to enhance his or her learning. This chapter also explains the importance of using multiple intelligences in culture rather than just the classroom. Another important piece of this chapter is the career suggestions. For each intelligence, there are certain careers listed that acquire the abilities of a person with that type of thinking and learning. || This chapter gave added understanding to the ways that teaching to a students’ multiple intelligence can connect their skills to the real world. Each chapter supplies me with a new idea for how to get students to understand their different intelligences and why it matters they understand and apply those strengths and weaknesses. To give students a few career ideas on the basis of how they learn and understand could really help them to process why many activities in the classroom are used to direct their intelligence growth. The book helps me make the connections for myself, which will guide the connections my students will make between lessons and real life. ||
 * DePue Margaux || Chapter 13 discusses the application of the MI theory in other areas besides the main concentrations in the classroom, focusing on three main applications. The first is computer technology, which does not necessarily have to be viewed as a logical-mathematical mechanism. It implements linguistic intelligence with word processing programs, spatial intelligence with illustrations, kinesthetic intelligence with motion-simulation games and so on. Cultural diversity is another facet where MI teachings can be applied. Different cultures have different ways of understanding certain topics and the MI theory helps us to understand this. Certain cultures value certain intelligences more than others and all of them make use of all of the different intelligences. Career counseling is the final of the three main applications discussed in the chapter. If teachers are applying the MI theory when helping students explore possible career choices, students will have better understandings of what they would like to pursue in a career. || This chapter was very helpful to me in terms of figuring out what other ways the MI theory could be implemented in my teachings. I will be using computers and many other forms of technology in my classroom and have already planned the use of technology when I get back into the field. It is important that teachers keep in mind cultural differences in terms of valuing certain intelligences, and I feel that many teachers in Maine do not consider this. I am also VERY glad that the author pointed out how just because a certain student excels in one field, such as music or math, that this is no reason for pressuring them to pursue a career in this concentration. By engaging their other intelligences, I can help my students explore the career paths that they want to pursue. ||
 * Dunne Kaisha || Chapter 13 of Multiple Intelligences discusses the ideas of other applications of the MI Theory in classrooms. This chapter goes into three other applications of MI theory in cultural diversity, computer technology, and career counseling and tries to focus our attention outside of the normal ways of addressing MI’s. All three of these applications need to be taken into consideration in your classroom and when making lesson plans. All 8 MI’s can be applied to or by using these 3 applications. The computer application is something that is heavily discussed in our practicum course with Dr. Theresa and the cultural diversity and career counseling in Beth and Dr. Graces discussions. These are all emphasized in all of our courses for a reason, their VERY important to incorporate and to take into consideration in your classroom. As teacher a major focus is to educate kids by using techniques that help them learn and to guide students down the right path, counseling them to help them along with their work. || This chapter was a great connection to what we've been doing in class. Its a great way to get students interested, envolved in, and really excell in all of their subjects. The MI's have presented a way to make it so even if your not good in say science, like I am not, you can still do well because of the way it is presented. I wish these applications were used more through out my high school years. I come from Portland adn there is a lot of people that have migrated into the area and present a lot of cultural differences and these applications would be good to use in a place such as Portland or a very immagrated to place to be able to make students feel more comfortable. Also, not many of my teachers would ask me what I wanted to do in life so they could relate our work to it. I actually had one teacher when I was thinking of applying to go into one of the AP History cources that he tought look at me like my idea and hope for being a history teacher was dumb and didn't say it outloud but made it clear that that wasn't the course for me. Instead of tryign to push students away from their carrier hope, but instead embrass them and test the studetns to see if thats what they really want. ||
 * Hudson Kimberly || There are three applications that can be used in the MI classroom. The first one is computer technology. Computers are intelligence neutral mechanisms. This way they can be used for all the different intelligences. The second is cultural diversity. According to the MI theory, an intelligence must be valued by a culture in order to be considered a true intelligence. For example, in some cultures the musical intelligence is considered universal. Children growing up in Anang Nigeria are expected to learn hundreds of dances and songs by the time they are five. The third is career counseling. If students are exposed to adults using these intelligences, they have a better chance of understanding what they want to do in life. For example, for the spatial intelligence, a sculptor can come and talk to the class. || These three tools are important to know being a teacher. I find it helpful that a computer can be used in all of the eight different intelligences. It also allows students to be extremely creative in what they are doing. Knowing that culture has a great influence about which intelligence is revered more, can help understand the students that come from those cultures. Career counseling is also great because it allows students to see where their intelligences can bring them later on in life. They know that they can actually use them outside of the classroom and they can obtain a great career because of their intelligences. ||
 * Korn Shauna || This chapter talked about how to have MI in different areas of teaching. The first part explained how to do technology in the classroom while still maintaining traits in MI with the students. There was a table that included all the MI’s and what types of technology could be used for a student with that technology. There were fun activities for them to do on the computer that was better than just taking notes on a subject. Students by using these activities are able to make a connection and enjoy the subject matter more. The middle section was on different cultures and how their MI can range from other cultures. This means that a student from another culture could use one MI a lot more than the others and be somewhat familiar with the others. This give the teacher the case to work with that student and introduce them to another MI. The last part talked about career counseling where teachers look at their students MI and see what would be a good job for them to do where their strengths would flourish. || I think this chapter is going to be really helpful to me as a teacher. Technology is such a huge part of students lives that they need teachers to bring technology into the classroom and create this interaction for them. I think that it was great that we as teachers are able to look at how our students learn best and then how we can incorporate technology into the classroom so that our students are not getting the boring way of teaching over and over again and just memorizing information. This way they have to apply it. I think that the information on different cultures was something that we needed to learn about because there will be kids that are from a different culture in our classroom at times and maybe even all the time. I think that just knowing that students are going to learn to master their different MI’s is something great. The last part on careers I completely support and love. I think that it is so important to show students what they can do with their life after high school, after college. This makes a real world connection for them and allows them to look at how the class and their learning will take place later on in their life. ||
 * LaRose Rebecca || This chapter was about how to reach the MI's in different ways. There were many examples of how to reach of the intelligences through technology. It seemed very easy to touch upon each one because computers are filled with ways to reach each MI. Ideas for each intelligence were arranged in a table that was very detailed. Each one gave an example that was thousands of times better than the lecture and note taking method. The chapter also talked about how cultures affect MI. Certain cultures actually place more emphasis on one intelligence and cause that intelligence to be stronger than another.The teacher should take this opportunity to teach them that it is okay to make themselves more well rounded. || I like this chapter because it gave GREAT examples of how to reach each intelligence through technology. It is becoming a greater fear that I will at some point completely blow over a certain intelligence and not cater to their needs. I would feel so horrible if that were the case. I liked the ideas about using art programs to reach spatial learners... that one seems harder for me to grasp for some reason. I really appreciated the tips on how to pinpoint students form other cultures and show them that there are other intelligences to use. ||
 * Murphy Amber || There are many different computer programs which cover the different intelligences and within this chapter it lists tons different software’s and the different intelligences which they fall under. All different cultures use the eight different intelligences in different ways. The way a culture uses the different intelligences all depends upon their beliefs, however every single person has the different intelligences and every person can succeed in certain areas. “If students are exposed from an early are to a variety of adults demonstrating real-life skills in all eight intelligences, they will have a firm basis on which to launch a career once they leave school.”(124). This chapter lists the different intelligences and all different kinds of jobs which fall under each category. || This chapter was extremely eye opening. I believe that it is essential to expose kids to careers which compliment their strongest intelligence. If this happens at a young age kids will be passionate about working and they will enjoy the career which they choose. I knew that the different intelligences were in different cultures, but I never thought about how the different cultures used them differently for example some cultures with music and art. It is important to expose the kids to the different intelligences in all areas of their lives so that they have the best chance of learning the material in a number of different ways. ||
 * Nieuwkerk Hannah || Chapter 13 covers three other areas that can be applied to the MI theory: computer technology, cultural diversity, and career counseling. Computer technology uses many intelligences such as logical-mathematical, linguistic (Microsoft Word), drawing software is good for spatial, etc. Multimedia software could possibly be the most interesting technology and it uses just about all the intelligences. Cultural development is important because MI is very sensitive to the differences of the students, and teachers and peers have to see that every culture uses all eight intelligences. MI is great to expand and hone the eight intelligences when students are very young, so it is important to expose them to the intelligences and use it as a spring board for when they get older. || I thought this was a very informative chapter because I had never thought that computers were good for all the intelligences, when I become a teacher, I will certainly keep this in mind. I also liked the caution of not imposing a future job on young students based on their stronger intelligences. I feel like my mother kind of told me that I was good at math and I liked teaching and helping people understand, so I should be a teacher. This worked out for me, but I think that it can definitely backfire. It is nice when students are older to look at the multiple intelligences needed for a job because then students can look it over and decide if that job would be suited for them, or if they will end up hating it. It really is important to like your job, so it’s good to check these things out. ||
 * Scheffler Erich || This chapter talked about other ways the multiple intelligence theory can be applied in the classroom. The first one was using computer programs to teach children. Then the chapter had a list of different computer programs that would be helpful in doing this, like The Oregon Trail game. The next was teaching children about important figures in each intelligence from other cultures. The last one was using a student’s strong intelligence to find out things they may want to do for a career. || I thought this chapter was very good. I liked reading about other ways this theory can be applied to my classroom. Obviously kids aren’t only going to want to learn straight from lecturing, and this chapter taught me how I can use their multiple intelligences in other areas. I also like reading that intrapersonal learners should play The Oregon Trail. ||
 * Simoneau Andrea || This chapter explores the idea that MI exists outside of the classroom environment. They cite other cultures, such as Hungary that puts heavy emphasis on musical intelligence, and the Puluwat of the South Sea islands that put a lot of emphasis on teaching kids how to navigate (spatial intelligence). It then lists a bunch of careers that utilize certain intelligences while still encouraging development in others. || I thought it was interesting that the book explored this point, and rather wish that more had been written on this subject. It would apply to several fields of study far beyond the secondary education level. Entire college classes could be taught exploring that idea, that multiple intelligence theory can be applied to fields such as anthropology, sociology, architecture, and others. ||
 * Stevens Newcomb || This chapter talked about the other applications of the MI theory. There were several applications involving technology in this chapter: I read about several type I technology uses on some Microsoft office application. This chapter also talks about cultural diversity with multiple intelligences. There have been diverse role models in almost every culture. These people were great minds that had every intelligence. These people have changed the world with their intellects. || I found that this chapter tied up some loose ends. I found some aspects of diversity interesting because not many people know individuals like these: imagine if MI schools had been developed earlier. I think that students need to have their opportunity in order for society to function. I believe that I must give students their shot to succeed. MI gives all students a chance to succeed. ||