MI+Chapter+4+Block+1


 * [|Synthesis - MI C4 B1]**

Armstrong uses chapter four to explain how to introduce students of all ages to multiple intelligences. He will use substitute words that are easier to understand when he is talking to a younger audience. His purpose is not to exclude students from any intelligences, but to show the students that they are intelligent in every category. The next step is to introduce each intelligence in a way that will distinguish which intelligences are better for each student. The activity will include something that will appeal to each type of intelligence, and get each student to recognize which way they are smartest, and the teacher will be better equipped to meet their learning needs. I think it would be easier to use this multiple intelligence approach to younger students who were less self-conscious. This is one of my biggest concerns in the high school environment. It isn't practical to take a 50 or 80 minute class on a field trip, unless it was right outside. When the students get together to do MI problem solving activities, it might be hard to keep the focus of the group. I think the best idea would be to have a project with eight different ways of accomplishing the project. The students could select which way they wanted to complete the project, and this could be the window to explain the MI way of learning. I really did enjoy this section and getting into all of the suggestions it makes for teaching the model. Many of the ideas are really flexible and easy to understand, making the learning fun would be easy with many of the little games and such it suggests. I think this is one of the most important chapters because of the importance the understanding of the intelligences holds. If everyone can understand what teachers mean by intelligences then the communication will improve for students and teachers deciding what works best for the students. For example if I can explain the intelligences to my students in a way that is easy to understand then I can have them communicate with me on how they enjoy learning most and in doing so I can have a more positive impact on my class by touching on all of their learning needs. || The best way to introduce the Multiple Intelligence theory is by simply explaining it. By using simple terms along with pictures it is easier for students to understand. Asking really general questions about each intelligence and how it applies to each student can help as well. There are several different activities that teachers can use to help apply each of the intelligences. One is a career day. By bringing in members of the community to talk about their job, it shows how each of the intelligences can be applied in the real world. Also planning lessons that can be taught in eight different ways shows not only does the teacher recognize what they are but how they can be utilized in the classroom I really, really liked the suggestions in this chapter. Even though we learned about the different intelligences in the classroom, we were not really shown how to apply them yet. One of the ideas about field trips, in general there is too much time spent in the classroom, but showing these intelligences by going out and doing things just shows how much more they apply outside of school. I also like the teaching in eight different ways. There are too many teachers who just teach in one or two ways, they are not really diverse and don’t reach all of the students in the class. By teaching eight different ways, the teacher can be sure that all of the students have a chance to understand in a way that is comfortable for them. This chapter was all about the importance of teaching students about the MI theory. The chapter states that any student above second grade is capable of learning the theory, even if it is using different words. Having students understand the theory and where they fall in it is important because it allows them to understand how their minds works and how best to find ways to study and learn more efficiently. This chapter was full of suggestions of activities, games, and questions that could be presented to the class so students might discover themselves out of the lesson. I thought that this chapter was not only entertaining, but was important. I believe that the more a student knows about how they learn, the better they will be able to cater to their own needs. If they are able to learn and study better, then they will be able to constantly find ways to help themselves academically. I really enjoyed all of the suggestions given in the chapter because it gives me a broad set of activities to choose from and adapt for my own classroom. || The fourth chapter of the Multiple Intelligences book told me how to teach students about the multiple intelligences theory, especially to younger children. The author taught how to break down the theory into words younger children can understand, such as referring to the interpersonal intelligence as “people smart” and the musical intelligence as “music smart.” The author also gave example of activities teachers could do in order to teach the multiple intelligence theory, such as career days, field trips, various displays, biographies, and games. I thought this chapter was interesting, but I felt like it was geared more towards elementary school teachers, not high school teachers, which is the level of education I want to teach. So I feel like I won’t really be able to use a lot of the information in this chapter. Also, if I were to teach my students about the multiple intelligences, since they would be in high school, I don’t think I would use words like “number smart” instead of Logical-Mathematical or “picture smart” instead of Spatial.
 * **Names** || **Abstract** || **Reflection** ||
 * Archambault Michael ||  ||
 * Audy Melissa || Chapter 4 of //Multiple Intelligences// explores the idea of teaching the multiple intelligence model to children at a young age. It describes the benefits of children knowing where their strongest intelligence lies. Children knowing what type of intelligence best suits them are able to solve problems easier, as well as let teachers know how they learn best. However, the theory would be pretty difficult to teach to children as is, so the author goes on to simplify the model into terms and concepts that children can easily comprehend. The author gives examples of questions that will help one lead a group of children in discussing which intelligences apply to their learning. A pie chart is also provided with simple terms and pictures that will aid children in understanding the concept. The chapter goes on the describe activities that will help students expand their knowledge of the intelligences and how they can be used, e.g. a career day, display, or further reading. || My personal response to this is not quite solid. I didn’t have a strong reaction to the idea. I don’t completely disagree with it, but I am also not fully convinced that teaching this to young children would be beneficial. Implementing this knowledge in high schools could be useful since there are many kids who do not know what they would like to do in life. Yet at an elementary level, the idea might confuse children. Children may also feel that they are stuck with a certain intelligence and that is their destination in life. It may discourage them from exploring other types of intelligence. I do certainly agree that teachers should use activities that involve all of the intelligences in the classroom, but I’m not quite sure if I believe that students need to know why they like certain activities more than others, at a young age. ||
 * Boulter Elizabeth || This chapter talked about how you can teach your students (no matter their age) about the MI theory. It discussed why you would want your students to understand MI and how it could improve their learning. The chapter concluded that students would benefit from understanding their types of learning and that they could learn better once they understand their own learning process. They gave examples of questions to ask in order to help the students understand what the intelligences mean. These questions were a way for the students to start understanding how they were significant in their life. It also gave examples of activities to show MI theory in practice. Career day, board games, and field trips were just a few. The chapter encouraged teachers to do these with any age students. || This chapter really stuck out to me because it gave me lots of ideas to use in my classroom. It showed me that when students understand how they learn, they learn better! I really liked the examples of questions to survey your students with! I felt as though they were accurate and on target and would do a great job of showing your students what you mean. I thought the career day idea was fantastic! The field trip idea was neat too! I never thought of MI theory this way but this chapter really brought it to life and made it relevant! ||
 * Brown Ryanne || This chapter focuses on breaking down the idea of multiple intelligences into ways that everyone can understand. Basically it gives a few tips on how to explain the model of multiple intelligences so that everyone feels comfortable and smart. The chapters gives great suggestions for tools to use in teaching the MI model such as career day, wall and shelf displays, readings, human intelligence hunt, etc. Even the examples demonstrate the MI theories by using all different activities to reach all of the intelligences. Using basic words and descriptions helps in the understanding and also breaking the intelligences into “smarts” helps younger children understand. There is a strong importance in having everyone understand this model because of the impact it can make it everyone contributes to the building and developing of it. ||
 * DePue Margaux || Chapter Four of Multiple Intelligences in the Classroom recommends teaching students about the Gardner’s Multiple Intelligence Theory and gives suggestions on how to do so in the classroom. The theory can be taught to students as young as second grade and can be explained in as little as five minutes. Educators can teach this theory through techniques such as questioning students about their abilities or making visuals such as the “MI Pizza,” a circular model divided into eight pieces explaining each of the eight intelligences. Educators can even teach the model in the perspectives of all eight intelligences by setting up activities such as career days, field trips, wall and shelf displays, readings, games, songs and plays. These activities will appeal to all students who use different intelligences to learn. || If students understand the meaning behind Gardner’s Multiple Intelligence Theory, they will understand the specific ways in which they learn individually. Students will be able to absorb more knowledge and understand more major concepts if they know how to target their own individual way of learning. In understanding this, they will teach themselves to learn more effectively and freely while still having fun. This is beneficial to the teachers as well since they will be able to guide their students through lessons using the specifically identified learning styles of their students. ||
 * Dunne Kaisha || Chapter 4, “Teaching Students About MI Theory”, is a follow up to the past chapter. This chapter goes through and provides examples on how to make a mini-unit on teaching MI to ones class and helping them find their MI. The chapter also suggest things to put up on ones walls to set as examples for each MI. In this chapter it really gets into the major examples of how to get ones students involved with and well educated on MI. Examples on mini-units includes activities such as board games, field trips, readings, and quick experimental activities. All of these factor into taking a little time to go outside of ones normal curriculum and provide students with an MI lesson to help them become better learners. || Chapter 4 has some good ideas but if I applied it in my classroom it would have to be a very mini-unit. I feel like this would be best served in an English class, not a social science class. I think the kids might find it weird and not participate as much in a history class when going over things like 'how do you learn as a student?'. I like the idea that is presented and I feel like each student should go through at least a mini-unit on MI, but maybe not in every class or in a history class. I would like to put things around the room to spark learning and the different intelligences. ||
 * Hudson Kimberly ||  ||
 * Korn Shauna || This chapter was about including children in the information that teachers know on Multiple Intelligences, teaching them about it. It talked about ways to get kids involved and informed by ways such as the “MI Pizza.” The “MI Pizza” idea is to get all the students involved and to see how many intelligences they have and to get the basic idea of Multiple Intelligences. In connection with explaining to the students what the intelligences are, there were activities that the chapter supplied that could be done with any age group. There were strict and more formative ways of explaining the intelligences for the older grades and less strict and creative ways for younger grades and/or older grades. There were games that could be played, lessons to be learned, research to be done, etc. || I was excited reading this chapter because this chapter had ways to get the students involved with Multiple Intelligences in fun and creative ways. I can remember finding out which intelligence I was in high school from an online test. While I feel that it was a great resource I was happy to see that there are more creative ways than just looking at a computer screen to find out what intelligence you are. I am very hands on and know that a lot of students need to be moving or doing something at least every once in a while so the games will help. Knowing that I can learn something about them that will be beneficial to me as there teacher and will me teach them better is amazing all by itself, but that they can get involved and learn more about themselves is even better. ||
 * LaRose Rebecca ||  ||
 * Murphy Amber || This chapter explains how it is important to education your students on the multiple intelligences. When beginning to teach in a classroom take five minutes and introduce the eight different intelligences. One can break the eight different intelligences into simple terms which are easily understood by young individuals. Reinforcing activities help to explain the intelligences for a second time. This chapter gave a number of different activities which touch upon the different intelligences for instance career day, field trips and biographies. All of these different activities can all have the intelligences incorporated into the lesson. || I believe that it is crucial to explain to your students about the eight different intelligences. When students can seek out ways in which they learn better they can further their learning. I felt that all the activities in the chapter were very useful and it would be fun for classrooms to do these activities. When students know how they learn best it creates a whole new atmosphere of learning and the possibilities are endless. I believe that all teachers need to touch upon all the multiple intelligences and that all students should be educated about the idea of the multiple intelligences.
 * Nieuwkerk Hannah || The best way to introduce the Multiple Intelligence theory is to just explain it to them in five minutes or so. This teacher drew an “MI Pizza” on the board with eight ‘slices’, each one of the slices being an intelligence. Some good activities for promoting/teaching the MI theory are Career Day, field trips, biographies (especially of famous people), lesson plans, songs or plays, and board games. By doing these fun activities, it will promote learning about the intelligences while having fun and also, the students can start thinking how they learn and what they can do to help themselves learn and understand better in the classroom || I really liked the “MI Pizza” I thought that it was a really good idea and an easy way to show how everything works. Especially since some of the slices could be bigger (stronger intelligence) or smaller (not-so-strong intelligence). I really like the idea of showing the eight intelligences of a famous person, like Albert Einstein, because he was extremely intelligent in the logical-mathematical intelligence, but he had failed English, so even the smartest people have only some very strong intelligences. ||
 * Scheffler Erich ||  ||
 * Simoneau Andrea || This chapter talks about how to teach students MI theory. The point of this is to build the student’s understanding of how they learn, so they can better make sense of their developing intelligences, decide which ones they want to develop at faster rates, and know where they need work. It gives the student a more active role in their learning. The book addresses several ways of speaking to students about this, which varies with the grade level, naturally. Several activities are suggested, such as a variety of stations set up in a classroom, a field trip appealing to a specific or several intelligences, shelf displaces, even stories and songs relating to MI. All of this will help the students understand MI theory, and its importance in their learning, and how they can take an active instead of passive role. || I wouldn’t teach MI theory unless I was a guest teacher of sorts, as the person who authored the book was. I couldn’t imagine using more than half an hour of class time to teach them educational theory, but I can definitely see the point of doing so. I would instead put it sort of on the back burner, that is, I’d attend to multiple intelligences in my classroom but actually stand and address the matter with the students....perhaps not. Or perhaps I would find that that is necessary, and I would do so. I have a hard time imagining constructing a whole unit around it. Maybe one day’s lesson, and design a curriculum that always had the knowledge of multiple intelligences below the surface of the student’s mind, but of course I would focus on content. ||
 * Stevens Newcomb || This Chapter says that it is important to share the multiple intelligence theory. This can actually help students develop problem solving strategies when they know how they learn. When teaching the MI theory, it is important to do activities such as a career day and field trips. It is important for students to interact with their intelligences in as many ways possible. This is the more direct way of finding a student’s intelligence by interacting with the student and engaging with them. || I wish this was introduced to this theory at a younger age. I never knew the way I learned my subjects: this could explain why I can learn so many ways. I have gone through countless identity crises over the years and now I am beginning to know who I am. I will definitely introduce this theory to my students so I can not only me, but also help them. It is difficult when one does not know one’s self. ||