MI+Chapter+9+Block+2

Synthesis MI C9 B2

In the book Multiple Intelligences, chapter 9 discusses the multiple intelligence school and the Key Learning Community. This is an example of a school that provides great ways to incorporate the multiple intelligences in the classroom. Every intelligence is treated the same therefore it is used thoroughly throughout each course. They use heterogeneous mixing as a way to incorporate the different multiple intelligences in the classroom. || I really thought the example the book provided of a school that incorporates all of the multiple intelligences into the classroom is a great example. Although, it might be based on a utopian society I think it is a great way for teachers to start thinking about doing this. The chapter also provided useful ways to do this. I really liked how this chapter suggests that every intelligence is treated equally. || Aged Groupings, which comes from sorting the students using a lottery system, and any given class would have a wide range of ability levels. This is one example of how an MI school could be designed and instructed, but the possibilities are endless. || I enjoyed this reading because this sounds like a really interesting school that embraces all students and equality with no exceptions. I would definitely want to visit this school and see it in action! I would want the opportunity to talk with students and hear their viewpoints on the school and how they feel as an individual and a learner. I think there is a lot of creativity and intensive study of MI theory involved in making such a school, but it seems like it includes a lot of valuable resources and programs. ||  ||   ||   ||
 * **Names** || **Abstract** || **Reflection** ||
 * Barnes Mckell ||
 * Brennick Christopher || Chapter nine of MI book tells us about the MI school. The opening section of this chapter look at the traditional schools we have today and how they look through the eyes of MI theory. The second section goes through what the components of an MI school and looks at what is needed to make a school a strong MI school. The final sections talk a lot about the key learning community, which is a good example of what of MI school should look like and the future of MI schools. || This was a very strong chapter that was interesting to me because I agreed with most of it because it would create more well balanced kids but I wonder if it too idealistic epically with tight budgets. I really like the idea of assessment specialist because I feel a picture of a kid is something every teacher needs before students walk into the classroom. If we had an overview of a kids MI’s on the first day or where they were in their education it would make our instruction much more effective I believe. ||
 * Columbia Laura || Chapter nine of Multiple Intelligence focuses on one school, Key Learning Community. This school is a great example of how to incorporate multiple intelligences in the classroom. All of the intelligences are treated equal. Subjects offered are math, science, language arts, history, geography, German, as well as an equal focus on regularly neglected subjects such as physical education, art and music. They incorporate the intelligences through various activities such as school wide themes, "pods" that concentrate on a certain topic, rooms that allow a free atmosphere of learning, heterogeneous mixing. || While reading this chapter I got really excited about how this school is incorporating all of the intelligences. Yet, at the same time I remember a conversation I had with my mentor teacher. With all of the budget cuts, many of the first programs to go would be art and physical education. That makes me think of how I can incorporate those into my area of concentration. Many of these ideas seem to be utopian, yet I really think that many of these ideas are achievable. Another idea was making the schools more like an apprenticeship were areas can be focused on and made more realistic. ||
 * Coombs Kayla || Chapter nine discussed the MI school, and how MI theory can be incorporated every day in the classroom and students can have the opportunity to interact with all eight intelligences. The chapter provides one example of a successful MI school, the Key Learning Community, which began with a group of teachers collaborating with Howard Gardner to assist them in making this a successful place for practicing MI theory. Students at this school experience daily instructions in all eight of the intelligences. These students spend double the time in such subjects as art, music, and physical education, as most students do at the standard public and private schools. The school staff selects two themes a year that the whole school participates in and many areas include in their subject areas. Also unlike most other schools, the Key Learning Community has pods, which are special learning groups where students place themselves based on their interests. Within each pod, teachers take on the role of specialist of that particular discipline and they assist the students with mastering the skills and knowledge necessary for specific disciplines. There is a room called the “Flow Room” that students can visit several times a week, and they have the opportunity to engage in open-ended, playful activities that are designed to activate their intelligences. The school also has a Community Resource Committee that put together weekly programs or assemblies for the student population based on the interdisciplinary themes, and Heterogeneous Mixed-
 * Cummons Michael ||  ||
 * Chapter nine in MI is about the multiple intelligence school. The multiple intelligence theory can and should be incorporated into everyday learning. Traditional schools look at intelligences as non necessity. Most schools are linguistic based. When budgets for schools are tight, and push comes to shove, schools decide to do away with programs for other intelligences. Schools will cut music and art before they cut music. While schools see these programs as unnecessary, they are indeed necessary. Also, traditional subjects should in include all intelligences in the learning process. Math, science, history and English need to be taught using all intelligences. Traditional schooling atmospheres do not see it this way, however, it is the most effective way of teaching. || I like this chapter a lot. It says a lot about the traditional school. Traditional schooling seems to forget that every student is different. Every student has has stronger intelligences in certain areas than in other areas. Asking a student to only use linguistic when he or she is much better in other intelligences is taking away from the learning of students. Students need to be challenged, but not in ways that they can't achieve the goals that are set for the course. This chapter does a great job emphasizing this. ||  ||
 * Chapter nine in MI is about the multiple intelligence school. The multiple intelligence theory can and should be incorporated into everyday learning. Traditional schools look at intelligences as non necessity. Most schools are linguistic based. When budgets for schools are tight, and push comes to shove, schools decide to do away with programs for other intelligences. Schools will cut music and art before they cut music. While schools see these programs as unnecessary, they are indeed necessary. Also, traditional subjects should in include all intelligences in the learning process. Math, science, history and English need to be taught using all intelligences. Traditional schooling atmospheres do not see it this way, however, it is the most effective way of teaching. || I like this chapter a lot. It says a lot about the traditional school. Traditional schooling seems to forget that every student is different. Every student has has stronger intelligences in certain areas than in other areas. Asking a student to only use linguistic when he or she is much better in other intelligences is taking away from the learning of students. Students need to be challenged, but not in ways that they can't achieve the goals that are set for the course. This chapter does a great job emphasizing this. ||  ||

I really loved Gardner’s ideas of how an MI school should be formatted. Gardner writes again and again that schools need to be completely reformatted in order for the MI theory to be most effective and after reading his description of the ideal MI school I see just how much our school systems are going to have to change. The school Gardner helped establish is amazing, for lack of a better word. My favorite aspect of the school is that there are no high or low track classes, everyone is treated equally. One of my biggest annoyances with schools is that low track and high track students are separated and treated differently. There is nothing that says low track students cannot learn the same material as high track students, they may need some extra assistance here and there, but they are perfectly capable individuals; all they need is a little encouragement. ||
 * Damboise Kelley || Chapter nine begins by explaining how most traditional schools view musical, spatial, bodily-kinesthetic, naturalist, interpersonal, and intrapersonal intelligences as less important than linguistic or logical-mathematic intelligences. Traditional schools demonstrate this when they decide to cut what are considered the "frill" subjects because of budget cuts. School will cut music classes, physical education programs, and art classes to compensate for the decreased budget because they feel that students have to have a math class or an English class to fit into society’s description of what is smart. Howard Gardner completely disagrees with this and suggests that "students might spend their morning on traditional subjects in nontraditional ways" (Armgstrong, p. 83). Basically students can still study traditional areas of study, such as math, reading, writing, history, and science, but they should do it in a manner that incorporates all eight intelligences. Gardner's idea vision is to create a school where the students are actually allowed to go out into the community during part of the day and learning through real world experiences. Gardner's staff would include an assessment specialist, a student curriculum broker, and a school-community broker. The assessment specialist would sit down with students and work with them to find out what intelligence they are talented in, and how they learn the best. The student curriculum broker would be the link between knowing the students’ abilities and being able to provide the proper resources to teach this student. Lastly, the school-community broker would work with the school and community to find opportunities for the students to go out into the community and learn through experiences. || After reading this chapter my ideal job would be to work in the Key Learning Community. I absolutely love the idea of teaching students using all eight intelligence, and definitely wish that when I was growing up I could have attended a school such as this. I feel that students who do attend schools that focus on all eight intelligences will be much more well rounded students. I mean just thinking about all the learning opportunities that most school miss out on, and hearing about the learning activities that are taking place in the Key Learning Community affirms my belief that theses students will be at a higher developmental level then the students that attend a traditional school. ||
 * Kelley Kathleen || Chapter nine of Multiple Intelligences in the Classroom discussed the different components that should be incorporated into a school that tailors its curriculum to the eight different multiple intelligences. Gardner begins by describing the impact that traditional schools has on MI and how the first programs that get cut are the classes such as physical education, chorus, and art. Even if classes like these are kept, there are still strong influences of linguistic and logical. In a school that incorporates multiple intelligence learning in their classrooms, Gardner thinks that the first part of the day should be focused around regular studies which should be similar to a children’s museum. The second half of the day they could spend time going out into the real world and visiting places like art and science museums, or apprenticeships. In an MI school, there would be specific roles that staff members would take on such as an assessment specialist, student-curriculum broker, and a school community broker. Gardner also suggests having daily instruction in each of the eight intelligences. Gardner mentioned having “flow rooms” which would be specially designed to activate intelligences in creative ways. He also suggests that having heterogeneous groups made up of students who are of different ages. || I really enjoyed chapter nine of Multiple Intelligences in the Classroom because it kind of tied all of the information together that we have been learning throughout this semester. As I was reading, I realized that there were a couple qualities that Mount Blue Middle School actually have actually been using in their schools which I thought was great. It shows that they are making progress in helping their students learn. ||
 * Knowles Christina || In this chapter we learn more about the key learning community. We learn that schools who incorporate the MI theory into their core subjects are more likely to incorporate subjects that are getting cut in most schools into their curriculum. We also learn about the Flow Room, which is a place where students can go to activate their multiple intelligences. || This was a very interesting chapter. I really liked the idea of a flow room, however, I do not know if I would be the person to create a flow room or if that would be created by the school. I think it would be better for the school to create the flow room so that all the students in the school would haave access to the flow room. ||
 * Mourkas Margaret ||  ||   ||
 * O'Neil Christopher || Chapter nine focuses on creating Multiple Intelligence schools. The chapter mainly focuses on the Key Learning Community as an example of a MI school. The chapter discusses the different components that make up the Key Learning Community. There components are: Daily Instruction in All Eight Intelligences, Schoolwide Themes, Pods, The Flow Room, Community Resource Committee, and Heterogeneous Mixed-Aged Grouping. Each of these components are discussed in detail during the chapter. At the end of the chapter, readers will dive into a brief discussion about future MI schools. || I really like the idea of MI schools. However, I do not feel that schools like the Key Learning Community are for everyone. It is a great idea to teach to all of the intelligences and have special schools for that, but I feel that there will always be students who will learn much better in a normal school setting. I also feel that some parents would not be too fond of the idea of a MI school. This could be mainly from the fact that there aren’t a lot of people in the world that are very informed of the MI theory. They might have heard of it, but they do not know what it is in depth. Because of this, I feel that they would stray away from the idea of having an MI school. ||
 * Richardson Cassandra || Chapter nine describes the Multiple Intelligence school, using the Key Learning Community as an exemplar of how the traditional schools compare with a school that has applied the MI theory. Within the Key Learning Community, there are specific components; daily instruction in the eight intelligences, schoolwide themes, student-interest pods, a flow room for student expression through mediums and activities, a community resource committee, and heterogeneous mixed-age groupings. The last section discusses the implications for future MI-based schools. || I really like the concept behind MI-structured schools, but I feel like the reality doesn’t always allow for the idealistic classrooms we’ve read about. Sure, many students could benefit from special attention to their strengths, but some students would probably function more efficiently in the traditional setting. However, I did like the idea of having a file and an idea of each student’s strengths and weaknesses, because I feel like knowing the major areas of expertise would be easier when planning differentiated lessons for specific intelligences. ||
 * Trundy Monique || In chapter nine Armstrong stresses that the MI theory is made to include every student and every subject, not just the “core” subjects such as math and English. Gardner’s ideas for an MI based school are that students spend the first part of the day completing traditional assignments in non-traditional ways. The second part of the day is spent getting the students out into the community and learning outside of the school. For example, younger students may go to children’s museums and older students could make their own decisions on where to go based on their interests and assessments of their development. MI schools would also have a staff consisting of an assessment specialist, student-curriculum broker and school-community broker. Armstrong mentions a school Gardner helped establish called The Key Learning Community. The school has daily instruction in all eight intelligences, schoolwide themes, pods based on student interests, a flow room where students can express themselves through a variety of activities, a community resource committee, and heterogeneous mixed-age groupings. || I think it is sad that art, music and physical education classes are the first to be cut when a school is having budgeting problems. Those are the kinds of classes that allow students to really be themselves and explore their creativity. I remember when I was a student how much I looked forward to the days when I had an art class; it was something that got me through the rest of the day.
 * Trundy Monique || In chapter nine Armstrong stresses that the MI theory is made to include every student and every subject, not just the “core” subjects such as math and English. Gardner’s ideas for an MI based school are that students spend the first part of the day completing traditional assignments in non-traditional ways. The second part of the day is spent getting the students out into the community and learning outside of the school. For example, younger students may go to children’s museums and older students could make their own decisions on where to go based on their interests and assessments of their development. MI schools would also have a staff consisting of an assessment specialist, student-curriculum broker and school-community broker. Armstrong mentions a school Gardner helped establish called The Key Learning Community. The school has daily instruction in all eight intelligences, schoolwide themes, pods based on student interests, a flow room where students can express themselves through a variety of activities, a community resource committee, and heterogeneous mixed-age groupings. || I think it is sad that art, music and physical education classes are the first to be cut when a school is having budgeting problems. Those are the kinds of classes that allow students to really be themselves and explore their creativity. I remember when I was a student how much I looked forward to the days when I had an art class; it was something that got me through the rest of the day.
 * Webb Christopher || Chapter Nine talks about how to actually implement everything we have been learning about MI into an actual school. It talks about the three people in an MI school that are not found in traditional schools; the Assessment specialist, the Student-Curriculum Broker, and the School-Community Broker. These three figures are part of what would set an MI school apart from a traditional one because they are not found in traditional schools and their primary function is to keep track of the students and develop their Intelligences. The chapter focuses on the Key Learning Community in Indianapolis, Indiana. This school is the epitome of an MI school. Students are exposed to just at much art, physical education, and music, as they are to English, math, and science. They are required to learn to play a musical instrument as well. Plus every semester there is a central theme the curriculum is based around so all of the subjects are working together. || I really liked the concept of the MI school and I thought it was great how they gave us the real life example of the Key Learning Community. It was great reading about all of how we have been learning about can be implemented. Something I did not entirely agree with was when they were talking about how students would be in "pods" based on their proclivities. They talked about this at the end of the chapter and how these schools can simply become generators for students who are primarily focused in one area but deficient in others. ||
 * West Simon ||  ||   ||