MI+Chapter+1+Block+1

[|Synthesis - MI C1 B1]

Throughout history, psychologists have been trying to understand intelligence and how it affects learning. A man named Howard Gardner used the approach that there are several different types of intelligence that affect the way a person learns. There are different development stages for each intelligence, and they will be different for each person. Each person will have all eight intelligences, just at their own individual level. This chapter makes a lot of sense for me because I know I learn some things much better than others. I have a hard time buying into any psychological study 100%, so I question things like why people are more orientated one way or another. Is it genetics or what you were exposed to? How could you ever prove such a thing? I think that reading about studies like this will make you a better teacher based on the obvious truth that some people need to see something from a different perspective to totally understand it. I really did not realize how many levels of intelligence there were until we took the test in class and then again reading this chapter. I realized how little schools actually take this seriously. In high school, visual and auditorial are the most common ones used. Teachers lecture and use pictures to get across the point of what they are trying to teach. Never once in any of my classes in high school did any of my teachers incorporate music into the classroom. It would have been nice because personally it helps me concentrate. In my science classes, especially physics and field biology, I got to do more activities and hands on stuff. I really think that teachers really need to be aware of this in order to be effective teachers. Not only are the students learning, but they are also having more fun. In the first chapter of //Multiple Intelligences in the Classroom//, the history and basics of the eight intelligences were discussed. The chapter began with the journey that the educational world took from the early 1900’s until the 1980’s, from basic intelligence testing to the modern idea of eight intelligences that govern the way a person learns and most easily retains knowledge. All eight intelligences are explained in detailed ways in order to show how each intelligence is displayed in people and how each is developed. After further research, it has come to light that this list of eight intelligences may be missing one or more. Currently, the ninth accepted intelligence is the existential. I feel that besides the information on the intelligences, one of the most important points made in the chapter was that “[Gardner] seriously questioned the validity of determining an individual’s intelligence through the practice of taking a person out of his natural learning environment and asking him to do isolated tasks he’d never done before – and probably would never chose to do again” (1). I strongly agree with this because as seen through the descriptions of the various intelligences, not everyone learns the same. Not every person does well when handed a test and told to complete it. I know that I personally am not a fan of the standardized tests that we all had to take throughout school. I feel that there is no reason to make students tremble when the name of a test is uttered. The theory of multiple intelligences helps to find different types of assessment that will give every student a fair chance because everyone’s intelligence is centered in different areas. The first chapter of //Multiple Intelligences in the Classroom// introduced the reader to the theory of multiple intelligences. This chapter introduced Howard Gardner’s eight intelligences, which are Linguistic, Logical-Mathematical, Spatial, Bodily-Kinesthetic, Musical, Interpersonal, Intrapersonal, and Naturalist. This chapter also talked about how everybody has one intelligence in which they are strongest, and one intelligence in which they are weakest. The chapter also discussed some major points in the theory of multiple intelligence, such as the fact that everyone possesses a trace of each intelligence, and each intelligence can be nurtured and can grow. I thought this particular chapter was interesting. I didn’t really know too much about the multiple intelligences before I started reading this book. I think the multiple intelligence theory is correct because I think that there are many different ways to be intelligent. I discovered that I am intrapersonal, and I enjoyed reading all of the descriptions they had about the intrapersonal intelligence.
 * **Names** || **Abstract** || **Reflection** ||
 * Archambault Michael ||  ||
 * Audy Melissa || Chapter 1 in //Multiple Intelligences// explores the theory of multiple intelligences, providing explanations and charts containing each intelligence. Howard Gardner, who developed the theory of multiple intelligence, believes that intelligence is often seen in too narrow of a spectrum. He suggests that each person may have strength in a certain intelligence, and this intelligence affects the way they learn, interpret, respond to, and teach things. However, it is important to understand that everybody possesses a piece of each type of intelligence—they may just have stronger grasp of a certain area. The intelligences that are currently defined are: linguistic, logical-mathematical, spatial, bodily-kinesthetic, musical, interpersonal, intrapersonal, and naturalist. Psychological tests prove that these intelligences do exist in the brain, due to the fact that those with brain damage are often affected in a certain area. The chapter closes in explaining that this theory is only one of many “learning-style theories.” || In response, I must say that as a future educator, it will be beneficial to have a vague idea of which type of intelligence my students are strongest in. This could be used as a guide in finding a successful method of teaching to their needs. If I find that my students are mostly visual learners, I will be aware that I should not stand in front of the class and lecture at them for hours each day. When I think about the best teacher I’ve ever had, I realize that she found a way to make learning comfortable for people with each of the different intelligences. I can’t imagine it was easy, but she found a good balance between verbal instruction, visual aids, musical stimulation, group work, personal reflective work, and more. This is what makes somebody an excellent teacher—the ability to understand and incorporate all of these multiple intelligences into one lesson plan. ||
 * Boulter Elizabeth || This first chapter of Multiple Intelligences was very informative. It started out by giving a history of intelligence tests and then its subsequent transformation into something more than a score. It talked about how Howard Gardner broaden the definition of intelligence and made more or a learning style and less of a measured trait. They describe all 8 intelligences (and touch on the possibility of additional ones) and give definitions and examples of each. Linguistic, Logical, Spatial, Bodily-Kinesthetic, Musical, Interpersonal, Intrapersonal, and Naturalist are the eight known intelligences that fit Gardner’s criteria. It goes on to tell about these criteria and how he determined that these eight were the basis of his theory. They end with key points about the theory. It talks about how everyone has all eight intelligences in them but that some are more pronounced than others. That most people have an adequate amount of all eight and are intelligent in more than one area of each category. || This chapter was a good source of information. It discussed the intelligences from the beginning and gave great explanations of each along with examples. My MI results matched the descriptions very well. I am mostly Bodily-kinesthetic and interpersonal. It was neat to see where my intelligences stemmed from and it was comforting to know that even though my MI tests didn’t show it, I did have a little of each of the intelligences waiting to be brought out. ||
 * Brown Ryanne || The importance of understanding multiple intelligences is to give teachers an idea of what to expect if the students are showing clear signs of strengths or weaknesses in certain areas. This chapter gives a lot of key resources to identifying the students within the intelligences. Some students peak in their strongest intelligences early in life and others later in life. The length of their peaks also varies. Howard Gardner developed the idea of multiple intelligences and the way it is determined that all people think differently and have different mental make-up. Gardner also expresses the importance of realizing intelligences by using their end states and their evolutionary roles. He defines all 8 intelligences: Linguistic, Logical-Mathematical, Spatial, Bodily-Kinesthetic, Musical, Interpersonal, Intrapersonal, and Naturalist. Every person can develop all 8, but it is common that people are many pieces of each because all of these intelligences work together and are complementary to one another. || I found this chapter a little dull compared to the DI and UbD book. However it is very helpful to get a clear picture of the intelligences and the characteristics of each. I found the parts about mastery of certain intelligences in certain people very interesting and helpful in understanding the full extent of intelligence. Not only do these make up different learning styles and abilities but they truly shape how people live their lives. It gives us as learners an opportunity to further understand our own learning and begin to prepare for being aware of our students' learning. ||
 * DePue Margaux || Chapter One of the book Multiple Intelligences in the Classroom discusses Gardner’s Multiple Intelligence Theory, which states that there are at least seven main intelligences rather than a single, narrow field of knowledge. These intelligences consist of Linguistic, Logical-Mathematical, Spatial, Bodily-Kinesthetic, Musical, Interpersonal, Intrapersonal and Naturalist categories. The theory claims that every person possesses all eight intelligences, which can be developed over time and have great variances in function. Gardner found that many of the people he examined to prove his theory, such as those with damage to certain areas of the brain, were proficient in one of these categories, yet less than perfect in many of the others. Intelligences can be uncovered through opportune moments in a child’s life or education as well as through the examination of evolutionary records and some standardized tests. || Gardner’s theory allows others to understand that there is more than just one facet of intelligence, which is why it is a subject that all educators should be well versed in the ways of. Students may think and learn in very different manners and at different levels, yet still be considered intelligent human beings. Chapter One helps educators to understand one vital idea: there is no stupid student. By reviewing the information that the chapter describes, educators can realize that there are many different ways to help students learn and to gauge how they learn or what they already know, not just one dull and dusty path leading to the barren desert known as standardized testing. ||
 * Dunne Kaisha || This chapter gave a basic run thorough of who invented MI, Howard Gardner, and what MI is, all in great detail. There are 8 MI's (maybe a 9th suggested) and in this chapter they breakdown what each one is and the purpose they serve us as educators and as learners. It shows us that if we realize that we are all different and no student learns exactly the same way, things may be a lot easier. It discussed how IQ test didn't really show much for learning results and how smart a person really is or isn't. There are more ways than just finding out if people know the answers to the IQ test to whether a person is 'smart' or not. Knowledge has more to do with showing capacity for knowledge of context and problem solving according to Gardner. || The summary chart in this would be a great thing to go over in class to go further into what MI is and how to figure out what the students in your classroom may be. The other interesting fact was that almost every individual has all 8, but some stand out more. It was a lot to comprehend all at once, but it seems to be pretty straight forward. I feel like this chapter would be a good oe to refer back to in class and in further projects and reading. ||
 * Hudson Kimberly || Alfred Binet and a group of colleges were asked in 1904 to develop a way of telling if students were possibly going to fail. This then evolved to the first intelligence tests. About 80 years after Harvard psychologist Howard Gardner came up with eight different intelligences. These eight intelligences are linguistic, logical-mathematical, spatial, body-kinesthetic, musical, interpersonal, intrapersonal, and naturalistic. Some disputed some of the intelligences because they were seen more as talents or aptitudes, not actual intelligences. Gardner set up tests that each intelligence had to meet certain criteria before it can be called an intelligence. There are eight different criteria that each had to face: potential isolation by brain damage, the existence of savants, prodigies, and other exceptional individuals, a distinctive developmental history and a definable set of expert “end state” performances, an evolutionary history and evolutionary plausibility, support from psychometric findings, support from experimental psychological tasks, an identifiable core operation or set of operations, and susceptibility to encoding in a symbol system. The multiple intelligence theory has four key parts. One is that each person possesses all eight intelligences. The second is that most people can develop each intelligence to an adequate level of competency. Thirdly, intelligences usually work together in complex ways and finally there are many way to be intelligent within each category. ||
 * Korn Shauna || This chapter was about how Howard Gardner created the eight Multiple Intelligences and his reasons for doing so. Gardner explains how he was able to find these different intelligences and be able to call them that. The text goes into each Multiple Intelligence and the characteristics of each. Gardner then breaks each of the eight intelligences into their own categories. He uses six different topics to break down the intelligences to show how each is used. In the first category he explains the general characteristics of that particular intelligence. Then Gardner explains what type of system they would most likely be using to communicate or which would be easiest for them. The next category is what job a person with this intelligence might be doing from the way that they learn. Gardner then explains which parts of the Neurological System are being used for that intelligence. The next category is a little different in the way that Gardner researched to find at what level in a person’s life each intelligence seems to develop and flourish. The last category is about how that intelligence makes its mark in cultures; meaning how they benefit or are seen in each culture. || I really liked this chapter because I was able to understand the Multiple Intelligences better. I think that what Gardner came up with in each category makes perfect sense. Looking at how differently everyone learns there are basics that they share in common in the way that they learn. Certain skills that they have picked up that the tend to have in common with others who have the same job. It reminds me of how Social Science and English go together for most people, while Math and Science go together for others. I was always able to do better at word problems in math than others who were more into science in my classes. So I really connected with the different categories and why they are placed with that Multiple Intelligence. ||
 * LaRose Rebecca ||  ||
 * LaRose Rebecca ||  ||
 * Murphy Amber || In this chapter it explains that Gardner is the founder of the eight different intelligences. The different intelligences are linguistic, logical, spatial, bodily-kinesthetic, musical, interpersonal, intrapersonal and naturalist. Gardner explained that these are the areas of intelligences and he claimed them as intelligences because he was tired of hearing people calling different people unintelligent. To prove Gardner’s point he worked with patience that had brain damage. This proved that just because one area of the brain is damaged you can still be intelligent in other areas. Everyone possesses all of the different intelligences and they all have different ways of function in different people. Most people have the potential to develop each intelligent area to a decent level. || This chapter did an excellent job enhancing and explaining the history of the different intelligences. I related to the different intelligences and felt that everything had a valid point. The different intelligences all work together in complicated ways among different individuals. These different areas of intelligences really help to show teachers the different ways in which students learn, allowing them to effectively teach each student with different teaching styles. ||
 * Nieuwkerk Hannah || In the early 1900’s, a ‘test’ was made to test the ‘intelligence’ of young children; this was called the Intelligence Quotient or an IQ test. Eighty years into the future, a Harvard graduate, Howard Gardner said the ‘IQ’ test did not correctly test the intelligence of children or adults. He said people had eight intelligences that had to do with solving problems in a context-rich environment. The eight intelligence categories are linguistic, logical-mathematical, spatial, bodily-kinesthetic, musical, interpersonal, intrapersonal, and naturalist intelligence. Gardner said that everyone has these eight intelligences, some people with more or less of each category, each intelligence can develop to an adequate level of competency, usually working together in complex ways, and within each intelligence a person can develop differently; such as a person telling a story but not being able to read. || This was a lot to take in. I was very much surprised to find out how people can perform so differently even though everyone is born with the same eight intelligences. This is even more proof that in a classroom students all learn in different ways and it is so important that I understand this and try as hard as I can to incorporate many different ways of teaching to accommodate all my students. And after reading this chapter, when I start teaching my classes at the beginning of the year, I want to pass out a survey and ask my students in what way they are best taught and exactly //how// they learn, so I can be the best that I can for my students. And to be honest, I think out of my thirteen years of schooling, I’ve had one teacher pass out a survey to see how each student best learns. I feel that our school systems in Maine have a long way to go. ||
 * Scheffler Erich ||


 * Simoneau Andrea || This chapter explains the history of intelligence tests, Howard Gardner, the development of his multiple intelligence theory, and lists and discusses those intelligences. It discusses the eight criteria by which he judges potential intelligences (he has since added the possibility of a ninth intelligence, existential intelligence). He accounts for savants (those who are exceptionally high in one or two intelligences and quite low functioning in others), and those who are brain damaged (once possessed higher ability in some intelligences but now function at a lower capacity in that intelligence). In order to be classified as a multiple intelligence, support must be had for that candidate for intelligence from psychological studies, evidence of evolutionary history (since the dawn of man), and a set of core operations. Core operations are abilities or sensitivies that drive the individual to excel in that intelligence. Gardner operates on the theory that everyone possesses each intelligence to varying degrees, the intelligences work together, and, most applicable for education, everyone has the ability to develop their intelligences to at least functioning capacity. || This chapter, in exploring intelligence theory, has given me more insight into the world of savants, into brain damaged people, and most importantly as a future teacher, the knowledge that anyone can develop their intelligences. This, I feel, is most important to remember because it will fortify me not to be tempted into abandoning students as lost because their intelligences do not lie in the directions that are necessary for social studies, and will challenge me to rethink my methods continuously, that their needs may be met and those undeveloped intelligences may grow. This knowledge will drive me in part to become a more responsive teacher, as Chapter 2 of Differentiated Instruction and Understanding by Design advocates, since I will have to implement many of the suggestions offered in that chapter to ascertain the level of functioning of the intelligence in question, and to develop that intelligence. ||
 * Stevens Newcomb || The first chapter of //Multiple Intelligences//, dealt with the initial theory of many different ways of being intelligent: there are eight intelligences according to this theory. These intelligences include linguistic, mathematical, musical, interpersonal, intrapersonal, natural, kinesthetic, and spatial. This theory is the argument against the first IQ tests, claiming that these test narrowly defined intelligence. According to this theory, certain intelligences develop at different points in one’s life: for instance, musical intelligence is often developed early on while linguistic intelligence is developed. This is still a current theory that is still working out some problems. || Personally, I subscribe to this theory. I feel that IQ tests do not accurately test someone’s actual intellect as a whole: it only tests a few parts. One aspect of this theory holds about different parts of the brain having different functions. There are many singers that have different talking voices and different singing voices: these include Ozzy Osbourne, Gene Simmons, and Paul Stanley. I have heard all three musician’s speaking voices in various interviews (Ozzy’s is almost incoherent) and I have heard them all sing live and in studio recording. The most contrasting was Gene Simmons of Kiss who goes from the growling demon to an old Rabbi. This phenomenon is caused because they use more of their linguistic intelligence when speaking and their musical intelligence when singing. To further prove this, I met a man that had brain damage where his linguistic intellect should be. He could not speak very well, but he could sing far better. In conclusion, the theory of multiple intelligences is one I can invest in. ||
 * Stevens Newcomb || The first chapter of //Multiple Intelligences//, dealt with the initial theory of many different ways of being intelligent: there are eight intelligences according to this theory. These intelligences include linguistic, mathematical, musical, interpersonal, intrapersonal, natural, kinesthetic, and spatial. This theory is the argument against the first IQ tests, claiming that these test narrowly defined intelligence. According to this theory, certain intelligences develop at different points in one’s life: for instance, musical intelligence is often developed early on while linguistic intelligence is developed. This is still a current theory that is still working out some problems. || Personally, I subscribe to this theory. I feel that IQ tests do not accurately test someone’s actual intellect as a whole: it only tests a few parts. One aspect of this theory holds about different parts of the brain having different functions. There are many singers that have different talking voices and different singing voices: these include Ozzy Osbourne, Gene Simmons, and Paul Stanley. I have heard all three musician’s speaking voices in various interviews (Ozzy’s is almost incoherent) and I have heard them all sing live and in studio recording. The most contrasting was Gene Simmons of Kiss who goes from the growling demon to an old Rabbi. This phenomenon is caused because they use more of their linguistic intelligence when speaking and their musical intelligence when singing. To further prove this, I met a man that had brain damage where his linguistic intellect should be. He could not speak very well, but he could sing far better. In conclusion, the theory of multiple intelligences is one I can invest in. ||