MI+Chapter+6+Block+1

[|Synthesis MI C6 B1]

|| This chapter gave specific examples of the different intelligences and different activities to do which uses the different intelligences. I really enjoyed how this chapter gave specific ideas and exact examples. This chapter combined with the last chapter really helped widen ones ideas on activities to do within the classroom. I believe that these ideas which were given are very specific, however they can be used pretty much for all ages. The whole age gap allowed teachers of different ages to make accommodations so the activity could still be used with their classroom. || The sixth chapter discussed different strategies that a teacher can use to properly reach students of each intelligence. For example, ways teachers can reach linguistic learners are stories and journals. Ways they can reach mathematical learners are Socratic questioning and scientific thinking. Ways to reach Spatial learners are picture metaphors and graphic sketching. Ways to reach bodily-kinesthetic learners are kinesthetic concepts and hands-on thinking. Ways to reach musical learners are using songs, and musical concepts. And the rest of the chapter went on like this, giving examples on how to reach interpersonal, intrapersonal, and naturalistic learners. I thought this chapter was extremely interesting. I like reading the ways teachers can reach students who are intrapersonal learners, because that’s what I am. As I was reading, I was saying to myself, “I wish I had teachers who did this!” But if a teacher is weaker in say the naturalistic intelligence, this chapter is a great reference on ways to reach the students in the class who are naturalistic learners, and how to get them involved in the class.
 * **Names** || **Abstract** || **Reflection** ||
 * Archambault Michael || Chapter 6 of MI deals with strategies for each learning style. For the linguistic learner, story telling, brainstorming, and tape recording could be successful. For the mathematical learner, classifying, quantifying, and heuristics are appealing. Spatial learners need visualization, color cues, and picture metaphors. Kinesthetic learners benefit from theater, and hands on thinking. There are examples for all of the other learning styles as well. || I liked some of the strategies in this chapter. I still think that there will be lessons and learning styles that will never align. I will try to incorporate multiple intelligences in every lesson I plan. It would be funny to see an 80 minute lesson that used every style and was pertinent. I’m not sure it could be done effectively. ||
 * Audy Melissa || Chapter 6 in Multiple Intelligences discusses strategies teachers can use to teach learners of multiple intelligences. Once again, the chapter explains that MI has been used for many years, but is still such a valuable thing to consider when teaching. Many teachers neglect to take advantage of the multiple intelligences, although it would be a great way for them to expand their lesson plans in order to reach students they may normally bore. By changing the strategies day to day, teachers are able to reach all students with one activity or another, teaching all students that learning can be fun. The chapter goes on to focus in on some of the intelligences, providing examples of activities that target specific learners. Some examples given for linguistic learners were: storytelling, journal writing, and publishing. The chapter provides many examples for several of the intelligences—group work for the interpersonal, and “choice time” for the intrapersonal. The authors describes each of these activities in depth, and explain how they are beneficial to the learning environment as well as the learner. || I am strongest in my linguistic and intrapersonal intelligences. I can see how this really affects my learning. One of my professors used “Mentor Texts” each class to convey a certain point about writing. By listening to these stories read out loud, I was really able to get a grasp of what was being taught. Afterward, we were always asked to reflect in our journals—an activity well suited for linguistic and intrapersonal learners. By knowing I respond so well to this type of lesson, I hope to use similar activities in my classroom someday. However, I can see how other learners may not respond to this well. The thing was, my professor clearly knew this, too. She taught us in a variety of ways, leaving nobody bored. I guess the point I am getting at is, I can really see how the strategies described in the chapter are beneficial, because I am especially thankful for those teachers who use them. ||
 * Boulter Elizabeth || This chapter was the listing of practical uses of the MI theory. It laid out 5 strategies for 8 of the intelligences. It also made it clear that teachers must change their emphasis on an intelligence every presentation or so. It will be ineffective if they were to stick to the ones they know or life. All students need to have an equal opportunity to enjoy learning and this only happens if we welcome MIs into the classroom. The linguistic approach suggested publishing as a way to get kids motivated and feeling empowered, the special intelligence suggested letting them close their eyes to visualize a picture, and the intrapersonal intelligence suggested goal-setting sessions. || This chapter was great! This came at a time when I really needed some ideas on how to implement MI methods into my lessons. These ideas were great! I really liked the one-minute reflection periods and the publishing idea to keep kids focused and motivated. I agree with their intro when they were saying how important it is to incorporate as many MIs as you can into each lesson…I just worry that I won’t be very good at that in the beginning. ||
 * Brown Ryanne || In Chapter 6 of Multiple Intelligences in the Classroom, the author gives 5 teaching strategies for each intelligence. Each strategy addresses the ideal teaching situation for a person strongly favoring that particular intelligence. By demonstrating all of these strategies, the author sets the reader up with a better view of how to implement the design of these theories into each lesson plan. Similar to the previous chapter, this chapter gives many useful planning tools and ideas. The most efficient part of the chapter is the “why” portion of each teaching strategy. This sort of explanation helps the readers understand a little more about each intelligence in the process of developing the proper strategy for that particular learner. || This chapter gives a lot of really great ideas for each intelligence. Some of the strategies surprised me, but in the end I felt as if they were all strong and sensible ideas. I particularly like the ideas for intrapersonal intelligence. I think it would be difficult to reach a student of this intelligence at times, and this segment helped me have an idea of how that could be possible. Almost all of these ideas are also in Chapter 6, which helped me to connect the lesson plans with the strategizing aspect of planning. ||
 * DePue Margaux || Chapter six of //Multiple Intelligences in the Classroom// discusses different teaching strategies that apply to different intelligences that can be used for almost any classroom concentration. The chapter takes many strategies for each intelligence and shows how they can apply to all concentrations. For linguistic learners in certain concentrations, journaling and storytelling can be used. The Socratic method, a technique classified as Logical-Mathematical, can be used in the English classroom when discussing a theme or interpretive claim from a piece of text. Picture metaphors and idea sketching can be used for spatial learners and theatre or hands-on thinking can be used to apply concepts in the minds of kinesthetic learners. Mood music can help musical learners concentrate. Peers can share thoughts and ideas or play games to learn interpersonally and students who are intrapersonal learners can have choice time for their own work or “one-minute reflection periods” to reflect on what they have learned. Nature walks can be used for the naturalist learners. || This chapter was very helpful in the sense that it gave great specifics on what techniques to use in the classroom for each intelligence. It gave me some fantastic ideas of how I can cater to all students of different learning abilities. I did feel that some of it was a bit repetitive and that this could have been condensed with the previous chapter. I will be using the Socratic method in my teaching, as well as journaling and performance in my teaching. The “one-minute reflection” idea will also be beneficial to many of my students. ||
 * Dunne Kaisha || This chapter goes into great detail about different teaching strategies and how to apply them in ones classroom. With a broad range of teaching strategies it is more likely that the teacher will hit more of the 8, if not all, Multiple Intelligences. Beign able to incorporate new ideas will help students with different learning styles and help to keep ones classroom fresh and interesting for students and will hopefully excite them about their work. This chapter goes into different subjects and how to apply it within each MI. This is a major break down of how each MI works and gives multiple examples how to use it. The Classroom theater oen soudns so intriging with dramatisizing or role playing and thats what I have applied a lot in my lessons I feel with the scrapbook and commercial. I think that if the students can really get into the work, its a BIG help. || This is a great chapter to look at as we go into the editing stages of our stage two because than we can see if we are truly creating a variety of ways for our students to learn. This provides concrete examples of ways to really get your students into their work and enjoy what their doing. This expands on the chapter before and gives more indepth planing for ones classroom and application examples of MI which is GREAT! ||
 * Hudson Kimberly || This chapter talks about the different ways to teach in the different intelligences. For the linguistic intelligence, brainstorming is a great idea; during this process students spew verbal thoughts that can be collected and put on a board or an overhead transparency. Also, keeping a journal involves students in making ongoing written records related to a specific domain. For the mathematical intelligence, Socratic questioning can be used. The teacher serves as a questioner of the students’ points of view. Spatial intelligence can be taught using visualizations. It is one of the easiest ways to help students translate lecture or book material into pictures. Body answers can be used to teach in a bodily way. A teacher can deviate from the raised hand and make a variety of different answering mechanisms. If the teacher takes whatever he or she is teaching and puts it into a rhythmic format, this can help those that are highly musical intelligence. Peer sharing is a great idea for interpersonal intelligence and one minute reflection periods are great for intrapersonal intelligence. For naturalistic intelligence, a pet in the classroom is a great idea. It can create a feeling of safety in the classroom. || This is great because most of the time teachers only teach in the intelligence that they are most comfortable with. For example, I am highly naturalistic. I will probably take my class outside and have a pet, but I am not mathematical so teaching that way is hard. However, this gives me a list of activities that I can do with students who show that intelligence. It also allows me to provide a great diversity of activities for the class. I always hated going into a class where everything was done the same way everyday. Teaching that way is also going to be extremely boring as well. This will help me stay away from the mundane. ||
 * Korn Shauna || This chapter covered how teachers are now able to incorporate new ideas and teaching strategies into their classroom that are much better than those of an older time. This chapter went through each individual Multiple Intelligence and completely covered the teaching strategies for it. Each Multiple Intelligence was given a few main strategies to use and then each strategy was gone into depth. The learning strategies were the following: Linguistic: story telling, brainstorming, journaling, publishing, and tape recording; Mathematical: calculations and quantifications, classifications and categorizations, Socratic questioning, Heuristics, and science thinking; Spatial: visualization, color cues, picture metaphors, idea sketching, and graphic symbols; Bodily-Kinesthetic: body answers, the classroom theater, kinesthetic concepts, hands-on thinking, and body maps; Musical: rhythms & songs, discographies, supermemory music, musical concepts, and mood music; Interpersonal: peer sharing, people sculptures, cooperative groups, board games, and stimulations; Intrapersonal: one-minute reflection periods, personal connections, choice time, feeling-toned moments, and goal setting sessions; Naturalistic: nature walks, windows onto learning, plants as props, pet-in-the-classroom, and ecostudy. || I found this chapter to be full of information because I felt that what it had done was take what we had learned about and seen in the charts in chapter 5 and applied it here more in depth and completely full of new detail. I think learning a little bit about why each task is in the category that it is in is extremely important and that when looking at how a student is learning its best to see how they are going about it in your class. If you know that one student is always reading and writing, its well done, and they seem to love it, perhaps having a journal assignment for that student is the best way to make a connection and get the student interested. I know that a lot of teachers love to teach notes and then move on to one activity, but rarely are notes taught in a way like this. I would love to cover an era in history and present each student with a journal with text and visuals instead of using chalk on a board. ||
 * LaRose Rebecca ||  ||
 * This chapter outlined the various ways that teachers can bring the multiple intelligences into the classrooms and into lessons. Many of the suggestions were quite simple and worth a shot. Most of these activities are ones that teachers wouldn't touch with a ten foot pole because they are too afraid to leave the text book or worksheets. There were examples for linguistic, mathematical, spatial, kinesthetic, musical, intrapersonal, and naturalisitic learners. For each of these intelligences, many ideas were given. ||  ||
 * I believe that when a student feels as though a teacher can understand how they learn best and can give examples of how to best learn, it helps the student in the long run. If my teachers would have shown me the best ways to learn on my own, or even study, I probably would have done better earlier on and wouldn't have had the struggle that I did. ||
 * Murphy Amber || This chapter went over all eight intelligences and five different activities or lessons which can be done in the classroom to touch that certain intelligence. The lessons included linguistic- story telling, brainstorming, tape recording, and journal writing. All of these activities were outside of using the textbook or doing worksheets. These ideas were helpful for a teacher because when thinking about linguistics it is hard to think outside of what a normal classroom would do. The spatial learner gave ideas such as visualization, color cues, picture metaphors, idea sketching, and graphic symbols. Spatial learners are often very affected by colors and it is very simply to incorporate color into the classroom. Finally the musically intelligence gave five other good ideas such as rhythms, disco graphics, super memory music, and musical concepts.
 * Nieuwkerk Hannah || Chapter 6 gives many examples for each intelligence using the multiple intelligences theory for teachers that need a boost. The linguistic intelligence includes strategies such as storytelling, brainstorming, tape recording, and journal writing. This is the ‘easiest’ intelligence to teach, because most of the work that students do in class is linguistic-lots of writing. Logical-mathematical, that is a little more difficult because it is restricted to math and science courses, calls for calculations and quantifications, classifications and categorizations, and science thinking. Spatial intelligence is not used as often in classrooms, but some of the teaching strategies are: visualization, picture metaphors, and graphic symbols. Bodily-kinesthetic is a neat way to learn that teachers should use more than just in P.E. Some examples: body answers (Charades), body maps, and hands-on thinking. Musical intelligence needs to be integrated more in the curriculum, so teachers should do things such as: discographies, musical concepts, or even mood music. With interpersonal intelligence, students need to be able to talk to other people and bounce ideas off each other: peer sharing, group work, and simulations. And the intrapersonal intelligence is the opposite, some students just need time alone to do their own thing: reflection time, choice time, and goal-setting sessions. And finally, the naturalist intelligence, where students learn best through nature, really have their work cut out for them, but through activities such as nature walks and ecostudy, they will learn better. Each of these intelligences is so radically different, it will be difficult for the teacher to incorporate everything in, but with time and practice, it won’t be nearly as hard. || I really liked how 5 examples of each intelligence were given, and how the intelligences weren’t favored or shunned. This will also be a good reference when I am out in the field and stuck, I can always look back on this. Some examples seemed for younger students, such as storytelling, but to get through to the lower level students, I think it will work well. From looking at all this information, I feel a little overwhelmed. I worry that I won’t be able to teach to all eight multiple intelligences at once. I can see what I need to do, so once I am back out in the field, I want to try it, so I can ‘crash and burn’ then, not with my students in the future. ||
 * Scheffler Erich ||  ||
 * Scheffler Erich ||  ||
 * Simoneau Andrea || This chapter offers a cornucopia of teaching strategies that satisfy each intelligence, and explains the thinking behind each strategy. For example, under linguistic intelligence, they list "tape recording". They justify it as viable because it allows the students to "tal out loud" through a problem they're working on or on a project they're planning. They use it to prepare for writing, for recording personal eperiences, and can also be used to listen to books on tape or some other thing the teacher finds appropriate. The idea behind the tape recorder is to get the students to use their verbal skills to problem solve, clarify, communicate, and others. || I found this list of activities extremely helpful, and all extremely sound except one. The one I didn't understand at all and thought to myself "Why would you bother?" is under "bodily kinesthetic" under "body maps". It talked about using the parts of the body to teach multiplication. If your foot is factor A and your knee is factor B, tap the appropriate body part to show the product. That just seems more trouble than its worth. But I got the idea. I'm definitely going to keep this book around. ||
 * Stevens Newcomb || This chapter emphasized various strategies for teaching to multiple intelligences. There are many of the same subjects that can be taught in different ways so they channel in normally bored students. There were examples of how every intelligence can be reached in the classroom setting; some easier than others. The easiest one to reach is perhaps the linguistic intelligence because most teachers already teach this way; the harder ones tend to be the naturalist intelligences because it involves teaching to distractions. The only downside to this is that while one intelligence is being taught to, other students may tune out; this is true for traditional teaching as well. || The best advice for anyone to gather from this chapter is that an effective teacher is well rounded. Having the ability to tap into all of the intelligences is a huge advantage that needs to be utilized. If one is not able to tap into all intelligences, do not worry: the teacher is not learning in this case. I think it would be to the teacher’s benefit to look into realms that they have never seen or heard before because ideas that may seem cloudy become easier to link to lessons. It is vital to be well rounded. ||