MI+Chapter+4+Block+2

[|Synthesis - MI C4 B2]

|| Chapter four discusses teaching kids multiple intelligences. A teacher can explain this to almost any age of students. Getting the concept of Multiple Intelligences to students is important, because it shows students who to use their strengths and how to strengthen their weaknesses. Students can look at people’s jobs and discuss which jobs use what kind of intelligences. Second graders, high school kids, and college students can all be taught the concept of Multiple Intelligences. When explaining it to little kids the teachers could explain the eight intelligences and draw it as a pie chard ( a pizza) up on the board. Teachers should always work to simplify language as well, making it easier for everyone to understand. Going on a field trip is great because it applies to each kind of intelligence. A teacher can even make a full lesson on Multiple Intelligences to go into more detail.
 * **Names** || **Abstract** || **Reflection** ||
 * Barnes Mckell || Chapter four of the Multiple Intelligences book talked about the importance of educating students on the multiple intelligences. The good thing about this is you’re able to break down this concept of different intelligences to kindergartners; however, this concept can also apply to older students and adults. The chapter gives examples of how to explain different learning styles to the students, for example, going on a field trip that is focused on one learning style can give them an idea what that learning style is about. You can also show them posters that depict each learning style which will educate them in each intelligence. || I really like the idea of educating our students about the different intelligences. I think it will give them an opportunity to discover the different intelligences and perhaps insight them to expand their styles of learning. I also liked the examples the book gave on how to teach them the different intelligences. I really like the idea of going on field trips because that way you’re able to touch upon many different intelligences. I will definitely incorporate the idea of teaching the multiple intelligences to all my students. ||
 * Brennick Christopher || This chapter in the book goes into how can we talk about the theory of multiple intelligences to our students in the classroom. One of the things it starts right out with is the fact that the theory has the ability to be broken down to a level where anyone can understand it. The book also goes on to say that your children can benefit from reflect on their own learning processes. The next section goes into how can you can introduce the theory to students using simply terms instead of the logical or spatial we use describe these intelligences. It also gives you in this section of the book a list of question you can ask students to see if they make the connection with the intelligence. The questions are simply enough for any age level to make connections with. The book also suggest to connect each intelligence with someone who is famous so the students can connect that person to the intelligence an example would be an author of a book you have just read is word smart. The next section of the book gives ideas on different activities for teaching the MI theory. The ideas listed in the book are having a career day so as to contextualize the intelligence such as bringing in an accountant to talk about being numbers smart. Field trips to places where an intelligence is of a high value an example given here is a library for the word smart intelligence. Biographies of people like George Gershwin who showed high proficient in an intelligence. Lesson plans that teach in all eight intelligence being careful to explain for student to watch for what way they learned best. Quick experiential which may take place at eight different tables each representing an intelligence and seeing at which table kids do best, wall or shelf displays, human intelligence hunts which get them to know one and other while discovering what styles others may have, board games, and stories. || I thought this was also a very good section because it shows me how to allow students begin thinking about themselves and that one of the most important roles we have in schools. I would like to bring in the explanations they used because they are simply enough to connect with students and they give them self-esteem by saying hey you can write so your word smart and this another important role teachers must play in students life. The chapter also gives us a way to make student advocates and gives them a way to see easier ways for them to access success in school more easily.
 * Columbia Laura || In chapter four of MI entitled, "Teaching Students About MI Theory" discusses various ways on how to explain Multiple Intelligences to students. One great facet to the theory is that it can be explained very simply to kindergarten-aged children, but at the same time, it is deep enough that it can apply to adults. Multiple examples were also given on how to teach the different intelligences. Examples include biographies on people who had strong intelligences, posters describing each intelligence, as well as field trips that incorporate the different intelligences. In conclusion it is very important for the student to know the different intelligences, as well as people have excelled by using their intelligences. || As a secondary education teacher I thought that a lot of this information was good, but some of the examples were not appropriate for my level of teaching. Though there were some good ideas such as using a simpler language to portray the different intelligences. Also, making it easier to understand, instead of using the word linguistic, they used word. I feel that high school students especially struggle with themselves, and do not think they are smart. By showing them in everyday language that they do have these intelligences, it will encourage them as learners and give them confidence. ||
 * Coombs Kayla || Chapter four discusses how to explain the theory of multiple intelligences to children. This helps children reflect on their own learning processes, and teachers can learn more about how their students learn. Depending on what age group the theory of MI is being explained to, describe the eight intelligences in a way that is easy for them to understand. For example, in simple terms, one could describe the naturalist intelligence as being nature smart, and the bodily-kinesthetic intelligence as body smart. This helps to assure children that they are all intelligent. Some of the examples of the activities for teaching MI theory are as follows: career day where adults discuss how they use each of the intelligences, quick experiential activities that demonstrate using all eight intelligences, field trips to places where the intelligences are valued and practiced, lesson plans that demonstrate using all eight intelligences, shelf displays of products made by people that required the use of each of the intelligences, and assign readings of books and articles about the multiple intelligences. || Introducing your students to the theory of multiple intelligences is a worthwhile activity for all involved. It helps you connect with your students, they become familiar with the intelligences and how they learn, and you can observe how each student does and reacts to each activity so you will have a better sense of how to teach each student. Activities that I would probably include in my lesson plan of the theory of multiple intelligences would be assigning readings of articles on the intelligences, quick experiential activities, and classroom shelf displays. I think it is important to familiarize students with the multiple intelligences so they can grow confident in their abilities, and they might be more successful in the classroom if they can focus on the best ways for them to learn. ||
 * Cummons Michael ||  ||

I like the idea of letting kids know about Multiple Intelligences. I think it really helps kids know who they learn, and how their classmates and teachers learn. As a teacher I would like to spent at least a half a class or so going over Multiple Intelligences. I also like the idea of kids learning it young. If they learn it young then they can use this knowledge of MI as a tool to grow as learners. If students understand MI, then they can assess their own education better. They can also learn the importance of strengthening their weaknesses in intelligences of theirs. Chapter four discussed the different ways in which to educate people on multiple intelligences. Educating the parents and students about multiple intelligences helps greatly in identifying which intelligence is a student’s strongest. When educating students, a teacher wants to use simple descriptions such as word smart and people smart. They want to be sure to also teach the students about the multiple intelligences by using all eight of the intelligences. This way, the teacher can ensure that they are getting through to all of the students. Teachers need to make sure that they ask students questions about their different intelligences in such a way that they do not single out certain students. Students need to know that they are all intelligent in many different ways. By asking them questions that will include all of them in the different intelligences will help ensure that this happens. I felt that this chapter was very useful to me. It showed me how I can teach different people about the multiple intelligences. It mainly helped me in learning how to teach the younger students about the eight different intelligences. I really liked how the chapter discussed relating the eight intelligences to different popular people such as profession athletes, movie actors, talk show hosts, and more. This would be very useful in showing students that they are similar to popular people that they like. Also, I really liked the different activities of teaching the multiple intelligence theory to students. I could definitely use those different activities in my classroom to help teach the multiple intelligences to my students. In chapter four Armstrong explains different ways to teaching the MI theory to students. His first suggestion is to bring the theory down to the level of your students. For example, you may use “word smart” instead of linguistic intelligence, or “number smart” instead of Logical-Mathematical Intelligence. Armstrong explains various activities studetns can participate in to deepen their understanding of the learning styles such as career day, field trips, biographies, lesson plans, quick experiential activities, wall displays, shelf displays, readings, MI tables, human intelligence games, board games and MI stories, songs or plays. This chapter has been one of the most useful thus far. For one reason or another I had been thinking that teachers would assess students’ learning styles without their knowing or input. This chapter made it clear to me that students can not only learn about the MI, but also get excited and have fun learning it. The activities allow students to not only learn a theory, but learn a little about themselves as well. At a high school level I think this would be useful as a kind of icebreaker in the beginning of the year. It would also give you, as the teacher, a good idea of what kind of learners you’re going to be dealing with. I do feel that some of the examples given, though useful, were more appropriate for younger students, but I think anyone at any age could have fun with something like this.
 * Damboise Kelley || Chapter four introduces the five-minute MI theory that can be used to explain to students what multiple intelligence is, and why it is important to comprehend the basics of this theory. The book describes the MI theory so that younger students can formulate an understanding towards it, but the aspect of how it is being explained can be applied to all ages. Author Thomas Armstrong points out that when explaining multiple intelligence all students should feel included into each category; because remember every student possess all eight multiple intelligences. Asking generic questions to help each student feel included may sound something like “How many of you can write your own full name”. With younger students it is important to use smaller or less advance words to demonstrate each intelligence. For instance, instead of saying linguist intelligence, word smart is another option to introduce this category. Not only is it important to explain the eight intelligences, teachers should also create activities to demonstrate the eight intelligences. Some examples include: field trips, biographies of famous people who have advance knowledge in certain intelligence, creative lesson plans, experiential activities, wall and shelf displays, and many more. || Incorporating different activities in the class to help students better understand multiple intelligence is a great thing. I think sometimes, in middle and high schools, intelligence is thought of as the students who score really well on tests, and receive great grades, but by exploring a person’s multiple intelligence others can see that this is not a true fact. I like the idea of a human intelligence hunt because student have to search and see what other students are talented in or have a deep understanding of. By recognizing that most students are not the same when it comes to intelligence may help others receive people a little better. What is one person’s strength may be another person’s weakness, but this doesn’t make either of them any less of a student. However, in traditional schools some students have advantages over others because of his or her intelligence and how the material is being presented in class. ||
 * Kelley Kathleen || Chapter four in //Multiple Intelligence// discusses teaching your students about MI theory and the importance of it. It can be taught to students as young as those in elementary schools in terms that they can understand. It not only informs them, but allows them to convey to their teachers how they think they learn best. The author really stresses the importance of telling each student that they are all smart, but just in different ways. It can be shown to younger kids by using a pizza shape with drawings and words so it targets different intelligences in one figure. Armstrong also gives sever different examples of ways to teach kids about MI theory. Examples include activities such as career days, eight way lesson plans, readings, and field trips. In these activities you can spend time learning about people and areas who may excel in one intelligence. || Explaining multiple intelligences to students at a very young age would be something I would try to do as a teacher. It sounds silly, but I think that if MI theory was explained to children at a young age, they may be more successful as adults. They would then know how to tackle learning or convey their needs to their teachers. In the higher grades, I think having the students do a career day to learn about people with different learning styles could be beneficial in the classroom. If they know nothing about MI theory, they may see someone who really relates to them. This may help them take the step to learn more about using their intelligence. ||
 * Knowles Christina || Chapter four shows us many different methods of introducing multiple intelligences to our students. It says we should put the names and explanations in to simple words so that understanding the intelligences becomes easy. The chapter also gives a variety of activities that can be used when learning about multiple intelligences. The students should think about each of the intelligences and how each relates to them. The chapter also gives the suggestion to have students read a biography on a person who had the same type of intelligence they do. This chapter gave a variety of ideas and was helpful. || I thought the idea for having the students read biographies was a great idea because it would allow students to relate to different people they might admire. I think that this information would motivate a student to work harder in class. I also liked the idea for wall displays. I liked this idea because it not only relates back to multiple intelligences but it also makes a classroom, which is usually boring, a little more interesting. ||
 * Mourkas Margaret || This chapter is about explaining the Multiple Intelligence (MI) theory to the students. If the students understand that are trying to reach all of them on a semi individual level they might be more understanding and want to help you out. With in the first couple classes, once you the teacher have a rough sketch of what you think your class “looks like”, ask the students how many of them think they are intelligent. It’s sad but not everyone will raise his or her hand. So from there you would go into more specific intelligences and ask the students certain questions like “How many of you think you are artistic?” Get the students involved with the understanding process. This way you are more likely to “diagnose” the correct form of learning. || This chapter really reminded me of my eighth grade English teacher. She was always getting her students involved in the learning process and trying to get to know us through “what made us tick”. I think it makes a lot of sense to include the student in the “diagnostic” period so that they can give you their insight. If you don’t ask the student themselves then you are more likely to get you guess as to which learning style they are wrong. Which would not be a good thing when trying to teach that student. ||
 * O'Neil Christopher ||  ||
 * Richardson Cassandra || Chapter four suggests different methods to use when explaining the multiple intelligence theory to students. It lists many different activities and verbal prompts to help explain, such as ‘how many like to read,’ ‘how many have a pet,’ etc., as well as holding career day and field trips that appeal to certain intelligences. These kinds of activities assure the student that they are, in fact, intelligent, and every person in their class is also intelligent, even if it is in a different way. The chapter mentions that displaying student work in a variety of mediums is another way to impress upon students that there are multiple intelligences, and that each is able to succeed in the classroom setting. || The thing about this chapter that made me puzzled is that each of the suggestions and methods mentioned seemed to be designed more for elementary school students, not middle or high school. The suggestions themselves could very well be formatted for the appropriate age group, but I think the chapter would have made a more impressive impact on me if it had been able to appeal to all ages of students. The section that described the positive reinforcement associated with displaying student work around the room and in shelves surprised me; it was kind of like one of those obvious things that doesn’t hit how simple it is until you see it. I think being able to describe the multiple intelligence theory to students will allow them to build on their strengths and develop the skills they may have been neglecting, and allow them to ultimately grow as students and people. ||
 * Trundy Monique ||  ||
 * Webb Christopher || Chapter four discusses talking to our students about MI. It gives many examples about how to approach this topic. Simply talking to them for five minutes about then having them do activities to determine which they are inclined too was an option. It suggested having a career day with a person from the community that would represent each one of the intelligences. Next a field trip would be possible to areas where each of the various intelligences are valued and see which students enjoyed which trip more. A third option would be for students to study a person in history who was inclined towards one of the intelligences. Other methods could involve teaching the same topic using all of the intelligences and see who understands it better with each method used. Basically this chapter is about immersing the students in MI as well so they can see how they are all capable of learning and achieving the same goals, just by different means. || I did not even consider discussing to my students the MI theory. I thought it was one of those things that the teacher would use as a tool to help themselves but after reading this chapter it makes a lot of sense to incorporate the students and explain it to them. This chapter had so many great ideas about how to explain it that if one of them failed there are a lot more for you to fall back on. I especially liked the idea about teaching the same topic eight different ways, that to me seems like the most effective method to figure out who is inclined where. ||
 * West Simon || The chapter begins by telling us that explaining the multiple intelligence theory to children is quite easy because it consists of vocabulary and concepts that children can understand. The author begins to talk about how he likes to introduce multiple intelligence theory to a group and says that the same methods can be used in the classroom. The only stipulation is that when introducing multiple intelligence theory to a classroom it must be very inclusive and not leave anyone out of any of the intelligences. The author says that when doing these seminars he often finds that as the students get older, the less likely they are to feel as if they are intelligent, making the purpose of the discussion being inclusive quite important. The chapter shows a list of very simple questions that can be asked and easily answered with a “yes” so that all students have faith that they possess all eight of the intelligences. Toward the end of the chapter is gives examples of easy activities students can perform to see what their strong points are, and even gives a questionnaire so that students can interview each other in order to get to know their classmates better while learning about multiple intelligence. || I feel that teaching students about multiple intelligence is very important because if they are able to recognize this theory then they would be able to find for themselves which ways of learning works best for them, making my job as a teacher much easier, so that I have my students’ assistance in learning which ways I should be teaching. Having my students understand their own best ways of learning would be beneficial for both myself and for them. The different activities shown in this chapter would be very easy to implement into most classrooms, and the questionnaire idea was quite brilliant in that it helps students work with the multiple intelligence theory while getting to know their classmates. Having the multiple intelligence theory become a routine part of the classroom and curriculum seems as if it would be a positive impact on all parties involved. It seems quite fitting that students should understand what multiple intelligence is because the best way for them to learn their own strong points is to provide them with a greater understanding of their options. ||