MI+Chapter+3+Block+2

[|Synthesize Chapter 3: MI]

I find this chapter very useful as I head towards the classroom because the chapter is about my main focus the kids. This chapter gets into how I will be able to look at the kids and see their needs and their intelligences. I think I would put into practice the ideas of talking with other teachers about my in coming students so I know what to expect for learning styles, I would try everyday at the end of the day to put down a few words about what I saw from each student, I would try to engage both students and parents in discussions about their hobbies and need in hopes to get some learning styles information and finally I would research school records to see what I was able to pick up from them. || This chapter discusses multiple intelligences. Teachers must work to find the intelligences of each of their students. Teachers and parents can get involved with finding, and even increasing a child’s different intelligences. To find out students’ strengths and weaknesses, regarding intelligences, it is best to observe. Seeing what they do in and out of school, talking to teachers, looking at school records, are all things that can help you as a teacher when trying to observe student intelligence. There are ways to increase a student’s intelligence as well. Talking with parents is always beneficial because parents know what goes on at home, and how they live their day to day life. This chapter also looks at assessing yourself. By learning how you learn, you can help students learn, and improve your won intelligences. It is also beneficial to ask students what they think their strengths are in the classroom, as well as yours. Reflection Multiple Intelligences is a very complicated subject, and applying it to the classroom seems even more difficult. I like the idea of looking hard to find what a student is good at, and what a student needs work in. By doing this you can approach a student, knowing that they have trouble with certain things, which helps you make them understand the material better. I also like the idea of assessing yourself. Understanding that your weaknesses affect your learning will help you understand what your students could be going through. It can also help you be a better learner and to become a better teacher. Asking other staff members and students is a great way to find out what your weaknesses are from an outside perspective. The third chapter discussed the many different ways that you can assess which intelligence is a student’s strong point. The best and most accurate way to do this is by observing the student in his learning environment. If a student tends to be a very good talker or debater, then he is most likely strongest at the linguistic intelligence. There are many different means in which teachers can record the observations. They can write notes to themselves about different things the students do, take photos of things the students have done, record the students speaking, take videos of students building different things or playing sports, etc. Typically, the troublemaking students in the classroom are the best students to observe. The different things that a student does that gets him in trouble, such as talking aloud in class, fidgeting in his seat, bring animals to school, etc., shows which intelligence that student is strongest at. I really enjoyed this chapter because of how informative it was. It really opened my eyes to the different means in which I will be able to determine which intelligence a student is strongest at. It also gave me a lot of information on why students will act a certain way in the classroom. I will be able to use this information when I have a class of my own. Multiple intelligences are very important to understand when being a teacher. This chapter does an excellent job in information future and present teachers of the different way in which we can determine which intelligence a student is best at. This chapter discusses the multiple intelligences and different ways to uncover a students learning style. The simplest form of assessing students’ multiple intelligences is simple observation. Armstrong explains that the easiest way to assess a student’s dominant intelligence is by watching how the child //misbehaves// in class. For example, visual learners will doodle, bodily learners will tap, linguist learners will chat. Armstrong also suggests collecting documents such as Polaroids of students’ achievements in particular intelligences, looking at school records, talking with teachers, talking with parents, asking the students themselves and setting up special activities designed to target each all learning styles. “I’ve often humorously suggested to teachers that one good way to identify students’ most highly developed intelligences is to observe how they //misbehave// in class.” (pg. 31) I found this quote to be extremely interesting. It’s taking something like misbehavior and turning it into something productive. Also, it’s simply the truth. When I was in school you could tell my favorite subjects just by looking at my worksheets and notes. In math or history my notes would be sloppily written and peppered with little doodles, and in English my notes would be organized and virtually doodle free. I also had students in my class that were extreme hands-on learners and when they were stuck in a classroom they would tap their fingers on the table or wiggle their legs excessively. It’s interesting to think that students say to much while saying so little.
 * Names || Abstract || Reflection** ||
 * Barnes Mckell || Chapter 3 talks about the multiple intelligences of children. It says that all children have the right to every intelligence; however, some children have intelligences more developed than others. The best way to tell who has what intelligence and how well those intelligences are developed is by observation. It is possible to determine this at a very young age. When observing the best way to tell is by the child’s behavior, what they do with their free time and what they do outside of school. Other way teachers can tell a student learning style is by talking with past teachers or parents of the students. || I found this chapter to be very useful. I think it gave great ideas about how to determine different learning styles of students. I will definitely talk to past teachers about the new students I have in my classroom. I think it is important to also talk with parents; they will have good ideas on how their kid learns. I also like the idea of observation. I think we need to observe students outside of class; it will give us a better sense of who they are as well as what they like to do. For example, go to games of kids on sports teams, or go to a play your high school theatre project puts on. Little things like that will give us a good idea of how our students learn ||
 * Brennick Christopher || This chapter of the book Multiple Intelligences goes into ways in, which you can look within your students to their intelligences and which ones work best for them. The chapter starts out by saying that even through we can all develop to a fairly high level all of our intelligences we begin to starting favoring some over others even by the time we start kindergarten and it is important for teachers to notice which ones students favor so that students can uses these in the future to get a high quality education that will be more accessible. The book is careful, however, to point out that we need to avoid putting students into just one category because we develop multiple strong intelligences’ and not just one. The next sections goes into ways in which we can look into to which intelligences work for students. The book makes suggestions such as keeping a notebook or diary on observations of students learning or collect documents that seem to show students strong intelligences and keep them. Also the book says to look back in school records to see how students do on different test and in different classes because different test and class show different strengths. Talking to other teachers is another technique the book touches on saying because all teachers have different areas of strengths so an physical education teacher may be better at seeing kinesthetic then you. Talking with parents when you see them because they know their kids best and will give the best ideas on their children, ask the students because they live it twenty four hours a days so they will be the best person to evaluate themselves. Finally set up activities that reflect each intelligence so you can which one a student does well in and which they don’t do well in as an assessment. ||
 * Columbia Laura || Chapter three of MI, entitled, "Describing Intelligences in Students," discusses how to find out the different intelligences of your students. Yet, it states it is important to not label a student a certain intelligence, and have them stick to just that one. Many students will have more than one intelligence. This chapter also gives many examples on how to find what your student's intelligences are. Examples given are observation, in particular observing how a child misbehaves because that is usually his intelligence shining through. Other ways are looking at school records, talk with other teachers about students, and keeping written notes in a journal. Other good ideas were talking with parents, because they observe more of the student than teachers do, and simply asking the students what they think is often one of the best approaches. || This chapter was very enlightening to new ways of thinking about how to figure out your student's intelligences. In particular the part about how misbehaving can be the best indicator of their intelligence. I had always thought about misbehaving in a negative way, yet it makes more sense this way. By understanding this concept, it will help me be a more patient and understanding teacher. Secondly, I thought it was a great idea to personally ask the student. Know only would it make the student feel worthwhile, it would also strengthen the relationship between the student and teacher. All of these different strategies made me think about how to be a better teacher, and using different ways to learn more about the students. ||
 * Coombs Kayla || This chapter discusses how a teacher can uncover the intelligences that are most strong in each of their students. The best way to assess each student’s multiple intelligences is by observing him or her. One way is by observing their misbehavior and what they are doing when not appearing engaged. For example, if they are fidgeting they are probably a bodily-kinesthetic student, or if they were highly linguistic, he or she would be socializing. Observing the activities that the students pick at their own freewill would also be a good assessor. If a student chooses to observe the class hamster then he or she is probably a naturalist, or if they are highly spatial they might decide to draw. Keeping a notebook to write down observations would be a good idea for any teacher who is trying to find out the best way to teach his or her students. Teachers can also get assessment information through the following: collecting documents through photographs, school work, audio cassettes or videotapes, looking at school records and noting which classes in the past they have performed the best in, talking with other teachers or students’ parents, or just by asking the students themselves. || his chapter was very interesting and it provided me with an abundance of useful information. I can definitely see myself benefiting from using these ideas in my classroom to assess the multiple intelligences of my students. I would consider simply observing the students and especially noting the students that do not seem engaged in how I am teaching the content. I would also try things like looking at students’ past school records and talking to the students. ||
 * Cummons Michael ||  ||
 * Damboise Kelley || Chapter three describes different strategies that are used to assess the kinds of multiple intelligences students possess. It is important to remember that every student has all eight intelligences, and that they can develop the less forward intelligences with help from outside sources. When assessing a student the first thing we tend to want to do is bring out a standardized test, but fortunately in this case an exam is not the best way to determine a student’s multiple intelligence. The best way to assess a student’s multiple intelligence is to watch how they interact with the world around them. Bodily-kinesthetic children are the students who can’t sit still, and are highly engaged in physical activity lessons. Spatial children are the kids that still in class and draw amazing murals with their ink pen on the back of a homework assignment. Intrapersonal students are the ones that are deeply immersed in some activity and are usually alone. These are just a few examples of how observing a student’s behavior can help a teacher better understand his or her multiple intelligence. || The more I begin to understand multiple intelligence the more I want to learn how to incorporate as many as I can into my lesson plans. Creating a lesson plan that incorporates all the intelligences probably, after time, becomes rather challenging and that is why I like the idea of creating different area’s in the room that are designed specifically for certain intelligence. I also think it is important for my students to comprehend how they learn and take that into consideration when I am doing a lesson that doesn’t target most of his or her intelligence. Students may not grasp the underlining concepts of multiple intelligence, but they certainly know better than anyone else what kinds of activities engage their attention the longest. ||
 * Kelley Kathleen || Chapter three in //Multiple Intelligences// discusses how multiple intelligences affect students and how you can assess them. Children at a very young age are actually developing all eight intelligences simultaneously, but as they mature, some become to be more prevalent than others. Dealing with a classroom of students that may exhibit all eight intelligences can be especially challenging, so the book offers several different strategies of addressing the situation. The author suggested looking at the way the child may be misbehaving in order to determine what the students more dominant intelligence is. Armstrong also suggested keeping a diary or journal to document different observations to give insight on their learning. Looking at school records, asking the students themselves, setting up activities, and also talking with other teachers and their parents may help you better understand the learning styles of your students. || In all, I thought that this section was very interesting. The part that really jumped out at me the most was thesection about the misbehaviors being a way recognize the learning styles of students in the classroom. I never thought about their misbehaving in such a way. Now I know that it may just be a cry for the teacher to see that they aren’t being reached in the way that is best for them. I also thought that preparing a journal and then making observations about students would be a great idea. I think that it would help you get to know your students really well in a way many teachers wish they could. ||
 * Knowles Christina || This chapter focuses on how teachers can gather the information they need to learn the intelligences of their students. The chapter suggests multiple of ways on how we can gather that information. We can get the information by asking their previous teachers, looking through their records and talking to parents. Once we have this information, we can apply the theory of multiple intelligences and will be able to teach our students. || I thought this chapter was interesting because of some of the suggestions it gave for learning how a student learns. The chapter suggests watching the student misbehave. At first this suggestion confused me because one would not think that a student would apply his intelligence in misbehavior rather than the classroom. However, after thinking about it, watching a student misbehave started to make a lot more sense to me. ||
 * Mourkas Margaret || This article was about how to document or test for different intelligences in students. The chapter says, “there is no ‘mega-test’ on the market that can provide a comprehensive survey of you students’ multiple intelligences” (21). Most times the students will unconsciously give you hints as to which type of learner they are and what you can do to make class more interesting for them. For example, a hands-on learner will tap their pencil or shake their leg during class. Auditory learners will hum during class work or ask a lot of questions. The book suggests that if you want a good way to learn or discover what type of learner as student is, see how they misbehave. The manner in which the child misbehaves is more than likely the style of learning they prefer. || I thought this chapter gave some great insight as to how a student’s annoying habits may just be a red flag signal telling you the teacher that this is how they learn and they are obviously not being reached. I had never though of looking at misbehavior to learn how to teach them and making it a positive classroom. The chapter also suggests that at the end of every week you the teacher should get down a few notes for each student you have. That way if you need an idea on how to get the content across you can check your notes. Then if you want to you can pass on the notes to their next teacher at the end of the year and provide a very useful tool to them. This chapter also suggests that talking to parents or previous teachers to get ideas is not a bad thing either. Figuring out how the student can learn better is the number one priority. ||
 * O'Neil Christopher ||  ||
 * Richardson Cassandra || This chapter discussed the various ways to assess and document multiple intelligences in the classroom. By far the best way to observe each student’s strengths is to watch them; misbehavior rather than behavior is a key indicator. Allowing them to choose from a variety of activities is another indicator. On the teacher’s end, the student’s personal and academic records (grades, an existing portfolio of proficient work, discussion with other teachers) can also give insight to their intelligences. The book suggests after that another option is to ask the student in question themselves. || This chapter was interesting in that it gives me a sense of what to look for when trying to determine a students’ learning style. I had no idea that there were so many indicators, especially in non-verbal and verbal cues (misbehaving students will most likely act out according to their strength). I would never have thought to review past academic records and teachers’ notes, especially those of the kindergarten teachers. I also really liked the idea of keeping a notebook page on each student and reflecting at the end of each week, and having that resource as a guide to teaching effectively. ||
 * Trundy Monique ||  ||
 * Webb Christopher || Chapter 3 of the MI book talks about the multiple intelligences in students and describes how every student has all eight of them, they just have inclinations towards one or two of them which they learn better because of. In order to identify which one a student is inclined towards it states to just simply observe them as the best method. Keeping evidence of a child’s MI through pictures, video, documents, etc…is described as a good way to chart their individual growth. If a teacher can’t determine a child’s inclination through observation them it suggests talking to other teachers, the child’s, parents, or even the child themselves to further understand how they learn. Finally it suggests teaching the same topic in different manners and observing how each individual reacts to the varied methods as a means of determination. || I liked this chapter a lot because it gave a lot of great ideas about how to understand our students better. I think that is possibly the most important thing about being a teacher. Someone could be the smartest person in their concentration but if they don’t understand how someone learns and they have no clue about who they’re teaching then they will fail. I thought that the idea about observing how a child misbehaves, on page 21, was a unique method to understand how they learn. ||
 * West Simon || This chapter starts off by a statement of Howard Gardner saying that he has observed that at a very young age, about the beginning of school, children have already began to develop ways of learning that fit some of the eight intelligences more than others. The chapter goes on to say that children often have strengths in several intelligences at once, so that we teachers should be careful to not pigeonholed a student to one specific intelligence based on a quick observation. The chapter later says that one of the best ways a teacher can make an observation about how a student best learns is to pay attention to how they most often misbehave, because these forms of misbehaving are directly linked to how they would be best suited to learn. The rest of the chapter is dedicated to explaining ways in which a teacher can gather information about students’ strengths and weaknesses in the eight intelligences. We read that observation, along with chatting with colleagues, parents, and the students themselves are some of the best ways to record how a student learns, and to create a plan to teach students. || This chapter was very helpful in that it did not just explain what multiple intelligence is, or that all people have it, it was more along the lines of how to observe students and figure out which intelligences they were strongest in. It makes a lot of sense that we should learn how to diagnose which intelligences our students flourish in, because simply knowing that there are multiple intelligences does not help us understand how to teach students. The section that talked about how to keep a record of student activity and to look at past transcripts and notes from a kindergarten teacher were a good read because as simple as they may seem, it is something I may have never thought to do for my classroom. This discussion about parent/teacher conferences was also a good segment to the chapter because not only is that a good way to help learn students’ multiple intelligence, but it gives me a bit of a better grasp on what a parent/teacher conference is all about. ||