MI+Chapter+6+Block+2

[|Synthesis MI C6 B2]

Chapter six of MI is called “MI and Teaching Strategies.” The multiple intelligence theory opens up a handful of teaching strategies that can easily be used in the classroom. This includes older traditional teaching techniques, as well as new ones. Teachers are advised to use a large range of teaching strategies to reach each of the eight intelligences. This chapter shows teaching strategies for each of the eight intelligences. For linguistic intelligence there is storytelling, brainstorming, tape recording, journal writing, and publishing. For logical-mathematical intelligence, there is calculations and quantifications, classifications and categorizations, Socratic questioning, heuristics, and science thinking. For spatial intelligence there is visualization, color cues, metaphors, idea sketching, and graphic symbols. For bodily-kinesthetic intelligence there is body answers, classroom theater, kinesthetic concepts, hands-on thinking, and body maps. For musical intelligence, there is rhythm, songs, raps and chants. As well as discographies, super memory music, musical concepts, and mood music. For Interpersonal intelligence there is peer sharing, people sculptures, cooperative groups, board games, and simulations. For intrapersonal, there are one-minute reflection periods, personal connections, choice time, feeling-toned moments, and goal-setting sessions. For naturalistic strategies there is nature walks, windows onto learning, plants and props, pet-in-the-classroom, and eco-study. This chapter really gives teachers some great ideas and examples of how to reach each student in the classroom. There are so many ways to work these in to each lesson. For example, giving the intrapersonal a chance to reflect for a moment or two after a lecture or presentation. Or, giving the class a chant to help memorize something, for the musical intelligence. Looking back at my own education I remember some teachers doing things like that in the class room. The neat thing about it, is that it doesn’t disrupt the class. In fact, it makes it fits right in to a smooth lesson plan. These examples are great ones, and can be used in every subject. They should definitely be considered in every lesson given by a teacher. A teacher should also look back evaluate to make sure that they are working as well. This chapter was much like chapter five in that it covered ways to integrate MI theory into the classroom, but this chapter was much more in depth and involved than the previous. The chapter states that no one teaching strategy will work best for all students at all times, and that an educator should be able to shift intelligence emphasis from one presentation of a lesson to another so that every child has the chance for their strongest intelligence to be attended to. Two really powerful MI ideas that the chapter covers are story telling and journal writing. The chapter says that story telling is a good way to involve multiple intelligence because it allows an educator to convey many ideas and concepts directly to the students. Also with journal writing the information passed from teacher to student is very private, and several intelligences can be covered with the ability to draw pictures, symbols, and write text within the journal. One of the other very powerful topics the chapter covers was visual learning and the idea behind this is that a student is challenged to picture in their minds the scene or image that they have either just read or been lectured on. This strategy becomes very useful for the spatial learner This chapter seemed very important to me because it was very detailed and gave a lot of information of how to integrate multiple intelligence into the classroom. This chapter was very effective in both conveying the importance of MI theory, and showing several ways of how this tool can be implemented into the classroom. This chapter was different from the others because it did not have any major philosophical questions or memorable quotes, but it was very full of factual information and give deeply descriptive examples of ways educators can and should implement the practice of MI theory in order to accommodate all learners.
 * **Names** || **Abstract** || **Reflection** ||
 * Barnes Mckell || Chapter six is provides very useful information and gives you ways to teach to all of the eight intelligences. For the linguistic intelligence storytelling, brainstorming, tape recording, journal writing and publishing are great ways to teach to the different intelligences. Mathematical intelligence: calculations and quantifications, classifications and categorizations, Socratic questioning, heuristics, and science thinking are ways to teach to different intelligences in that concentration. Spatial intelligence: visualization, color cues and picture metaphors are some ways to incorporate the mi. Bodily-kinesthetic intelligence: classroom theater, hands on thinking are good ways to teach that that intelligence. Musical intelligence: rhythms, songs, raps, and chants are all great ideas to get that musical intelligence going. Interpersonal: cooperative groups, board games, and simulations are more great ways to teach to the interpersonal intelligence. Intra personal: personal connections, choice time, and goal-setting sessions. Lastly, Naturalistic intelligence: nature walks, and plants as props provide great ways to teach to the multiple intelligences. || I really liked this chapter a lot. I love how is gives you not only one example, but multiple example for each intelligence of how to incorporate those intelligences into the classroom. The ideas were creative and really got me excited on how to use these in the classroom. The chapter also provided more detail into each example on why or how it is used to teach to that particular intelligence. Overall, this a very informative chapter that every teach must read. ||
 * Brennick Christopher || This chapter takes us through five teaching strategies for each of the eight learning styles. I will take you through my favorite topic in each intelligence to give you idea of what each type of strategies this chapter talks about. One idea for teaching linguistic intelligence is brainstorming and this involves giving a subject or problem and then having students put any ideas they have on a piece of paper or on the blackboard so we get them all out there. One idea the book gives for the logical intelligence is to put on a Socratic questioning session where students are participating in a dialogue with teachers and the teachers ask question for to where a student is at in his or her knowledge. The teach strategy for spatial I liked was using color cues for students and this basically highlighting different things for students in different colors so the red maybe key facts and then the green is part just the opinion part of a paper. The bodily kinesthetic lesson idea that seemed really cool to me was the idea of hands on thinking when students learning by playing with and moving around an object. For musical intelligence I think that making up a rhythm, song, rap or chant would be a fun idea as a way to show that a student understands key concepts. A fun interpersonal activity we can do is board games where students are going around the board answering question but doing so in a social setting that lets them talking about the questions and what is going on with the unit. A neat interpersonal intelligence activity we can do in class is give a student one minute and ask them to reflect on what they have just learned about by them self. The naturalist idea I took out this chapter is take kids on walks out in nature and see the world that is around them. || I loved the depth that this chapter goes into. The ideas that this chapter goes into are really great, but the one that I like the best was Socratic questioning. I really like this because it makes learning a dialogue and this gets students engaged in learning. The other things it does it lets teacher not just ask basic question but it lets teachers get into the thinking behind an answer so if a student gets an answer wrong the teacher can retrace the steps a student took and fix the step where a student is off course. ||
 * Columbia Laura || Chapter six of //Multiple Intelligence// offered a lot of information about teaching to each of the different intelligences. Each intelligence was listed and then had five examples on how to incorporate that into the classroom. For teaching the linguistic intelligence a few examples were storytelling, brainstorming and tape recording. All this activities help the people who have the strength of linguistics. For teaching mathematical and logical intelligence some ideas were calculations, science thinking, and classification. Next was ideas on how to teach spatial intelligence with some examples being visualization, color cues, and idea sketching. For teaching strategies concerning bodily and kinesthetic intelligence, body answers, body maps and hands on thinking were encouraged. Students who have the musical intelligence often learn best when rhythm is involved, or supermemory music, as well as musical concepts. One example of teaching the interpersonal intelligence is peer sharing, by being able to interact with fellow peers, the student is able to learn better. On the other hand, intrapersonal intelligence, helps those who just want to reflect, such as one minute reflection periods. Lastly for the naturalist intelligence, one idea is having a pet in the classroom. Not only does this make the naturalist feel more at home, but is also an opportunity for observation. || All of this information is very useful. I had never thought about this in so much depth, but I really liked a lot of the ideas. I can look back into my educational career and can see how teachers incorporated some of these methods. I learn really well with rhythms, but I also learn really well with linguistics. I am having a deeper appreciation for teachers who took the time to use different modes to explain the same idea to me. I also loved having a pet in the classroom and I hope to have at least fish. I feel like add a very friendly tone to the classroom. ||
 * Coombs Kayla || Chapter six, “MI and Teaching Strategies” gives examples of teaching strategies that successfully target the individual intelligences. For the linguistic intelligence, this chapter suggests specifically to use storytelling, brainstorming, tape recording, journal writing, and publishing. Storytelling, for example, works well for this intelligence as it entertains the students while one incorporates essential concepts, ideas, and instructional goals into the stories one is telling. Brainstorming allows students to produce a surge of verbal thoughts that the teacher could then compile to make an outline or Venn diagram out of, which allows all students to contribute and be acknowledged for their ideas. Tape recording helps students work on their linguistic abilities and assists them in increasing their verbal skills. Teaching strategies that work particularly well for logical-mathematical intelligence are: calculations and quantifications, classifications and categorizations, Socratic questioning, heuristics, and science thinking. Socratic questioning works well as the teacher acts as the questioner for students’ points of view, and this gives the students opportunity to formulate strong views and opinions. Visualization, picture metaphors, color cues, idea sketching, and graphic symbols work well when targeting the spatial intelligence. Incorporating color into the classroom is easy to do and benefits spatial learners who are sensitive to color. Graphic symbols are also easy to incorporate as one could draw pictures on the board instead of just words so the visual learners can relate to the material more. The bodily-kinesthetic intelligence can be targeted by using body answers, classroom theater, kinesthetic concepts, hands-on thinking, and body maps. Implementing body answers allows students to use their bodies to express emotions and levels of understanding related to the materials being covered. The classroom theater lets students interact and get up and move about the classroom while learning and expressing their knowledge. Teaching strategies for interpersonal intelligence include: peer sharing, people sculptures, cooperative groups, board games, and simulations. Cooperative groups help students help other students by sharing knowledge on key concepts and interacting to promote learning. When teaching for intrapersonal intelligence, strategies that work include: one-minute reflection periods, personal connections, choice time, feeling-toned moments, and goal-setting sessions. Choice time helps students make decisions about their learning experiences, while goal-setting sessions help students set realistic goals for themselves. Teaching strategies that work for the naturalist intelligence include: nature walks, windows onto learning, plants as props, pet-in-the-classroom, and ecostudy. Nature walks are successful when used to reinforce the material that is being learned within the classroom. Plants as props help bring the nature setting into the classroom and provide some students with the outlet of taking care of the plants. || Chapter six provides teaching strategies that could target any content area, which is why I found this reading useful. It helped me consider the possibilities that I may have never thought possible when teaching English. For example, I now see that I can teach to the bodily-kinesthetic learners by asking them questions and having them respond by using various types of gesticulation and by monitoring their body language. I could also have a class pet, for example, a hamster, and have all the students generate stories about the hamster. This would help me teach to naturalist intelligence learners by having them use the hamster as a way to get them excited to write. I was also thinking about incorporating color into many of my lessons to keep the spatial learners interested and focused. I enjoy readings like these that get me thinking about how I am going to teach and new strategies that will make me a successful teacher. ||
 * Cummons Michael ||  ||
 * Damboise Kelley || Chapter six presents five examples of each multiple intelligence category, and how MI can be used in the classroom for any subject. Begin with linguistic intelligence the five examples given were storytelling, brainstorming, tape recording, journal writing, and publishing. My favorite example, and probably the one I’m going to use in my class is journal writing. Students can use this journal to reflect on writing prompts, or in science students could record data and create hypotheses. Logical-mathematical intelligence sub categories are calculations and quantifications, classifications and categorizations, Socratic questioning, heuristics, and science thinking. A great example of how logical-mathematical intelligence can be used in an English class is taking parts of a story that talks about math, such as “in a novel by Virginia Woolf, there is a mention of fifty pounds to fix a green house roof”, and incorporating equations to try and figure out how much fifty pounds is in U.S. money. (Armstrong, p. 54) Spatial intelligence incorporates: visualization, color cues, picture metaphors, idea sketching, and graphic symbols. Body-kinesthetic intelligence uses body answers, the classroom theater (role playing), kinesthetic concepts, hands-on thinking, and body maps. Musical intelligence focuses on rhythms, songs, raps, and chants, discographies, supermemory music, musical concepts, and mood music. Interpersonal intelligences sub categories include peer sharing, people sculptures, cooperative groups, board games, and simulations. Intrapersonal focuses on one-minute reflection periods, personal connections, choice time, feeling-toned moments, and goal setting sessions. Lastly, naturalist intelligence uses nature walks, windows onto learning, plants as props, pet-in-the classroom, and ecostudies. || After reading this chapter I now understand why teachers created some of the lesson they taught us. I remember having a pet in the classroom; we had to journal about what we would call our pet mouse, and write a story about our pet mouse’s journey to the classroom. We also use to take part in role playing mainly in our health classes to stimulate what it would be like in certain situations. Other things I remember from school would be the body maps such as when multiplying a number by nine if a person help down that finger it would show the answer to the multiplication problem. Also that’s how I remember whether a month has thirty one or thirty days; I count my knuckles and the peaks mean the month has thirty one days and the valleys mean the month only has thirty day. By incorporating the eight intelligences it helps students better remember and understand certain concepts. ||
 * Kelley Kathleen || Chapter six of Multiple Intelligences in the Classroom focuses around teaching strategies for the eight intelligences. Teaching strategies are something that we as future teachers are going to be building through years to come. MI theory allows us to be creative in terms of designing and forming teaching strategies. Since all eight disciplines are different, it is nearly impossible for all students to understand the material being learning by using one modality. That is why we need to adapt different plans into our curriculum that help all students learn. In this chapter, five different teaching strategies for each of the eight intelligences are presented. First off is linguistic. Armstrong states that linguistic intelligences may be the one that people have the most time to develop because it is something that we have been honing since the day we were born. However, in a school there are many other ways to address the linguistic learner. The suggested strategies are writing in journals, using tape recorders, telling stories, brainstorming, and by publishing various works. Bodily-kinesthetic learners learn best when they are able to use motor movement, so these strategies are designed to help these learners. One strategy was body answers in which they use their bodies to indicate their understanding. There is also in the classroom theater, hands-on thinking, and body maps which utilize the human body to map math problems, history, or in A&P. Other intelligences mentioned in the reading were mathematics which could include Socratic questioning(critical thinking), spatial which could use color cues rather than B&W, musical which could strategize using mood music, interpersonal which could integrate people sculptures to form a concept, intrapersonal could use choice time, and naturalists could benefit by having a classroom pet. || This chapter was really helpful and extremely interesting because we are always trying to think of different ways to reach all kinds of learners. This list of forty strategies really gave me some ideas of what could be used in my classroom in the future. Not only do these strategies reach the students who have multiple intelligences, but they reach the other students because they are fun and engaging. This would be better than taking notes any day. There are also so many different ways that you could combine strategies to target multiple intelligences in one lesson. ||
 * Knowles Christina || Chapter six covers all of the multiple intelligences and breaks them down in clear ways to incorporate them into the classroom. The plans for spatial intelligences were to use visualizations, using picture metaphors, idea sketching, and graphic symbols. There were a variety of different lessons for each MI. The linguistic intelligence learning strategies was interesting because it included storytelling, brainstorming and, tape recording, and journal writing. || I really liked the linguistic strategies because I know that I could easily use them in my English class. I also like that this chapter expanded even more on what methods I can use in my classroom. I had originally thought that it would be hard to incorperate logical intelligence into an English class; however, I can use Socratic questioning in the classroom very easily. This motivates me to use all of the intelligences into my lessons. ||
 * Mourkas Margaret || Chapter 6 explains in depth how one can teach to all the different intelligences. The chapter lists all the eight intelligences and then describes in-depth how a student can be assessed in the classroom (or outside) effectively. All the intelligences have many examples on how to teach students under the many intelligences. All the methods in the chapter are proved and approved methods of teaching/assessing. || This chapter was really interesting. It showed me how each intelligence can learn. It gave a lot of great ideas in how to make my classroom more learning friendly. I liked that the chapter took time to explain all the intelligence’s learning strategies. It helped me understand the intelligence a lot more because now I know what makes the students tick. Teaching with the eight intelligences in mind makes for a more happier and more engaging classroom. ||
 * O'Neil Christopher || Chapter six was pretty much a run off of chapter five. Chapter six took some of the tools of teaching multiple intelligences and went into more depth about those tools. There were five tools for each of the eight intelligences. Under linguistic intelligence, there was storytelling, brainstorming, tape recording, journal writing, and publishing. Under logical, there was calculations and quantifications, classifications and categorizations, Socratic questioning, heuristics, and science thinking. Under spatial, there was visualization, color cues, picture metaphors, idea sketching, and graphic symbols. Under bodily-kinesthetic, there was body answers, the classroom theater, kinesthetic concepts, hands-on thinking, and body maps. Under musical, there was rhythms, songs, raps, and chants; discographies; supermemory music; musical concepts; and mood music. Under interpersonal, there was peer sharing, people sculptures, cooperative groups, board games, and simulations. Under intrapersonal, there was one-minute reflection periods, personal connections, choice time, feeling-toned moments, and goal-setting sessions. Under naturalist, there was nature walks, windows onto learning, plants as props, pet-in-the-classroom, and ecostudy. || This chapter is extremely informative. I really like how it takes five tools from the previous chapter and goes into extreme depth about them. It provides examples on how they are used in the classroom and how they help the students. I could definitely take a lot of information from this chapter and apply it in my classroom. After reading the descriptions of some of these tools, it is becoming clearer to me how important multiple intelligences truly are when teaching. It is also becoming clearer to me why I found some teachers to be poor teachers. When looking back, they only taught to one intelligence, their own. I will definitely take this information that I have learned and use it in my classroom. ||
 * Richardson Cassandra || Chapter six went through all eight intelligences and provided specific, detailed ways of incorporating the intelligence into the classroom in a number of different ways. Under each way, an explanation is provided for why that method is valid in the MI classroom. Some of the techniques were the ‘tried and true’ methods, such as storytelling, journals, calculations, drawing, theater and hands-on, songs, simulations, and reflections. Some were more unique, such as people skeletons, supermemory music, body answers, and the like. || : I found this chapter absolutely fascinating because each of the methods could be applied with some minor tweaking to any subject concentration. This chapter is, in a single word, a goldmine for methods of bringing MI theory into play in a classroom. Some of the methods were some that I had never heard of, or I’d thought I’d never heard of them until I read the description underneath, and realized that some of the time the method had actually been presented to me in school in a slightly different way. That especially makes me anxious and excited to use these methods because of the fact that each teacher can modify the method to make it unique and their own. ||
 * Trundy Monique || In chapter six Armstrong goes in depth about activities for each of the intelligences. Armstrong covers forty different strategies in this chapter ranging from the ever-so common journal writing to the not so common practice of using color cues. This chapter provides the reader with a variety of ways to approach each of the intelligences. || My favorite activity covered by Armstrong was Socratic Questioning. I like this most simply because I learn best in this kind of situation. I feel that allowing students to talk about what they are studying gives them a chance to turn the curriculum into lingo they can relate to. The transfer of knowledge becomes conversational instead of preachy. While the chapter did offer some ideas that I had heard of before there were twice as many that I had never even considered. Reading about all of the different ways I can teach my students is exciting in a way. The more I read about teaching strategies, the more I want to apply them in a real classroom. I want to test out some of the ideas that I think sound a little crazy, like color cues and body maps. ||
 * Webb Christopher || Chapter 6 of the Mi book outlines how the intelligences can be taught to in a variety of ways. It gives five very specific examples for each intelligence therefore from this chapter there are forty different examples of how to teach to each different intelligence. Some of the examples from each included; Storytelling, journal writing, Socratic Questioning, science thinking, visualization, picture metaphors, body answers, body map, super memory music, mood music, peer sharing, cooperative groups, reflection periods, choice time, nature walks, and ecostudy., and those are just a few examples which were provided. This chapter went into great depth with each specific intelligence and provided excellent examples for each that showed how all of the intelligences can be incorporated into each of the disciplines with ease. || I liked this chapter because it gave such specific examples of how every intelligence can be taught to. I would never had had any idea about how to teach towards the musical intelligence in a social science or government class but after reading this chapter and learning about super memory music I can recall in 6th grade when my teacher would play Mozart while taking tests and sometimes while teaching us so that we would learn better. I thought giving an example for each discipline in all the intelligences was a great way to present this concept and made it easy for everyone to grasp the idea because the examples were so specific and they made it seem so easy and natural to incorporate into any classroom. ||
 * West Simon ||  ||