MI+Chapter+2+Block+1


 * [|Synthesis** - MI C2 B1]**

You must understand your own multiple intelligence layout before you can try to teach to someone with a different layout. It is important to understand that undeveloped intelligences are not the same as low intelligence. There could be many factors like economics, geography, or cultural differences that may develop some intelligences further than others. The intelligence questionnaire was similar to the one we took in class. My results came out very close to the same as they did before, which was expected. I wonder if changing your exposure to certain things at an age that is not the optimal learning age for that certain task could actually change your intelligences. If I lived in Paris for ten years, would my questionnaire be filled out differently? It will be interesting in the classroom to see if I can figure out what the students are. Before using any kind of model to help teach, the teacher should first apply the model to themselves. This allows the teacher to see a profile of the intelligences that are more developed than others. It also shows the teacher their strengths as well as the areas that might need improvement. For those intelligences that are not as developed as other there are several resources a teacher can use to help him or her come up with ideas in the classroom. One resource is asking colleagues for ideas. For example, asking another teacher who is more visual than verbal how to bring images into the lesson. Also, a teacher can ask the students for help as well as using the technology available in the school. There are three factors that effect the development of an intelligence biological endowment, personal life history, and cultural and historical background. Crystallizing experiences are those that give interest to a certain intelligence and help that intelligence to start maturing where as paralyzing experiences are those that stop intelligences from being developed. There are several influences that can either crystallize or paralyze intelligence. They are access to resources or mentors, historical-cultural factors, geographic factors, familial factors, and situational factors. This chapter made me realize what I’m going to have to work on when I am teacher. I tend to be naturalistic so I really like to go outside. Also, I am very hands on and visual so I am going to have to work on making my lectures a combination of text, pictures, and talking to satisfy as many different learning styles as possible. For music, when I was reading this I thought about the studies between plants and how music can help their growth. That would be a really good project or experiment during the year. Interpersonal won’t really be a problem because when it comes to labs, those are usually done with partners or groups, but if someone wants to do one by themselves that’s ok too depending on the lab.
 * Names || Abstract || Reflection** ||
 * Archambault Michael ||  ||
 * Audy Melissa || Chapter 2 of //Multiple Intelligences// suggests that teachers can start using MI to their advantage by recognizing which intelligence area best suits him or herself. A short quiz is provided in the text to help pinpoint one’s strength. It is then suggested that one can take this information and collaborate with colleagues as well as students in order to find their strengths, as well as methods of increasing his or her use of the intelligences they may find weakness in. It is explained that by drawing all of the intelligences together in a classroom, one can devise a method of teaching that is affective to all learners. In the concluding paragraphs, the authors go on to explain that these intelligences can be developed due to various factors, of which include but are not limited to: “access to resources or mentors, historical-cultural factors, geographic factors, familial factors, and situational factors.” Once again, by understand how each of these factors have sparked a growth in a specific interest area can help one better understand his or her strengths and use them to his or her advantage. || In class, I found that I was strongest in the linguistic intelligence area. As an English education major, this did not come as a surprise to me. I found it even more interesting, however that my second place intelligence was tied between interpersonal and intrapersonal—quite the paradox so it seems. However, further reflection upon this discovery allowed me to realize that it made complete sense. While working on an assignment, or studying, I much prefer to write my own personal responses and reflections to the material. This demonstrates my intrapersonal intelligence. Yet, after I have finished with my personal reflection, and developed my own opinion, I enjoy coming together with a group and discussing my findings, and agreeing or disagreeing with the findings of others. I find that this balance between two seemingly opposing intelligences will benefit my teaching style if implemented correctly. I would like to use the method of assigning individual homework, yet encouraging class discussion of my students’ personal opinions. ||
 * Boulter Elizabeth || This chapter focused on personal development of your multiple intelligences. It talked about how you can’t apply this type of method as a teacher until you can better understand your own strengths and weaknesses. First, they said you have to identify them, then you have to tap into your resources and strive to incorporate you “weak” intelligences into the classroom. They said you could do this by asking or talking with colleagues, asking students, and using technology. Even though you can exercise your intelligences and try to get them to be relatively even, there are three factors they talked about that your intelligences depend on. Those include Biological Endowment, Personal Life History, and Cultural ad historical background. It ended by focusing on these three and how your genetics, experiences, and place of birth all influence your strong and weak intelligences. || I never looked at it this way. I never thought to make myself a more well rounded person when it comes to intelligences. I just thought I was the what I was and that was how I would tend to teach in the classroom. It was interesting how they gave suggestions on how to better development your intelligences. Also, the last part about positive and negative influences really emphasized how much your surroundings influence your intelligences. It showed me that intelligence really is not a number. It is hard to measure. Partly because it is always changing and partly because there are too many social, physical, and environmental factors to measure! ||
 * Brown Ryanne || The better we as teachers know our own intelligences, the better chance of incorporating all 8 intelligences into the curriculum. This chapter helps us learn to use resources and colleagues with higher levels in another intelligence to help develop your own weak intelligences. By doing this, we will be able to incorporate all of the intelligences in strong ways, not just being strong in the intelligences we are familiar with in our personal lives. Along with this, using teaching strengths and weaknesses can help us determine necessary adjustments to the curriculum that may be lacking in one intelligence or overly powerful in another. There are turning points in abilities that help jumpstart an intelligence. These points are usually positive experiences that the student or child enjoys and sparks an interest for. Paralyzing points shut down a student’s interest in a certain activity or intelligence. These points usually come from a negative experience that the student associates with fear or guilt, etc. These experiences can cause a student to shut down to similar activities. Many factors such as environment or family life can interrupt the development of certain intelligences in a student’s life. These different factors can cause underdevelopment of overdevelopment and it is our job as teachers to determine the needs of our students. || I found this chapter relatively interesting. It was helpful to see the connection between my own intelligences and how they might affect my students. The suggestion for collaboration with other teachers was also helpful. Most interesting in this chapter however, was the suggestions for the chance to master all of your 8 intelligences. I find it really interesting that these intelligences have been studied so much that we can affect the futures of them by having ways to increase or decrease particular ones. That sort of development is surely going to be helpful in a classroom with really diverse learners and intelligences. ||
 * DePue Margaux || Chapter Two of Multiple Intelligences in the Classroom explains how to effectively identify your own intelligences and develop them thoroughly. It begins by giving a chart to gauge your own intelligences in the eight categories of Gardner’s theory consisting of criteria that you can check off. The potential of the development of a person’s intelligences is based of three factors: biological endowment, life history and a person’s culture. In the developing process of the eight intelligences, there can be crystallizing experiences (positive encounters that reinforce skills) or paralyzing experiences (negative encounters that may discourage the development of certain skills). Other environmental factors can also play a large part in the development of intelligences, such as access to resources, cultural differences and influences from family members or geographic location. || This is a highly important chapter in the sense that it gives the reader a chance to know how Gardner’s theory works through the exploration of their own abilities and intelligences. After reading this, educators will be able to gauge their own levels of intelligence and understand how to take advantage of all opportunities to improve in certain ways. Thus, by helping themselves comprehend the ways in which they can improve their own capabilities, they can assist others in doing the same. Both students and teachers benefit and grow from the understanding of their own proficiency in terms of this theory. ||
 * Dunne Kaisha || “Life” is a big factor into intelligence! Personal life history, biological endowment, and cultural and historical background are the big 3 factors. This chapter taps into how to effectively teach while realizing and taking into factor both your and your students multiple intelligences. All those factors are hard to work with. Where you grew up and the resources available to you effect your intelligence. The chapter breaks down how to deal with differences within your classroom and how to apply ones own intelligences and specific learning styles to their classroom. A lot of people can write up a good lesson plan but few can effectively teach it with good learning results back. || It gave a good insight into how diverse ones class may be. It prepares you to be prepared for everything and anything, but focus on the most common students you'll have and then adjust for the other students. Students have their own diverse learning styles and accommodations that as a teacher one has to meet. I know that I am a little bit of each MI and I hope that the diversity that I bring to the table as a teacher can help me teach in a way that is effective with the diversity within my classroom. ||
 * Hudson Kimberly ||  ||
 * Korn Shauna || This chapter covered how before we look at students intelligences, we as educators, need to find out our intelligences. By understanding what our intelligences are we will be able to know how our mind works and what ways we would be able to connect more with our students. As explained in chapter one, each Multiple Intelligence interacts with another and people have more than just one. By finding out which intelligences are the strongest a teacher can work on the areas in which they’re not so strong. Gardner explains how if given the chance a person’s weak intelligence can become a strong intelligence for them if explored. || This chapter hit home with me, because of a fear of trying to reach every child and failing to do so. After taking the test in class I learned more about my intelligences of which I already knew a little bit about. My main concern was though was the intelligences that I was not so familiar with. How would I get them into my classroom for the students that were these intelligences? Realizing now that I may actually be good at other unfamiliar intelligences, I felt so much better. I know that perhaps some of them will be hard for me to incorporate into my lessons without effort, but at least now I know that it will be possible. ||
 * LaRose Rebecca || The second chapter in //Multiple Intelligences in the Classroom,// touched on the fact that identifying which of the multiple intelligences is the strongest for a particular individual is often difficult. Although the different inventories that can be used are generally effective, results may vary when taking the test multiple times. The chapter also pointed out that it is a good idea for teachers to know their own strengths and weaknesses as far as their intelligences goes. For if they know that they are not particularly musical, they may want to see a colleague, a student, or find technology to help target students who may learn better from a musical point of view. Multiple intelligences are not stagnant in development, the learner can always further an intelligence that is not as developed as others. ||
 * The most important part of this chapter is that it focuses on the fact that as teachers we need to be aware of what we are putting out as learning material. Even though there are certain ways we learned best throughout our school careers, we need to be careful that we also teach in other ways because some students do learn best in those ways. I want to work on learning how to touch all of the different intelligences often so everyone has a fair chance at learning. I believe that with the development of technology hitting all of the intelligences will become easier, it is just a matter of finding ways to integrate them into our developing classrooms. ||

The second chapter of Multiple Intelligences in the Classroom had a survey in which you could find out what type of learner you are. This chapter also talked about how a certain intelligence can be nurtured or it can be hindered during a child’s development. The author used the example of Wolfgang Amadeus Mozart, and said that his natural affinity towards music nurtured as a child, both by his parents and by society at large, so his talents grew. But that could have just as easily been the opposite, and his parents and society could have hindered his abilities, thus stunting his musical growth. This chapter also discussed crystallizing experiences, which are experiences that help a person to discover what their intelligences is, and paralyzing experiences, which traumatize a person and prevents them from discovering an intelligence. I thought this chapter was pretty interesting. While I was reading the part about the crystallizing experiences, I thought of all the movies I watched when I was younger and how they made me want to make movies, and now I make movies with my friends. Also, as I was thinking about how my parents never hindered me as a kid and that enabled me to try new things and discover new intelligences.
 * Murphy Amber || This chapter shows the importance of teachers knowing the multiple intelligences. It is crucial for the teachers to have an idea about all of them and try and learn about them even if they aren’t an expert in the area. In the classroom environment it is crucial to touch base with all the different intelligence. The development of intelligences depends on three different things which are biological endowment, personal life history and cultural background. || This chapter made two valid points which are the crystallizing experiences and paralyzing experiences. These two points state that the crystallizing experiences are the positive experiences which create turning points in someone’s development of their talents and skills. The paralyzing experiences are an experience which shuts someone down or discourages someone from succeeding in that area of study. Reading this I thought of both my crystallizing and paralyzing experiences. My crystallizing experience was being able to play soccer for my father. This taught me that if I try hard enough at something that I will be able to succeed. My paralyzing experience was when I was when I was in high school, I failed a research paper. I just needed a little more one on one with my teacher in order to understand the format better, however, she did not offer this which in turn discouraged me. ||
 * Nieuwkerk Hannah || A good teacher must first stop and assess his or her own multiple intelligences and then try to figure out how to use all eight for the classroom. A good teacher will ask the advice of fellow colleagues, use electronic resources, or even ask a student if he or she draws a blank for teaching in a different multiple intelligence. Three factors depend on developing intelligences: biological endowment, personal life history, and cultural and historical background. And finally, experiences can affect a child very positively or, conversely, negatively: A crystallizing experience is one that strongly encourages a child to continue his love for a certain subject in his or her life. A paralyzing experience completely turns the child away from that subject because of something scary or humiliating. || It is hard to swallow your pride and ask a fellow teacher for advice, but maybe it is a good idea since maybe the fellow teacher might have been in that predicament before and someone else had helped him or her. At home, parents should always give their child a push to go the extra mile for school, or offer a helping hand; that way the child will like school better. It is so crucial not to crush a student without even meaning to, especially the younger children, because it could be a paralyzing experience. I, myself, wrote my first poem in third grade about my favorite pen in our hen house (it probably took an hour) and I proudly showed my teacher, and I still remember this, she glanced at it, grunted, and handed it back to me. And to this day, I still do not like poems, I have never enjoyed and I detest writing and I think that it has stemmed from that one day in third grade. When I become a teacher I am going to be very conscious of not crushing my students, I felt so bad after; no student of mine should feel that way! ||
 * Scheffler Erich ||  ||
 * Simoneau Andrea || This chapter talks about the importance of identifying one’s own strengths within the multiple intelligence model, and how to go about teaching students whose strengths differ from one’s own. Some ways to get help in teaching these students are to ask colleagues whose strengths are similar to the students, asking the students themselves to direct the teacher and to teach in areas where the teacher is not as strong (this has the added perk of boosting student confidence) and using technology. The chapter also discusses paralyzing and crystallizing experiences, which are experiences in life that will either inhibit or encourage the development of certain intelligences. || I found the most important part of this chapter to be that of crystallizing and paralyzing experiences. The last thing I want to do as a teacher is paralyze a student’s intelligence development, and this chapter showed me how to avoid doing so. The fastest way to paralyze a student’s development is to show a lack of support for it. Yelling at students, making them feel ashamed or guilty for pursuing a certain intelligence, will inhibit the growth of that intelligence and possibly put an end to growth in that intelligence for the time being or forever. I have had that done to me in the past, and it is not a good feeling and I would rather die than do that to a student. Therefore, this chapter has warned me well against the dangers of doing just that, and I will keep it in mind as I work in the schools. ||
 * Stevens Newcomb || This chapter explained how intelligences develop in certain environments. Intelligence can lie dormant or become highly developed depending upon one’s environment. Mozart and Einstein’s environments were supportive to their intellects. Sometimes, it only takes one instance for someone to find their strongest intelligence. This can however, work in the opposite way when one’s culture and environment is opposed to a certain “gift”: historically, this has been natural and musical intelligence. In the education system, there are many ways of teaching to these intelligences: some methods include assistance from other faculty and even help from the students themselves. || I can remember one instance when I saw someone do something that made me want to pursue intelligence. I remember the first few times I saw Kiss play in concert; I wanted to be just like Gene Simmons. I began to price bass guitars, and studied Kiss’s music with passion. I have tried to develop my own style of playing since, but I continue to develop my musical intellect. This instance introduced me to rock music and I have become a student since the day I saw Kiss playing. Many great musicians have started out this way: If teaching does not work out, maybe I can be the next great rock star. ||