MI+Chapter+9+Block+1

Synthesis MI C9 B1


 * **Names** || **Abstract** || **Reflection** ||
 * Archambault Michael || Chapter nine of MI explains how to incorporate everything we have been learning in the MI's into our classrooms. He explains that when schools cut funding, certain programs like the arts get cut. This kills the MI's. In the ideal school, students would be using all eight MI's throughout each day. By doing this, students would have unlimited potential and be much more well rounded. || I dont know if I want to develop all of my MI's. I guess I would, just not in a school environment. Art classes frustrate me. I believe forcing people other than myself to do all 8 MI's is genius. That way when I am in a nursing home, people can fiddle and diddle while the cat takes a piddle. ||
 * Audy Melissa || Chapter 9 in Multiple Intelligences discusses how the multiple intelligences are being disregarded in most “traditional schools.” Armstrong begins by explaining that classes which promote deeper understanding of one of the multiple intelligences are often seen as lesser to the basic subjects required by all high schools. It is explained that these are often the classes which receive the short end of the stick when a budget issue arises. Even when these programs are intact, they are not taken seriously, as the author provides the example of gym, where he quotes John Goodlad saying that it seems more of a “teacher-monitored recess.” The chapter explains how to remedy this neglect toward the MI’s in an MI school. The school would encourage students to produce artifacts of their knowledge through using various MI’s, while an assessment specialist would note their strengths and weaknesses, and a student-curriculum broker helps to set students up with the appropriate classes and opportunities that suit their strongest MI. The book goes on to explain various other aspects of the MI school, describing that all ages and ability levels would attend, and that the community would be actively involved with the teaching. || I find the idea of an MI school is quite interesting. However, I think something needs to be done with the “traditional schools” as well! Teachers must strive to meet all of the MI’s the best they can in every lesson to make sure that their students are receiving and retaining the information that is essential toward their mastery. It angers me so much to see music and art classes being cut, when these are the types of activities students may need the most. During my senior year of high school, I took Creative Writing as an English class. No class previous to this had taught me more. The teacher was excellent and I found myself really engaged in my learning. I was saddened to find out the Creative Writing English class option was later eliminated at my school. This class really suited my verbal intelligence well. The building of an MI school would ensure that all students get a chance to tap into their preferred MI, as I had the chance to my senior year. ||
 * Boulter Elizabeth || This chapter talks about MI in the classroom and in the school system. It talks about integrating new theories for things like phys ed are no longer a "teacher-monitored recess". It give suggestions on how to implement MI like using "pods" or special learning groups based on student interest and need. It gives examples of uses of MI in traditional schools as well as a look at MI in the future. It wants to focus on "unleashing children's potential" and enriching the schools. || I liked this chapter because it wrapped everything up. I've learned all about this in the schools, I've seen good uses, and bad uses, but I've seen how badly schools need effective uses of MI. This experience brought light to this chapter because I saw MIs potential and am so excited to use it in my classroom! ||
 * Brown Ryanne || This chapter explains the idea of changing not only classroom experience to meet all of the multiple intelligences, but actually making changes to schools and districts to further the development of multiple intelligences in the curriculum. The chapter goes into details about the different elements an MI school would require for proper functioning. From subjects to extracurricular activities, the MI school would be constantly tending to students’ multiple intelligences and building social experiences along with academic experiences from those needs. Using these types of schools would increase student potential dramatically. || The idea of MI schools gives new light to the idea of multiple intelligences. It will be a very difficult transition for many schools, but less of a transition for some. This would be a concept that would be really interesting to hear administrators talk about and hear more details on. I would also be interested in seeing one of these schools in action if they exist places. The chapter makes it sound like these types of schools are a far off dream in some ways, and thought it would be difficult, I don’t feel like it would be an impossible task to create a few to get the ball rolling. ||
 * DePue Margaux || Chapter 9 discusses the idea of Multiple Intelligence schools and how they would be set up differently from the traditional school setting. In the MI school, students should be exposed to many projects and assignments that encourage development of all of the intelligences. Gardner viewed MI schools as informal settings where students could learn interdisciplinary subjects that deal with hands-on learning and real-life contexts and where apprenticeships are a main part of everyday learning. In the MI school, there would be an Assessment specialist who is in charge of recording a student’s interests and strengths in the intelligences. The Student-Curriculum Broker serves as a sort of matchmaker between students and specific courses. The School-Community Broker serves as a matchmaker between students and resources in the outside community. || I actually have a friend who went to The New School in Southern Maine, which is set up very similarly to the MI school. Students are part of the main decision-making process and there are no letter grades, just narrative feedback so that students can focus more on learning rather than scores. Also, there was a smaller student population and students were allowed to more freely express their creativity. They were involved in the community a lot and were encouraged by their teachers to seek out career opportunities and lessons that related to real-life. They emphasized importance in art, writing, performance and music just as much as traditional core classes. I enjoy the idea of this kind of school, and I hope that someday I will have the opportunity of working at one. ||
 * Dunne Kaisha || Chapter Nine talks about how to actually implement everything we have been learning about MI into an actual school. It talks about the three people in an MI school that are not found in traditional schools; the Assessment specialist, the School-Community Broker, and the Student-Curriculum Broker. It basically closed up the book in a way because it went over good examples on how to implement MI in these three examples. Armstrong mentions a school Gardner helped establish called The Key Learning Community. The school has daily instruction in all eight intelligences! I thought it was interesting how they had it set up and how MI is actually being put to work full on in a specially designed school! || I really enjoyed this chapter because it kind of closed everything up even though it wasn't the final chapter in the book. It was a perfect pick for the last one out of the MI book. I loved the MI school part! I think that ts so great that they have a whole school based off of the MI learning styles and its a universal technique through out the school! That must be a hard job for those teachers to learn all of that stuff and follow the MI's perfectly in their classrooms day to day at first if you think about it! ||
 * Hudson Kimberly || This chapter talks about the Multiple Intelligence school. In most schools, classes that are not considered “core” classes are the first to be cut, for example art class. Gardner, the MI school, provides an environment that is set up for: hands on learning, interdisciplinary, based on real life contexts, and is set in an informal atmosphere. He also suggests that students work on traditional subjects in non traditional ways. There are three key members to a MI school staff: an assessment specialist, a student- curriculum broker, and a school- community broker. The Key Learning Community in Indianapolis, Indiana is an example of an MI school. || I really like the idea of a MI school. I really do not understand why schools think that programs that have to do with music and art are not important. What if a student wants to go to an art school, but their high school has one type of art class, how is that student supposed to succeed in the future. The truth of the matter is that the student picks a career that their high school supports so that way they can go to college. If the student can not develop their most adept intelligence, then what is school doing for them? ||
 * Korn Shauna || This chapter talked about what the traditional school looks like in the Multiple Intelligence realm. What is happening in schools is that their budgets are being cut and because of this the students are loosing programs and classes that catered to their Multiple Intelligences. For example when schools lose funding they tend to take out the classes that are not the traditional core classes, so gym, art, music, etc. get taken away. This chapter gave a great example using a table to show what exactly schools are like when looking at how they are working to meet the Multiple Intelligences. It seems from the table that a lot of the traditional schools tend to try and group things together that would fall under mostly core subjects, they place the activities that students will be doing to reach their Multiple Intelligence out of school. This leaves the student to be doing a lot of traditional classroom things without being engaged at all. The chapter gave examples of key components that would make a school that focused and catered to student’s Multiple Intelligences. One the things was pods, which students need in order to interact and learn from each other. This chapter covered what is really needed in a school system concerning Multiple Intelligences. || I really agree with this chapter a lot, because I feel that students are just expected to take in all the information that teachers provide them with in the same way, day in and day out. I know that as a student I need to have something other than a paper to write, a chapter to read, etc. because I want to be creative, I want to show the teacher the best way that I know how to do the assignment that connects with me and makes sense. I want to be able to provide my students with ways of learning that will engage them, push them to go further, and connect with them. If all teachers just took the time to say ok, how would you like to add your own creative piece to this assignment, do you want to write a paper or tell the answer to the essay question in a song. Students would be so much more excited to learn than if it was just presented in the same old boring way that everyone else seems to do. ||
 * LaRose Rebecca || This chapter gave many insights to how the MI's impact schools today. It seems that it is all to often that "unimportant" subjects are falling by the wayside like P.E., art and music among others are getting less and less attention until the point where they are actually being cut by budget cuts. Although this seems thrifty, this is actually detrimental to learners today. There are a lot of thoughts milling around about the concept of an entire MI school.These schools would put more of an importance on classes such as art, music, and P.E.so they can be used to build up students' Multiple Intelligences. Classes like these would help build students up and make them more eager to learn and participate. || I think that this chapter outlined some good concepts. Although it may be difficult to institute a fully MI school based system in America, I can see where it would be SO helpful. To get students to be excited by teaching them solely the way that they want to learn is so common sense that I can't believe no one has thought of it before now. When I imagine what my school days would have been like if I had been able to choose exactly the classes I wanted to take due to how I wanted to learn, there would have been so much time when I would have been much more receptive to learning in school. ||
 * Murphy Amber || This chapter gave many examples of things within a school which help the school use the multiple intelligences. Gardner suggests that students work in traditional subjects in nontraditional ways. An assessment specialist is someone who can analyze a child’s intelligences and record strong and weak areas. This is useful because it provides information on the students learning style to parent’s teachers and the student themselves. The Student-curriculum Broker is someone who bridges the student’s intelligence with resources which the school offers. Then the school community broker has a similar task, however it is done throughout the entire community. MI schools are schools of the future and they consist of teachers, parents and administration who are willing to expand opportunity for students within schools. || I believe that this chapter is very good at explaining the multiple intelligence school. These schools can offer so much more to the children then regular traditional schools and they support different learning styles which enhances the opportunities for children to learn. I believe that these MI schools offer much more opportunity and when students have someone assessing their intelligence it makes them aware of the way they learn. These resources are useful to everyone and they offer much more to the children. ||
 * Nieuwkerk Hannah || This chapter discusses the idea of not only having an MI classroom, but an MI school. This new type of school where students will be taking classes, doing projects and homework; but the emphasis will be on developing their intelligences. In today’s schools, the ‘frill’ subjects (art, music, P.E., etc) are barely brushed upon, especially with school that have a small budget; but those subjects are really important for developing intelligences. In Gardner’s model of an ideal MI school, there will be an assessment specialist, a student-curriculum broker, and a school-community broker. A true MI school will engage students in real-world problems, allow them out in the community for real-life skills, and will allow students to explore their intelligences as far as they want to. || This is a good idea, but I think that it is a stretch. It’s awesome to think that a school would teach that way and give students so many opportunities. I think that the community might say that it wasn’t teaching students the most that they could take in. The only example that I could relate to this MI school would be the vocational programs, because it allows students to do apprenticeships and learn a trade, while earning a grade for it. Students that go to these vocational schools graduate and are immediately ready to go out and work. I think that they are even ahead of the college students, because they start working right off, not go to college for 4 years and then find a job. ||
 * Scheffler Erich || This chapter described a school that using the Multiple Intelligences theory. The book says that a proper MI school would have these three staff members: 1. Assessment Specialist, who documents each student’s activities, and shows higher-ups and parents; 2. Student-Curriculum Broker, who tells teachers how certain kids learn best, and provides resources accordingly; and 3. School-Community Broker, who is the link between the school and the community. The chapter ended by talking about the Key Learning Community, which is a school in Indianapolis, Indiana, which is an MI school. It described certain features of this school, including the fact that it teaches all eight intelligences every day, and has “pods”, which are special groups that tailor to one certain intelligence. || I thought this chapter was pretty helpful. I liked reading about how MI schools are made, and enjoyed reading about the Key Learning Community. I think it would be a really good idea for schools to seriously look into become MI schools, or at least taking big parts of the MI school curriculum, because I think that students’ overall intelligence would greatly improve. ||
 * Simoneau Andrea ||  ||   ||
 * Stevens Newcomb || In this chapter, there is the idea of the MI school. There are ideas in this chapter that suggest that the MI school is a hybrid of a children’s museum and a trade school. This school would encourage a new atmosphere where the student would develop their own intelligence by studying what the student excels at. This school would have more counselors in it in order to guide each student along and monitor progress.  ||  I like the idea of an MI school because I am a fan of MI. The student should have some jurisdiction over what they study. However, I think that when a student develops too deeply into one subject, the other intelligences could rot away. I think that students should study other areas of intelligence to become well rounded (I believe this chapter says this). Overall, I think that the MI school is an excellent idea.  ||