MI+Chapter+5+Block+2

[|Synthesis MI C5 B2] I really enjoyed the way chapter set things up. I liked the chart for brainstorming and gives us ideas for each of the intelligence. I think it is important to look at all of the intelligences and say how can I teach this to a student who’s strongest is this or that. I really enjoyed the question we can use to plan for each day. || Chapter five of Multiple Intelligences is about how to use MI style of teaching in the classroom. “Multimodal teaching” can even be traced back to Plato, who wrote, “Do not use compulsion, but let early education be a sort of amusement.” The main idea of teaching using multiple intelligence is to reach beyond the text and blackboard and reach and awaken the students mind. An MI teacher contrasts a traditional teacher, who lectures in front of a blackboard and gives mostly reading, writing, and textbook assignments. It is okay for a teacher to teach using linguistic techniques, as it is an effective way of teaching. However, in America, it is simply used too much. A good MI teacher changes up class consistently, trying hard to awaken all intelligences. Even linguistic style of teaching can be approached in a way to stimulate all intelligences. This chapter also goes into how to create MI lesson plans. The best way to approach this is to think about how to translate the curriculum into ways that can be understood by all intelligences. There are eight steps to follow: 1)Focus on a Specific objective. 2.) Ask Key MI Questions. 3.) consider the Possibilities. 4. Brainstorm. 5. Select Appropriate activities. 6.) Set up a Sequential plan. 7.) Implement the Plan.
 * **Names** || **Abstract** || **Reflection** ||
 * Barnes Mckell || In the beginning of chapter five, the book compares the differences between the two types of teachers: traditional teachers vs. teacher who teach to the mi. Plato is known to be one of the first teachers to implement teaching to different intelligences into his classroom. Chapter five also gives us creative ways to create creative lesson plans that teach to all of the intelligences. The book provides a seven step approach to creating a lesson plan. Step 1: Focus on a specific objection or topic, step 2: Ask key MI questions, step 3: Consider the possibilities, step 4: brainstorm, step 5: select appropriate activities, step 6: set up a sequential plan, and lastly step 7: implement the plan. || I really liked how this chapter compared the two different types of teachers; it set up great prospective that really lets you see the different styles of teaching and why one should be used over the other. I also really liked the seven step approach to creating a lesson plan to teach to all of the multiple intelligences. I think it sets up a great foundation on how to do so. This chapter provided very useful information as well as a little history. ||
 * Brennick Christopher || The fifth chapter of the MI book goes into how we should plan lessons using the MI theory. The first major section of our book gives us major teaching tools that we can use that go along with each of the intelligences. The book also gives us teaching activities, materials, and strategies for each of the eight intelligences. The next part of book goes over how we go about creating a MI lesson plan. The fist step the book says is to set an objective for the lesson after that ask the key MI questions given in the chart then consider the possibilities then brainstorm the ideas for touching each intelligence after that select the appropriate activities from your brainstorm list and set the plan up sequential and implement it. The last part gives us an overview of how we can teach all subjects around a common theme and how this allows us to touch each intelligence. ||
 * Columbia Laura || Chapter five of //Multiple Intelligence// is full of rich information. The introduction to this chapter discusses the MI theory and how it is not new. It goes as far back as to Plato who believed in teaching in different ways. Next is a brief comparison of the traditional teacher to the MI teacher. Simple things such as playing music, passing around artifacts and having the students interact are simple ways to bring multiple intelligence into the classroom. Lists, as well as several charts are included that give examples on how to teach to each intelligence. There is also an example of a lesson plan that incorporates multiple intelligence. Overall, it is very important to incorporate multiple intelligences into the classroom with all of the intelligences, not just a few. || This chapter was very helpful because it showed me what I should not be doing as a teacher. I want to be able to reach my students, no matter what their strengths or weaknesses are. This chapter also made it look really easy to incorporate multiple intelligence into the classroom. Though lecturing and teaching at the board is one valid technique, it should not be the only one. I love having music in the background. It really helps me learn better. In my classroom I want students to have the option to listen to their music if they are doing individual work or studying. I know that may not be allowed, but I hope to work out some way in which at least at some points in my lessons, I can touch upon each intelligence. ||
 * Coombs Kayla || Chapter five, “MI and Curriculum Development” starts off by describing a teacher in an MI classroom who consistently shifts presentation methods so as to reach every intelligence throughout the lesson. For example, the teacher will draw images and write on the board, as well as play music in the background and divide the class into different groups. The chapter also offers a list of teaching tools in the MI theory. For example, when teaching to the linguistic intelligence, the teacher could do lectures, word games, student speeches, storytelling, journal keeping and publishing. When teaching to the logical-mathematical intelligence, one could use Socratic questioning, classifications and categorizations, scientific demonstrations, science thinking, and heuristics. Spatial intelligence could be targeted through use of visualization, videos, slides, and movies, art appreciation, picture metaphors, idea sketching, and imaginative storytelling. One could reach bodily-kinesthetic intelligence learners by using creative movement, hands-on thinking, classroom theater, competitive and cooperative games, body maps, kinesthetic concepts, and physical relaxation exercises. A good way to target the musical intelligence is to use musical concepts, mood music, group singing, listening to inner music imagery, or using background music. When teaching to the interpersonal intelligence, a teacher could use cooperative groups, peer teaching, peer sharing, simulations, or interactive software. Use independent study, feeling-toned moments, personal connections, choice time, options for homework, or goal-setting sessions when teaching to the intrapersonal intelligence. Ways to reach naturalists are: nature walks, classroom pets, ecostudy, class weather station, plants as props, and windows onto learning. || This chapter presented many options for making a successful MI classroom. Even using just a few items from each list for each targeted intelligence would contribute a great deal to the classroom. I would love to use these ideas in my classroom not only to reach each intelligence but also to make my classroom more inviting and interesting for all students. Each lesson would include a variety of teaching strategies and learning strategies. As a student, I love going to the classes that present content and target learners in a variety of ways, and I think it is a great way to reach all students. For example, I could see myself teaching Greek mythology by writing notes on the board with symbols for the different characters, watching movie clips that are based upon ideas, people, and stories of mythology, playing background music for independent journal writing on unit reflection, and having the students dress up as their favorite characters and do skits outside. This chapter made me think more into how I would want to teach in an MI classroom. ||
 * Cummons Michael ||  ||

Reflection

This Chapter is very helpful. It explains, in many ways, how to use the MI theory in the classroom. I found it very interesting that even Plato discussed the idea of MI learning at a young age. It is very interesting to think of a class that engages every learner with different intelligences. Growing up, classes were mostly lecture, with a text book, and a teacher teaching from a blackboard. For me personally, this was a great way to learn. I do remember other students struggling. This shows that while one kind of teaching worked great for me, it does not mean that it works for every one. I really liked the part of the chapter that shows how to make a lesson plan that engages all intelligences. Being able to read how to actually teach using the MI theory was very helpful. It has always seemed like such an unrealistic ideal, but now MI seems practical, and doable. Chapter five of Multiple Intelligences is about how to use MI style of teaching in the classroom. “Multimodal teaching” can even be traced back to Plato, who wrote, “Do not use compulsion, but let early education be a sort of amusement.” The main idea of teaching using multiple intelligence is to reach beyond the text and blackboard and reach and awaken the students mind. An MI teacher contrasts a traditional teacher, who lectures in front of a blackboard and gives mostly reading, writing, and textbook assignments. It is okay for a teacher to teach using linguistic techniques, as it is an effective way of teaching. However, in America, it is simply used too much. A good MI teacher changes up class consistently, trying hard to awaken all intelligences. Even linguistic style of teaching can be approached in a way to stimulate all intelligences. This chapter also goes into how to create MI lesson plans. The best way to approach this is to think about how to translate the curriculum into ways that can be understood by all intelligences. There are eight steps to follow: 1)Focus on a Specific objective. 2.) Ask Key MI Questions. 3.) consider the Possibilities. 4. Brainstorm. 5. Select Appropriate activities. 6.) Set up a Sequential plan. 7.) Implement the Plan. This Chapter is very helpful. It explains, in many ways, how to use the MI theory in the classroom. I found it very interesting that even Plato discussed the idea of MI learning at a young age. It is very interesting to think of a class that engages every learner with different intelligences. Growing up, classes were mostly lecture, with a text book, and a teacher teaching from a blackboard. For me personally, this was a great way to learn. I do remember other students struggling. This shows that while one kind of teaching worked great for me, it does not mean that it works for every one. I really liked the part of the chapter that shows how to make a lesson plan that engages all intelligences. Being able to read how to actually teach using the MI theory was very helpful. It has always seemed like such an unrealistic ideal, but now MI seems practical, and doable. This chapter finds itself on the basis of developing an MI curriculum in the classroom. The chapter opens by showing how MI theory is not a new idea, and that how it has been used through out history as a way of awakening the minds of students. The chapter offers Greek philosophy as an example. The chapter tells us that it is ok to write on a board at the front of the room as it is a legitimate way of teaching, but that a good MI teacher also draws pictures, shows videos, and allows for hands-on experience. In the next few pages the chapter gives a list of many ways that teachers can integrate MI theory into the classroom. The list covers all eight intelligences and gives many examples under each one. One of the points of the chapter is that with MI theory it is also important to be able to translate one intelligence into another, this serves as a way of making sure all students have a means of understanding the information. One of the key elements of this is that students are able to recognize the information as being relevant to their lives. This chapter ends by telling us that we should be guided by our deepest and sincerest efforts to ensure that all students have the chance to succeed in school This chapter was very useful in that it offered up ways to integrate MI theory into actual practice. We have all read about MI assessment and keeping track of evidence of learning, but this chapter actually gives specific examples of skills and techniques educators use to make MI theory a part of their classroom. One of the better points I felt is that an educator should develop the ability to translate through the different intelligences so that multiple groups of students can be taken care of without displaying a large shift in the classroom. I agree that it is very important for a teacher to tend to the different needs of students, and be able to develop a lesson plan that is effective in reaching all of the students within the class. The diagrams that the chapter displays are also very helpful, and having a visual aid to go along with the text helps to put into better context the ultimate goal that an MI teacher is trying to achieve.
 * Damboise Kelley || Chapter fives main focus is on how to create lesson plans that try to incorporate all eight intelligences. Author Thomas Armstrong writes about a seven-step plan that can be used to help create lesson plans using the eight intelligences. Step one is to look at what the objective is, and how a curriculum could be developed around it. The most important part about this step is that the objective is clearly stated that way there leaves very little room for confusion or misinterpretation. Make sure the objective is listed in the middle of the paper to allow brainstorming to occur around it. The second step is to take all eight intelligences and place them around the objective. Then use questions such as “how can I evoke personal feelings or memories, or give students choices” to figure out if there is a way to build upon the objective under interpersonal. (Armstrong, p. 45) Third step consist of looking at all the possibilities that seem appropriate for the individual intelligences. Step four is the fun and creative part where brainstorming occurs. List twenty to thirty teaching/learning techniques that fall under the eight intelligences that would apply to the objective. The fifth step is to select the teaching/learning technique that best responds to the class’ learning styles. Step six is where the actual plan begins to take shape and step seven is where the plan is implemented in the classroom. || This is such a useful chapter when trying to learn how to incorporate all of the multiple intelligences into a lesson. It starts by looking at the big picture and working its way backwards to develop the best way to teach the students in a particular class. My favorite part of the chapter, and the part I find most useful as of now, is where it shows all the different ways to engage a learner from each of the eight intelligences. I love how if I needed to figure out a way to incorporate the interpersonal intelligence to my lesson plan there is a list of different ways to do this. ||
 * Kelley Kathleen || Chapter five of Multiple Intelligences in the Classroom discusses different methods of creating a curriculum that addresses multiple learning intelligences. The concept of teaching different modalities is by no stretch a new concept. Historical figures such as Plato, Rousseau, Montessori, and Froebel have all been innovators in using MI theory in the classroom. MI teachers are very different from the traditional teacher. Tradition consists of standing at the blackboard writing notes and talking at the students. MI teachers may stand at the blackboard, but also incorporate other ideas like playing music, group work, self assessments, showing videos, and hands on fun into the daily or weekly routine. Creating lesson plans tailored to different intelligences can be challenging and many people see MI theory as an unorganized method to teach. However, parameters are set to control the curriculum. The book also lays out seven steps designed to help teachers plan lessons. MI also is structured to help teachers create themed instruction. It not only makes it easy for subjects to be tied together, but it also encourages students to explore their intelligences in real life situations. || I really enjoyed this chapter because of all of the diagrams that were given. When reading about designing curriculum, there were some really neat webs that focused around questions that you should ask yourself to help you target specific learning styles. I thought that this was extremely helpful because that would be something I would struggle with. Having this web may make it easier to break down the information and tailor it to fit a;; intelligences. I also enjoyed the lists of techniques for each intelligence because it expanded more on what works for each learner. ||
 * Knowles Christina || Chapter five starts out by introducing us to the MI teacher. A MI teacher uses different methods of teaching often. They are constantly changing the ways they teach so they can include every type of learning into their classroom. Most teachers lecture constantly and ask questions. They do not change the way they teach which does not help students who do not learn that way. The chapter also covers how to teach the way a MI teacher would. It gives steps to use the multiple intelligences in the classroom. The chapter also gives many charts and diagrams that can be used to creat a MI lesson plan. || I knew that it was important to incorporate different ways of learning into the classroom but I did not know how I could do that. This chapter helped me a lot because it gave me straight forward answers on how I can incorporate them into the classroom. I also liked the diagrams because visual diagrams help me a lot. They clearly show how and in what ways I can use the multiple intelligences. ||
 * Mourkas Margaret || Chapter 5 entitled MI and Curriculum Development, touched on how to create a curriculum with multiple intelligences in mind. It is not an easy thing to do but there is a 7 step process that helps. Step 1: Focus on the specific objective or topic; Step 2: Ask key MI questions; Step 3: Consider the possibilities; Step 4: Brainstorm; Step 5: Select appropriate activities; Step 6: set up a sequential plan; and Step 7: Implement the plan. Most teachers stand up in front of the class and lecture all the material instead of utilizing all the free or low cost technology and resources that are available to them. The chapter states that, “. . . MI theory can be applied to the curriculum in a variety of ways. There are no standard guidelines to follow” page 46. || This chapter really helped me understand how to plan a curriculum around the 8 intelligences. The book admits that the process is hard but that there is hope as well. I really liked the chart/lists of the eight intelligences and what ways they excel at understanding the knowledge. It really helped me understand how different students learn and what they can do to understand the material better. ||
 * O'Neil Christopher || Chapter five discusses how teachers can create a curriculum by using the multiple intelligence theory. The chapter includes a large list of different teaching tools that teachers may use in their curriculum. Each of the intelligences has a large amount of tools that is very helpful for teachers. There is also a very simple seven step procedure that shows teachers one way in which they can create a curriculum designed around the multiple intelligence theories. There seven steps are: Focus on a Specific Objective or Topic, Ask Key MI Questions, Consider the Possibilities, Brainstorm, Select Appropriate Activities, Set Up a Sequential Plan, and Implement the Plan. The chapter also discusses that even though it is standard teaching procedure to lecture and write on the blackboard all class, it is still useful to use it in the classroom. Teachers need to be wary of how they use this and how often they use it. They need to make sure to incorporate the other intelligences, even if it is by drawing pictures on the board or using exaggerated bodily gestures. || This chapter was full of information that will be very useful when I go and teach. It provides a large list of tools that I can use to help teach to all of the intelligences. It gives a lot of valuable information about designing a curriculum around the theory of multiple intelligences. The more I read about how to do this, the more I learn how important multiple intelligences truly are. I also start to realize how many of my teachers did not teach to all of the intelligences and that it did truly affect my learning experience in that class. With the information gained from this chapter, I will be able to become a better teacher and not turn into the teacher that no one likes and no one does well with. ||
 * Richardson Cassandra || Chapter five begins by explaining that the concept of multiple intelligences within a classroom setting has been around for more than most people realise, as early as Plato. The purpose of multimodal teaching is to present information in exciting ways that students will acknowledge and show interest in. The quintessential MI teacher ‘shifts her method of presentation from linguistic to spatial to musical and so on, often combining intelligences in creative ways.’ (p.39) That is, the teacher is responsible for getting the information out in a variety of ways so students aren’t bored. The book also gives seven stepping stones for || I found this chapter interesting from the historical point of view especially, because not only was Plato on the bandwagon pretty early, but Rousseau and Montessori were part of the MI vision as well. I didn’t know that Maria Montessori had a part in developing the MI theory of instruction, but it makes incredible sense now. I find it also very interesting how I started the class not even four weeks ago with an air of skepticism as far as MI was concerned, but after reading a few chapters with such an incredible emphasis on MI, I find myself looking for ways to incorporate MI into things. ||
 * Trundy Monique || In chapter five Armstrong gives examples of historical figures who believed in the MI theory before it was titled so. These people included Plato, Jean Jacques Rousseau, Johann Heinrich Pestalozzi and Friedrich Froebel. Armstrong also gives tips for the MI teacher. “The MI teacher” must always be flexible and “continually shifting her method of presentation,” (pg. 39). Armstrong stresses the importance of interacting with your students in a multitude of ways and offers long lists of activity ideas for all the intelligences. Armstrong also offers a seven step plan for making effective MI lesson plans. || My favorite part of this chapter was the seven step lesson plan and lists of activities for each one of the intelligences. I also liked the brainstorming planning sheet. I think this chapter is one that I will reflect on when I’m actually teaching. There are numerous brainstorming ideas for teachers to use. Typically brainstorming is for the students, but this chapter offers ways for teachers to brainstorm effectively as well. ||
 * Webb Christopher || This chapter was relatively short but discussed the teacher need to use diverse strategies of instruction in the classroom. One piece of information it gives us is that according to a study 70% of class time is spent with “teacher talk”, that is where the teacher stand in front of the class and lectures to students. It gives various examples from other philosopher and thinkers like Jean Jacques Rousseau and their ideas on education and how innovative they were. It discusses how a good Mi teacher will constantly shift their form of presentation from intelligence to intelligence so students are getting a variety of teaching techniques. It states that the best way to create lesson plans utilizing MI is to think of the various ways a topic can be taught to all eight intelligences. Finally it discussed Mi and thematic instruction which basically teaching using MI but also is applying it to the real world. || I thought this chapter was great, and really easy to read and understand. I enjoyed the part about Rousseau and I’m glad they incorporated the ideas from other philosophers and thinkers because I had learned about his views on education from a previous class on philosophy. There were so many interesting and useful charts in this section of the book that it will be very easy to incorporate many of these ideas into our time during practicum, student teaching, and beyond. ||
 * West Simon ||  ||