MI+Chapter+3+Block+1

Every child has multiple intelligences, however some of the intelligences are more visible at certain age groups. It would be nice to be able to take a test to figure out your students' strengths, but in reality, the best method is simple observation. A student will usually misbehave using the area that they have a higher intelligence in, such as talking out of turn if they are strong linguists. Another strong clue to which way a student learns best is to watch them during free time. School records can provide insight into a student's intelligence styles based on previous grades and testing results. Asking the child's parents what the student is good at can be a gold mine, because they know the child better than anyone. I never really thought that a student would misbehave in the way that they learned in. I'm going to have to pay more attention to subtle clues like that. It makes sense with myself, because I was always the class clown, or talker in classes. I don't necessarily think parents are as good as a source as this book thinks they are. Not that a student's parents don’t know them, but parents tend to embellish about their child, because they always think they are better than everyone else. I would never expect to hear a parent say "my child isn't good at..." I may be totally wrong though. I also think that taking pictures in a high school setting may be distracting and a little counterproductive, because high school students are extremely concerned about outward appearance. I found this chapter incredibly helpful. I took a lot of notes on how to get others involved so that the task of identifying is more efficiently done and hopefully more accurate. I do get nervous thinking about not being able to properly identify which students are stronger in certain intelligences and this chapter gave a closer look at what to look for in each student. I also found the list of tests really helpful, this way just with regular assessment it will be easier to see strengths and weaknesses. This technique would also be helpful in looking through school records for their best subjects or patterns in their grades. There are tons of useful suggestions in this chapter and I will be using this portion of the book as a resource in the future. || This chapter discusses how to determine which learning styles students possess. Even though a person has all eight intelligences, by an early age he or she seems to gravitate towards one or more. A good way to help determine these intelligences is how a student might misbehave in class. For example, a child that is highly linguistic might talk out of turn. Another way to identify which intelligences are more focused is by what they do after school. Collecting documents on the students may also be helpful, for example, taking pictures while students are working on or presenting a project. A teacher can also talk with other teachers as well as the student’s parents. When I was reading that watching a student misbehaving could show which intelligence they used, I laughed. I have never thought about it that way, but thinking on it, it makes sense. I tend to be very verbal with my learning and when I got in trouble in school it was because I was reading when I wasn’t supposed to be. I also think that it is great advice to just observe students in their natural element as well. Asking parents is another great tip because if anything, they know the student the best. It just shows that it’s not impossible to figure out which intelligences a student will prefer to utilize. This chapter of MI is all about how to find the ways that individual students learn best. As the multiple intelligences are hard to pinpoint with a standardized test, most knowledge comes from observing. Noticing how students do well, and also how they misbehave are good things to watch when looking how students will learn best. The thing that the chapter stresses the most is to talk directly to the student. The student knows how they learn better than anyone else, and asking can help not only you verify their learning styles, but can also make the student aware of how they learn best. I liked this chapter because I think that it is important to how many visual learners there are as opposed to how many verbal learners there are. When you know how to best teach each student you are more prepared to teach the whole class. If one student understands something better because of a visual aid, they can help kinesthetic people understand, and if you give even more examples and activities, all students will have something that pertains especially to them. This chapter taught many ways to learn about someone learning style or multiple intelligences. I know that it is necessary for teachers to know their students and the ways in which they learn best. This chapter explained many ways in getting to know your students and how they learn. There are many ways to see student’s intelligences; however I agree that the best way is by simply observing and watching the classroom. It is necessary for parents to communicate with teachers, parents and students to gain knowledge about a students multiple intelligences. The third chapter in Multiple Intelligences in the Classroom discussed ways teachers can asses a certain student’s multiple intelligences. Some ways they can do this is to collect documents such as pictures, they can look at a student’s school records to see where his or her strengths and weaknesses lie, they can also talk with other teachers and with the parents to find out about the student’s learning habits and interests, and to ask the students themselves about their learning habits, and also to set up activities like games to find out how students learn. I found this chapter really helpful. I thought it was great that the author gave these examples on how to better learn about children’s learning styles and multiple intelligences. Something I thought was interesting in this chapter was the author mentioned that the only teacher who sees a student function in each of eight intelligences is the kindergarten teacher, because in kindergarten, the students do almost every activity.
 * Synthesis** - [|MI C3 B1]
 * **Names** || **Abstract** || **Reflection** ||
 * Archambault Michael ||  ||
 * Audy Melissa || Chapter 3 of //Multiple Intelligences// begins by describing ways that teachers can observe their students to pinpoint which area of intelligence they have the strongest grasp of. A chart is given to give readers a deeper understanding of the different intelligences, quickly explaining how each intelligence thinks, what each intelligence enjoys, and what each intelligence needs. It is also suggested that teachers look into the students’ history by reading their records and finding out if, perhaps, a child has already been recognized as a certain type of learner. A checklist is also provided for each intelligence, as a way of assessing a student. However, basing assumptions off of this checklist is not always the best approach, so the chapter goes on to suggest speaking with parents or the children themselves. Children are able to distinguish what types of activities they do and do not enjoy and this is an incredibly useful tool for teachers. Teachers can also have students perform certain activities, and through observing their responses to these activities, once again, the teachers are able to determine who is interested in what and how this will benefit them in their education. || ===== I found it funny when the author jokes about watching how students misbehave in order to figure out where their intelligence lies. When I was in 2nd grade, my teacher often scolded me for having //too much// input. She went as far as to give me a “Yakkity-Yak” award at the end of the year, for speaking too much. It turns out, my intelligence is heavily linguistic, so perhaps this was a fair observation. I think it will be useful, as a teacher, to know my students well enough to recognize their strongest intelligences. As an intrapersonal worker, I understand how frustrating it can be to be forced into group work. I imagine the same is true for interpersonal learners who are forced to work alone. By understanding the needs of my students, I will be able to plan my lessons and projects around these factors, and make my learning environment safe and comfortable for all. ===== ||
 * Boulter Elizabeth || Chapter 3 was about recognizing intelligences in students and keeping a record of them. It was about observing them so you can identify their intelligences. The chapter suggested ways of interpreting and assessing these. They suggest watching the students during free time, looking at their records, talking with other teachers that have the student, and discussing it with their parents. The chapter goes into detail about how to observe these and how to record them. They suggest keeping a journal entry and writing a few sentences about each student every week so that by the end, you will have a few pages worth of notes. Using these observations, you, as a teacher, can better reach the student and personalize lessons to the students’ needs. Using these notes is a way to open up the lines of communication between you, the student, and their parents. || This chapter was enlightening! It gave me so many good ideas on how to assess the students’ behavior and how to better reach them. The list of “tests” to give them was interesting! Since I am more of a bodily-kinesthetic learner, I liked the examples of “tests” for these intelligences because they made sense to me. I felt like these assessment methods were accurate! I also liked the example of how to keep track of the students’ behaviors as they relate to the intelligences (choice making, social interactions, and speech). I think it is a neat way to keep up with your students and gives you more data on which to base your lessons. ||
 * Brown Ryanne || This chapter’s basic purpose was supplying strategies for identifying the multiple intelligences in the classroom. One of the suggestions was personal observation of the students while working in groups or individually, their reaction to tasks and such. This suggestion is also connected to involving the parents to get observations from the students’ home lives as well. By involving the parents, teachers can create better connections to the students and why their behavior is what it is, and also keep the parents involved in the students’ lives. Some other suggestions for identity of multiple intelligences include documenting activities, checking student records, using journals, (the teacher and the student), observing students in their free time, and also examining students’ misbehavior to identify the deeper problems. The chapter also emphasizes creating ways to explore all of the intelligences in each student. By teaching students and parents what to look for, teachers can form little support groups to help with assessment and identity and further the education of the student. ||
 * DePue Margaux || Chapter Three of Multiple Intelligences in the Classroom discusses ways in which to identify intelligences in students, giving lists of suggestions and methods to use. The first method is observation, looking equally at the ways in which students behave and misbehave in the classroom and how they behave outside of the class, looking at their interests and favorite pastimes. Teachers may also use a checklist of observed behaviors given by the book. Collecting documents such as pictures of a student’s behavior and samples of student work may also be beneficial to teachers. Educators may also look at school records, talk with other teachers and parents about a student’s abilities and ask the student about his or her abilities to identify certain intelligences in the student. Setting up special activities may also be beneficial, since a teacher may observe first-hand how a child responds to lessons targeted at students with specific intelligences. || By looking at the most prominent intelligences in a student, a teacher can assess how to teach him or her more effectively. The chapter emphasizes using observation and other methods because information gained about the student will help identify his or her specific way of learning through one or more of the eight intelligences. In doing this, educators will be able to teach using the Differentiated Instruction model with a better understanding of how their students will learn more effectively and how to specifically target each learning audience in the classroom. ||
 * Dunne Kaisha || Chapter 3, “Describing Intelligences in Students”, is about not hiding ones uniqueness or talents, but yet to let them shine, this goes for both students and teachers. Teachers should want their students to shine as learners and as people. It goes on to discuss how the single best tool to assessing a students multiple intelligences is to simply observe them. This is a chapter full of way on how to figure out students multiple intelligences. The chapter provides examples on how to go in and get evidence to what the students multiple intelligences might be, like looking at school records, talking to other teachers, asking the student how they best learn, and many more. These are great examples as to going about getting ones desired results about their student and the way they learn. || Chapter 3 helped me out because I was a little nervous as to what if activities like the one we did in class didn't provide me with enough information to really see the students true multiple intelligences. This provided me with lots of ways that I could go about it and I feel that with all that research it could really help that student out in discovering what type of a learner they are and help me to teach them. My favorite part was the chart, it seems like that would come in handy with figuring out what to do with each learner and in the process of figuring out where a student may fall. I really liked this chapter and found it to be very useful; there was a few I wont use unless I'm truly stuck. ||
 * Hudson Kimberly ||  ||
 * Korn Shauna || This chapter was about how a teacher would identify the eight different Multiple Intelligences in their classroom and how they would go about doing so. The chapter also presented the reader with a chart that “Children who are highly...” and went into the eight different Multiple Intelligences. Next to each intelligence is how a child with that intelligences would think, what they would love, and what they would need from a teacher to help support their intelligence. Things that were in the need category were things that were simple and nothing that was extreme. This chapter also used a checklist approach to the different learning styles so that a teacher could check off each action that they are seeing from each child to help put them into a Multiple Intelligence. Towards the end of the chapter it talked about how to communicate with students because they are the ones that know themselves the best. || I agree with a lot of the information in this chapter and find both the chart and checklist to be something that I would use in my classroom. I liked how at the end it connected the children into the picture and explained how to get in touch with their intelligences. I thought that that was really important because if a student for example continuously fails at tests and can’t figure out what they are doing wrong. They explain that they are highlighting material and retaking notes to study. If a teacher knows that this student is a visual/spatial person that teacher can then say, lets try flashcards instead. Knowing that information will be crucial to me and how I teach. ||
 * LaRose Rebecca ||  ||
 * Murphy Amber || In this chapter it explains that all children possess all right of the intelligences and some are more developed then others. This starts to happen at an extremely young age and the best way to assess student’s intelligences is through observation. There are several ways to see how students use their different intelligences such as their behavior, what they do with their free time and what they do outside of school. Teachers have the ability to look back on school records which can explain exactly a student learn. Sometimes talking with past teachers, parents and the students themselves can tell a number of different stories which enlighten teachers about ones learning style. || This chapter taught many ways to learn about someone learning style or multiple intelligences. I know that it is necessary for teachers to know their students and the ways in which they learn best. This chapter explained many ways in getting to know your students and how they learn. There are many ways to see student’s intelligences; however I agree that the best way is by simply observing and watching the classroom. It is necessary for parents to communicate with teachers, parents and students to gain knowledge about a students multiple intelligences. ||
 * Nieuwkerk Hannah || At a very young age, children can already start to show inclinations (usually two or three) towards certain intelligences. The best way to tell which intelligences a child or student has to observe them in the classroom working, or even in their free time, or even better: how they misbehave. A teacher can be better organized by using a camera, a cassette, or a videotape. You could also look back on the students’ records and grades (with permission, of course), especially the reports from kindergarten. And the last good way to find out the multiple intelligences of a student is to ask fellow students about him or her. || It is simply amazing to me that children even before Kindergarten can already be developing stronger tendencies towards certain intelligences when their brains are far from being fully developed, and it is a good indicator of what their stronger intelligences might be, which is impressive. I also liked all the interesting ideas on how to capture the student using one of his/her multiple intelligences (i.e. camera, cassette, or videotape). But I feel at the same time that the teacher has to be careful and not single out the student too much, because then he/she would feel ‘different’. ||
 * Scheffler Erich ||  ||
 * Simoneau Andrea || This chapter discusses the ways to assess different intelligences in one’s students. This can be done in a number of ways: through direct assessment, keeping a diary on one’s students, collecting documents on your students (this includes school records as well as documentation you yourself collect on students, such as photos and journal entries and so forth.) Talking with teachers and parents is also important, as well as speaking directly to the students themselves. Teachers and parents offer much insight into a child’s intelligences, as they are the expert objective observers of the child (particularly the parents) and the child himself is an expert on his own intelligences as well, knowing always where his strengths lie. || I found it extremely helpful that the book outlined several ways of diagnosing what each child’s intelligences are. I found it interesting that they listed observing misbehavior as a way to diagnose intelligences, pointing out that children are apt to misbehave in a way that is in accordance with their preferred intelligence. For example, a child who is naturalistically intelligent may sneak a frog or mouse into class, an interpersonally inclined student will be socializing, etc. [21] I am glad that the book encouraged speaking directly to the students as well, therefore acknowledging the importance of the student’s role in their own learning. I am also glad to see that the book encourages collaboration between teachers, and I found that quite helpful as well. I intend to do that when I go into the schools. ||
 * Stevens Newcomb || Chapter 3 was the assessment of multiple intelligences. Students think according to their intelligences: for example, a spatial student thinks in pictures. When a teacher does not appeal to a student’s intelligence, they will ignore a teacher in according to their intelligence: for example, kinesthetic students will fidget. It has been found that children will have developed learning styles before entering school. Teachers must be prepared to teach any lesson to each type of intelligence. In order to know the students, one must talk to the students, other teachers, and the parents. || I can relate to being bored in class. The only time I was entertained was when the teacher made an obscure joke, reference, or voice impression. When I was bored, I would often doodle or tap my feat: these are spatial and musical demonstrations. Before I was in school, I often played with Lego bricks and Lincoln logs: I developed my spatial intelligence early. When I did go to school, any lesson involving Lego bricks was my favorite. ||