MI+Chapter+1+Block+2

[|Synthesis - MI C1 B2]

savants, distinctive developmental history, an evolutionary history, supported from psychometric findings, supported from experimental psychological tasks, identifiable core operation, and susceptibility to encoding in a symbol system. || The MI theory is a much different way to look at learning. Each student possesses strong and weak intelligences. Teaching to a student's stronger intelligence can help him/her learn more effectively. For example, teaching a student physics, who is a naturalist, might be more effective outside with nature, as he/she can understand the outside world more effectively then on paper. Finding ways to do this for every subject and for every student can definitely be challenging, but it does that mean that as a teacher I should not attempt to try and teach students looking at their multiple intelligences. ||  The first chapter of this book discusses the history behind the theory of multiple intelligences. The idea of intelligence was first coined by Alfred Binet in 1904. He developed intelligences to help determine which primary grade students were at risk for failure. This idea of intelligence stuck until 1983 when Howard Gardner came up with the idea of multiple intelligences. Today, there are eight intelligences that are known today. These are linguistic, logical-mathematical, spatial, bodily-kinesthetic, musical, interpersonal, intrapersonal, and naturalist. Everyone has each one of these intelligences, although they are better at one than the rest. There are exceptions, such as savants and people with specific brain damage. There are eight different categories that a potential intelligence must qualify in to become another one of the multiple intelligences. Today, there is still a debate about a ninth intelligence – the existential intelligence – meets most of the criteria.  This chapter does an excellent job informing readers of the history of intelligence and the multiple intelligences. The detailed descriptions of all of the intelligences are extremely helpful in understanding what each intelligence is. The extreme detail of who has what intelligence and how you can possibly only be good at a single intelligence stands out greatly in this chapter. The use of the information written by Gardner helps strengthen the explanations of each of the intelligences and the ideas that go along with them. This chapter is an overall great starter chapter to give readers a background on what the rest of the book will be discussing. || In the first chapter of //Multiple Intelligences,// Armstrong briefly explores and explains the eight intelligences. Armstrong explains the eight factors Gardner set up as “tests” to determine weather a person has a true intelligence in any given area, not just an aptitude or talent. Armstrong also touches on the four main points in the MI theory as well as the possible existence of other intelligences. What I found most interesting about this chapter was “that virtually everyone has the capacity to develop all eight intelligences to a reasonably high level of performance,” (Armstrong. 9). Most people believe that they were born with the ability to do some things and without the ability to do others. What Armstrong explains is that this is actually untrue and anyone with the right influences and training can become proficient in virtually any intelligence. I also found it interesting that while there may be savants and prodigies, even these individuals make use of all the intelligences. ||
 * **Names** || **Abstract** || **Reflection** ||
 * Barnes Mckell || Chapter 1 introduced the concept of the eight intelligences. These eight intelligences were founded by a man named Howard Gardner. These intelligences Gardner initiated include Linguistic Intelligence- the ability to use words proficiently. The second intelligence was Logical-Mathematical Intelligence- this is having good reasoning skills and being able to use numbers effectively. Spatial intelligence is another intelligence founded; this is the ability to visualize the world spatially. The fourth intelligence in the bodily-kinesthetic intelligence-this is using the body to express thoughts and feelings. Then fifth intelligence is that of the musical intelligence- this is the idea of expressing ideas musically. Interpersonal intelligence is the ability to see differences, motivations and feelings of other people. The seventh intelligence is Intrapersonal Intelligence-this is self-knowledge and the capability to adapt to that knowledge. Lastly, the intelligence Gardner founded was the Naturalist Intelligence which is the knowledge and expertise and categorization of all species. || I find the eight intelligences Gardner introduced in chapter 1 to be very useful when trying to find methods of teaching to all of these intelligences. He gave in-depth explanations of the intelligences allowing his readers to have a great understanding of how the intelligences work. I also found the figures the chapter provided to be very helpful when trying to grasp the concepts of the intelligences. Overall, this was a great first step to learning how to use different styles of teaching to reach all types of intelligences. ||
 * Brennick Christopher || The opening of //Multiple Intelligences// lays out the groundwork on the different types of intelligences we have based upon the research of Howard Gardner. It goes through what the eight intelligences are and it also describes each of them. This chapter goes into what evidence Gardner has for the existence of these intelligences. The next part contains a useful summary chart on each one of the eight intelligences. The next points laid out in the chapter are the “talking points” to speak of the theory. The closing of the chapter makes the point that this theory is not exclusive and there maybe other intelligences and other theories that hold water as well. || The biggest thing that I took out of this chapter was the descriptions of the intelligences and the chart because I believe I can take this into my classroom and use it as an observation tool when look at what kind of learning needs to go on in my classroom. I think the chapter does a lot of set up work but also gives point of interest that teachers can use to observe while they are in the classroom. ||
 * Columbia Laura || Chapter 1 of //Multiple Intelligences// (Armstrong, 2000) entitled "The Foundations of the Theory of Multiple intelligence" began with a brief history of how intelligences have been measured in the past. Howard Gardner, a psychologist from Harvard believe that intelligence had mean measured and defined too narrowly. He then formulated an intelligence indicator, which he categorized into eight different intelligences. These eight intelligences include; Linguistic, Logical-Mathematical, Spatial, Bodily-Kinesthetic, Musical, Interpersonal, Intrapersonal, and Naturalist Intelligence. Each one of these intelligences is briefly described. Though many believe that some of these intelligences should be called talents, it is explained that one particular intelligence is usually held above others, and each of these intelligences had a criteria it had to meet before Gardner labeled it an intelligence. A very helpful chart is included in this chapter which goes through the intelligences, along with its evolutionary origins, presence in other species, and historical factors. There is also a section on how brain damages can affect some intelligences but not others, due to the location of the brain injury. In conclusion the chapter ends with some major key points in the theory of Multiple Intelligence. Each person contains all of the intelligences but due to genetics and environmental factors, some are stronger than others. As well as the idea that many people can develop intelligences, and there is not one way to be intelligent in one of the categories. These intelligences can be expressed in different ways. Lastly, Gardner believes that this model is temporary, and with further research some of these intelligences could be eliminated from the list, while others might be added. || Growing up in a culture that values certain intelligences over others, it is hard to adjust one's thinking about other intelligences. Yet, it makes sense that there are many forms of intelligence. In high school I can remember that the smart students where those who excelled in classes such as math and science. And other classes such as English, foreign languages, and art were considered the more flowery classes. Even if a student excelled in one of these classes, it was not considered as much of an achievement as someone who did well in a math or science class. Yet, each of the intelligences are important. If everyone was Logical-Mathematical or Spatial, are environment would suffer because there would be no Naturalist Intelligence. As a teacher I want to encourage my students to strengthen their intelligence, as well as learning to expand upon and learn more about their other intelligences. By learning about these different intelligences it helps me understand people around me better. It is not a smarter or better, but more of a different way of looking at things. There was also a MI Theory Summary Chart which is very helpful in learning about the individual, especially as a student. The section in the chart that dealt with symbols would be useful as a teacher. By having a better understanding of each of the intelligences it is easier for the teacher to allow their student to express themselves in that way. As a teacher I want to help them learn the best they can, but I also want to encourage my students to develop their other intelligences. I hope to achieve this by doing activities that incorporate more than one intelligence. Examples given in this chapter are cooking, but other activities could be doing landscaping outside with other students. That would incorporate, kinesthetic (moving around), interpersonal (working with others), and spatial ( the design and spacing of the plants). Also as a teacher it is important to recognize that there are various ways of showing intelligence in each category. It is not a specific set of rules, more like guidelines of how that specific intelligence can be expressed. ||
 * Coombs Kayla || Harvard psychologist Howard Gardner came up with the idea of eight basic intelligences: linguistic, logical-mathematical, spatial, bodily-kinesthetic, musical, interpersonal, intrapersonal, and naturalist. The linguistic intelligence demonstrates the ability to use words effectively in speech and writing. The logical-mathematical intelligence is having the ability to use numbers effectively and being able to use reason well. The spatial intelligence is having the ability to observe and perceive the visual-spatial world accurately, and to perform changes on those views. Knowing how to use one’s entire body as a way to express ideas and feelings, and to manipulate materials with the hands demonstrates the bodily-kinesthetic intelligence. The musical intelligence demonstrates the ability to manipulate music and use it in various forms. The interpersonal intelligence is evident in individuals who perceive the emotions, intentions, and incentives of other people, by being sensitive to facial expressions and changes, and overall body language. The intrapersonal intelligence is the ability to identify one’s self-knowledge, including, but not limited to, knowing one’s strengths and weaknesses, moods, desires and temperaments. The naturalist intelligence demonstrates the ability to identify and classify various species of one’s environment. || Chapter one helped me familiarize myself with the multiple intelligences, and by doing so I could look more deeply into each specific intelligence. Because there are multiple intelligences I acknowledge the fact that every individual learns in a different way, and no two people learn and react to what they are being taught in the same way. By learning the specifics of each intelligence I can begin thinking about how I will try to incorporate all of the intelligences in how I teach so that each learner is reached and accommodated. ||
 * Cummons Michael || This chapter introduces the theory of Multiple Intelligences. Howard Gardner came up with the theory of MI in 1980, which contradicted the IQ test. The IQ test gives the notion that intelligence is one thing. Howard Gardner argues that there are multiple intelligences that effect how people learn. Some of these intelligences include: linguistic, logical-mathematical, spatial, bodily-kinesthetic, musical, interpersonal, and naturalist intelligence. Gardner claimed that everyone possesses these intelligences and that some have stronger intelligences than others. Every intelligence had to meet a certain set of criteria. Each intelligence had to be: potential isolation by brain damage, existence of
 * Damboise Kelley || Chapter one focuses on changing the generic thinking of intelligence to show that there actually are eight different kinds of intelligences, and there may even be more that we don’t know about. The eight intelligences include: linguistic, logical-mathematical, spatial, bodily-kinesthetic, musical, interpersonal, intrapersonal, and naturalist. Linguistic intelligence deals with people who use words to communicate or understand a situation; these students learn best from lectures, writing pieces, reading, and class debates. Logical-mathematical intelligence takes into account people who like to use numbers or equations to learn or understand a topic. Students who fit into this category learn best by word problems, or being able to categorize items. Spatial intelligence people learn and understand things best by visual presentations. Students who learn in this manner tend to focus on colors, textures, and graphic displays. Bodily-kinesthetic intelligence deals with people who need to use their body in order to understand and learn. These students usually learn best when they are allowed to manipulate objects with their hands or just move around; science experiments or athletic events tend to be great learning experiences. Musical intelligence deals with having a deep understanding of rhythm’s, note patterns, overtones, and harmonics. Students who learn in this manner enjoy background music being played while working, or creating projects that incorporating music. Interpersonal intelligent people enjoy working within groups and socializing with others. Group work or animated facial expressions are a great way for these students to learn. Intrapersonal intelligent has to deal with people who use intrinsic motivation to learn and understand; these students usually enjoy working own their own. Lastly, naturalist intelligence deals with people who understand naturally occurring events, and how they pertain to the world we live in. Science projects such as keeping and maintaining a greenhouse with a wide array of plants would be a great way for these students to learn. || “If I’d said that there’s seven kinds of competencies, people would yawn and say ‘Yeah, yeah.’ But by calling them ‘intelligences’ I’m saying that we’ve tended to put on a pedestal one variety called intelligence, and there’s actually a plurality of them, and some are things we’ve never thought about as being ‘intelligence’ at all” (Weinreich-Haste, 1985, p. 48). I think the concept of understanding that intelligence is more than just an IQ number helps people realize that just because a person may not be competent in math doesn’t mean that they are not intelligent. Intelligences have to work together in order to be effective; only in extremely rare cases, such as brain damage, can one of the eight intelligence work without at least one other intelligence. The level of intelligence can vary depending upon the person; some people may score in each intelligence, meaning they have the capability to basically learn from any form of teaching. Others, like Beethoven, probably would have scored extremely high in musical intelligence because of the way he could put together complicated symphonies. My multiple intelligence scores from class the other day reported that I learn best from bodily-kinesthetic and interpersonal experiences. No one I really struggled through middle and high school; almost all my classes were lectures and note taking. I would like for my students to experience more success in the learning process than I did when I was in school. My belief is that every student can become knowledgeable in a subject matter if I do my job well enough and incorporate the eight intelligences into my daily planning. No student should have to pass through lesson after lesson and not fully understand what is being taught because the teacher isn’t incorporating his or her learning style. ||
 * Kelley Kathleen || Chapter one in //Multiple Intelligences// helped reinforce everything that we have been learning so far in class. The chapter began by discussing Pinet and how the idea of intelligence test originated in the early 1900s to decide whether or not a student would need to have remedial attention. Then Howard Gardiner decided that there intelligence was much broader than realized and began going in depth about the eight intelligences: linguistic, logistical, spatial, kinesthetic, musical, interpersonal, intrapersonal, and naturalistic. The reading discussed how there are certain people who may exceed in one kind of intelligence but be extremely low in others, like the rain man. They also think that these intelligences peak because of certain patterns in life. People such as Mozart, Pascal and Gauss were referenced when talking about the ages at which intelligences surfaced. Other intelligences were also proposed which included areas such as spirituality, intuition, creativity and olfactory sensitivity. || I thought that this chapter was incredibly interesting and helped me understand the history behind where intelligence tests began to play a role in history. Whether we choose to admit it or not, intelligences play an important role in our every day lives and it is something that we need to be aware of as teachers. It is important to learn about multiple intelligences because one day we may have a student that may be extremely gifted in one intelligence and lack in other areas. We should have the knowledge to know what it is and how to help the student as best we can. ||
 * Knowles Christina || This first chapter explains the different multiple intelligences and how each of the work. This chapter also explains which part of the brain the intelligences are focused in. The charts in chapter one give us an easier way to understand the different qualities of the multiple intelligences. There is also a theory that multiple intelligences come from early man who had to hunt and fight the wilderness to survive. This chapter also introduces other theories from the past where man thought that intelligence was focused in other organs in the body. || I felt that this chapter was very interesting because it gave me more insight on how the brain works and how people learn differently. I thought multiple intelligences were much simpler before I read this chapter. It is very interesting that everyone has all of the multiple intelligences because I feel that I do have some intelligences and very little to none of others. ||
 * Mourkas Margaret || This chapter is all about IQ versus MI. The belief being that one person does not just have one intelligence, but several. Howard Gardner suggests that there are eight different intelligences and they are as follows: linguistic, logical-mathematical, spatial, bodily-kinesthetic, musical, interpersonal, intrapersonal, and naturalist. The latter being the most debated among the eight. Naturalist, some people say is not an intelligence but more a gift or knowledge. The chapter also describes in much detail how one could test the intelligence in depth to learn if the intelligence is really and intelligence. There are eight different trials the intelligence must pass before it can be declared intelligence, according to Howard Gardner. Gardner also points out that some people are highly possessed with one intelligence while lacking the others, and some people lack all eight intelligences all together and can only perform the slight skills needed to communicate an idea. Also, Gardner states that not one intelligence can perform on its own, at one time more than one intelligence will be working together to help the human perform the task it is trying to do. || I think it was interesting that this chapter presented the categories as intelligences versus the learning styles. I felt what I read in this chapter was pretty much the same thing that I had learned in class on Thursday only a little different. There was a lot more technical jargon then in class. When the chapter explained the process Gardner set up to text whether an intelligence was really an intelligence, I got a little confused and lost but I made it through and understood why it needed to be done. You cannot just run down the street declaring a new intelligence. The new theoretical intelligence must pass a rigorous set of trials before it can be declared. I do not know how I personally would use this chapter in my classroom beyond the fact that I know that there are many different styles of learning and a teacher must adapt themselves to each student. ||
 * O'Neil Christopher ||  ||
 * Richardson Cassandra || The first measurements of intelligence and the overall concept of multiple intelligences were developed around 1904 in France. It was not until later that Howard Gardner, an American psychologist, suggested eight different categories for intelligences. The categories he specified are as follows; linguistic, logical and mathematical, spatial, bodily-kinesthetic, musical, interpersonal, intrapersonal, and natural. Each person possesses the eight intelligences, but the degree of development for each is determined by natural and environmental factors. The average person is capable of developing each intelligence to a quality level of performance. However, there are exceptions to this theory, those being largely savants and prodigies, whose skills are made imperfect by brain damage or lack of development. Savants are described as people whose overall development of intelligences is lower, with one or more intelligences incredibly superior to the others. Gardner also considered adding a ninth intelligence to the existing categories, existentialism. Other suggestions for additional intelligences have been suggested as well. || I find it incredibly interesting to read about the different intelligences because I’ve always wanted to become a teacher. The fact that there are requirements and criteria in order to be considered a legitimate intelligence is completely mind-boggling to me, because as a child I never considered that aspect. I also had never considered the idea that there was more than one way to be intelligent within an intelligence category, but it makes more sense now; as far as the linguistic category is concerned, my friend Sarah and I were both proficient. However, Sarah had more skill editing papers and such, while I was more proficient in the writing area.
 * Trundy Monique ||  ||
 * Webb Christopher || In the first chapter of Multiple Intelligences the author explains how Howard Gardner initially designed the eight intelligences and why he chose the eight ones which he has. The chapter goes on to discuss why those eight specific ones were chosen and not others and provides evidence for each reason. The author explains four key points of the MI theory; that everyone posses all eight intelligences, each intelligence can be developed to an adequate level of competency, the intelligences work together in complex ways, and there is more than one way to be intelligent within each given category. This chapter also explains how not only humans have these intelligences but animals possess them as well. It distinguishes between humans and animals, however; because humans are able to symbolize things and animals are not. It also stated that everyone possesses all of the intelligences but they manifest in different degrees within everyone and there are many factors surrounding people lives which can influence their growth. || This book clearly explained a difficult theory and made it seem simple. The author made the subject very simple to understand and the terminology was not hard to grasp which made reading it easy. The charts in the chapter helped illustrate the scientific evidence for the intelligences as well as the specific qualities of the intelligences. I thought it was great that the author wrote this out as well as put it into a chart since the book itself is about how people learn differently and some might learn better from seeing it on a chart and others from reading it. After reading this chapter I had a better understanding of how the multiple intelligences worked not only individually but collectively. ||
 * West Simon || In this chapter the book discussed how Alfred Binet created the IQ test in 1904, and how since then multiple intelligences have become an accepted theory from Howard Gardner. The chapter tells of how he has eight intelligences and that he has several tests to depict how strong each intelligence is, and was able to determine that these factors were actually intelligences and not just simply gifts or talents. The chapter goes on to say that each person possesses all eight types of intelligence and that each person can develop these intelligences to an adequate level of competency. The chapter also says that all of the eight intelligences work together in a very complex way to create one’s whole intelligence. || This chapter was a very good read because it broke down the theory behind MI into very logical steps that are easy to follow. The chapter also lists each intelligence and gives a description of their concentration and practical use. I fell that this chapter is very important for someone like myself who is entering the teaching profession, because it helps to give a greater understanding and appreciation for other peoples’ more dominant forms of intelligence. The chapter was also useful in showing how an IQ test is outdated and a poor demonstration of a person’s true intelligence because of how narrow its spectrum is.