MI+Chapter+5+Block+1

[|Synthesis MI C5 B1] The fifth chapter of the multiple intelligences book talked about how to develop a curriculum based on the multiple intelligences theory. The book says that a multiple intelligence teacher uses a wide variety of teaching methods, whereas a traditional teacher only lectures. The chapter then gave a list of key methods for effectively teaching to each of the multiple intelligences. It then taught how to create a multiple intelligence lesson plan, and gave seven steps on how to do this. The chapter concluded by talking about how to make lessons that transcend the different subjects. I thought this chapter was very interesting. I liked how told me what things I should do and what questions I should ask myself in order to create a multiple intelligence lesson plan. In order to fully reach every student, and fully utilize this theory, a teacher should create lessons that cater to all students, and it was helpful that this chapter did that.
 * **Names** || **Abstract** || **Reflection** ||
 * Archambault Michael || Chapter five of MI deals with the history of multimodal teaching and the difference between the traditional style vs. the MI style. It offers examples of teaching activities, teaching materials, and instructional strategies. There are lists of different ways to incorporate styles of teaching that will appeal to the eight different learning styles. Asking yourself the right questions while planning your lesson will show you different ways to catch the attention of every student. || I think that MI is more accessible than DI/UbD. I still skim the charts, but I like the ideas that MI gives to use every intelligence in a way that would be productive and fun. It wouldn’t just be fun for the students, but for me too. I have already thought of most of the things it suggests, but not before this class, just before I read this chapter. I can’t wait to try some of the “For Further Study” when I go back to Mt. Blue. ||
 * Audy Melissa || Chapter 5 in Multiple Intelligences explores ways that teachers can integrate the multiple intelligences into their curriculum development. The chapter goes over the history of multimodal teaching, giving examples of people who have historically used this method to teach—the examples date as far back as Plato. It is suggested that teachers use this multimodal method of teaching as a way of opening their minds to various teaching styles and tools they may have never thought of. The chapter describes the contrast between “traditional” teaching and MI teaching. Traditional teaching is where the teacher simply lectures and presentation does not change from lesson to lesson. However, in an MI classroom, information is constantly presented using various methods which reach far more students. These methods are more hands on and stimulate other areas of intelligence. The chapter goes on to provide lists and charts with helpful ideas of how to use each intelligence within a curriculum. A step by step procedure explains exactly how these ideas can be added to a lesson plan. || More teachers should read resources like this! It is sad when students are unable to pay attention due to the fact that their teacher never strays from the same lecture-style routine day to day. By using the multimodal method, perhaps the teachers would be able to spark an interest in students who have a hard time sitting through lectures. I love how the chapter lists out so many ways to add some spice to a normal lesson plan, for those who are creatively challenged. I feel that in my high school experience, I can’t recall the things I learned in lectures, but I can remember things I learned in the classes where I was asked to actually DO things. By integrating the multiple intelligences within a lesson plan, teachers prepare themselves for a successful school year. ||
 * Boulter Elizabeth || At the heart of this chapter was a discussion about MI and non MI teachers. It’s main point was how effective the use of MI theory could be in “awakin[ing] students’ minds”! MI is the need to increase our variety of skills and methods! It’s engaging each student according to their needs. It’s a differing classroom environment that creates opportunities for each student to succeed. This chapter gave examples of how to use MI in the classroom effectively and how boring it could be if you did not. Lastly, they showed a few basic ways to create lessons according to MI theory. First, you find an objective, then you ask a question according to the intelligence, next you look over possible materials, brainstorm, and select an activity fitting with this MI. || This chapter was great to visually see the set up of a lesson plan. Seeing these ideas on paper made this process seem a little easier. I often worry about how to incorporate all the MIs in my classroom but this chapter gave great tips, examples, and ideas! I really liked the charts of possible activities for the spatial learners because I think that’s one of my weakest MIs. I’m excited to use a lot of this information in my public speaking unit! ||
 * Brown Ryanne || This chapter speaks to the difference between a teacher in a multiple intelligence classroom and one that does not consider multiple intelligences in their lessons. It gives suggestions for how to integrate multiple intelligence variety into lesson plans. The chapter lists many different activities for each multiple intelligence. The chapter gives ideas on how to build a focused curriculum to include the different intelligences. There are also tools in the chapter such as the MI Planning Sheet that help with the planning process. There is a lot of emphasis on the importance of demonstrating all of the intelligences throughout the lesson plans being created. || The idea of every teacher using the multiple intelligences in their lesson plans should be better known. After reading this chapter I realized that there are so many options for how to integrate different learning styles that there shouldn’t be excuses not to. This chapter explains that portions of the classroom will still remain as writing on the board, or lecturing, which are normal teaching methods; however, the majority of teaching can be different activities and added creative ideas to enhance the depth of the lessons. Along with the other chapter s in this book, the authors make it very clear that the importance of integrating this type of lesson plan is substantially important, and in my opinion every teacher should at least take it into consider. I’m starting to think teaching without these fun additives might be rather mundane. ||
 * DePue Margaux || Chapter 5 of //Multiple Intelligences in the Classroom// discusses how the MI theory can be implemented in curriculum development. It begins with a brief history of the MI theory in curriculum, giving examples of teachers as far back as Plato and examples of the MI theory in media, such as in the movie Dead Poets’ Society. Teachers using the MI theory when in the classroom provide hands-on experiences in the classroom and only alter traditional ways of teaching rather than omitting them. The chapter gives lists of techniques and tools to use for curriculum developed with MI in mind, such as storytelling, Socratic questioning, mood music and games. The chapter offers an organized framework of steps to take when developing a curriculum that integrates the MI teachings: teachers should focus on their objectives in their curriculum, ask themselves how they can integrate MI teaching into their curriculum, brainstorm possibilities, select activities and plan and use them. || This chapter was particularly helpful in allowing me to think about how I would begin to integrate the MI teachings into the curriculum that I will be using. I am happy that the chapter gave examples of what techniques and exercises to use, even if they did not seem as though they applied to your concentration. I will be using Socratic questioning, which is typically an exercise used for the logical-mathematical intelligence. The step-by-step process was also very helpful in figuring out how to structure and plan the usage of MI teaching in the classroom. ||
 * Dunne Kaisha || This chapter goes into the background about MI and give numerous examples of how its been used before. It really digs into how to be the “MI Teacher” and creating “MI Lesson Plans” (pgs. 39 & 44). It really sets the stage with the materials and methods of teaching with MI and gives a picture to all the chapters we’ve been reading on the MI theory; like putting a face to a name. The examples of activities to do with each of the 8 MI’s pulls in the discussions from the last chapters on how to apply the MI’s in the classroom. They displayed a lot of the examples through graphs and charts in this chapter which is a good visual aid for the visual learners and is a change up from just reading text in paragraph format. It goes on to talk about how teachers should focus on their objectives to their curriculum and gives a big push of how to demonstrate the MI’s throughout the lesson plans. This gives the teachers opportunity to keep their teaching style nice and fresh because they switch it up so much compared to how other teachers are doing it. || This was a great chapter because it applied what we've been learning about with the Multiple Intelligence theory in class and in our reading. It provided numerous examples that I feel would help me in my lesson plan designs and made me this about the things that I have already chose. The planner in the second to last graph really helped me to understand that this needs to be applied in the classroom 24/7 and I should be using a different MI everyday instead of just switching between one or two like some older style teachers tend to do. ||
 * Hudson Kimberly || This chapter talks about how the Multiple Intelligence theory can be used to develop a curriculum. The MI theory suggests that teachers need to expand the tools that they use in the classroom to encompass all the different intelligences. Teachers using this should be able to reach beyond the text and the blackboard in order to engage students. There are different activities that a teacher can do for each of the intelligences. For a linguistic intelligence: the teacher can use brain storming or student speeches, for a mathematical intelligence: logic puzzles and games and scientific demonstrations, for a spatial intelligence: visualizations and videos are useful, for the kinesthetic learner: hands on thinking is a great idea. There are also activities that can be used for the other four intelligences. For the musical intelligence: mood music or musical concepts can be used, for interpersonal intelligence: cooperative groups can be used, for intrapersonal intelligence: self-paced intelligence is a good idea, and for the naturalistic intelligence: nature walks is a great idea. There are also seven steps to creating a lesson plan: focus on a specific objective, ask key MI questions, consider the possibilities, brainstorm, select appropriate activities, set up a sequential plan, and implement the plan. || This chapter is great for giving ideas for what activities can be used for each intelligence. If a teacher used all these, I can’t even imagine how rich the class would be. I do not think that the students would ever be bored. They would always be doing something that is not really traditionally done in the classrooms. For example, nature walks, in my entire time in high school I went on a nature walk twice and that was only because it was a field biology class. This can be used in any subject which just makes it so much better. ||
 * Korn Shauna || In this chapter it talks about how a teacher who uses the MI format would be more likely to more involved in their classroom. Compared to other teachers they would be the ones who switched up their style of teaching to meet all the students learning abilities and will be able to make a connection with them. There were key materials that were discussed and expressed what was the method of teaching that needed to be used and then had subcategories which were the actual activities that you could do to meet that method. These methods were all listed under the different Multiple Intelligences so that a teacher could target what type of learners were in each of their classes. Then in a chart for each Multiple Intelligence there were teaching activities, teaching materials, and instructional strategies listed. There were other charts that had all the Multiple Intelligences that were connected to the objective you would be teaching, then another chart that showed how you could incorporate more than one Multiple Intelligence into a lesson. This would save sometime in the classroom and still allow students to learn. The last chart connected each subject matter with the criteria they would need to meet each Multiple Intelligence. || I extremely liked this chapter. I am a visual person and seeing all these charts and how they all covered each other was awesome for me. I was able to see the breakdown of what I would need to be doing for my students with their personal MI. The great thing about having it in chart form was that it allowed me to see the tasks that had could be done. This is important to me as a teacher, because I know that if I try one thing from that list and it doesn’t work with that student that there are other examples I can try and see if there is a connection there. The last chart that worked with content area was great as well because it gave you ideas to use that would hit some of the Multiple Intelligences. ||
 * LaRose Rebecca || This chapter is all about how teachers that engage MI are more likely to know their students will because they are more involved. Users of MI are more likely to cater to students' specific needs by using DI. Through using MI it broadens the spectrum as to the skills that each student utilizes throughout their schooling. This chapter also gave many specific examples as to how to make lesson plans that accommodate the MI theory. || I felt that this chapter was helpful. This chapter opened my eyes to knew ways to bring MI into the classroom. It is very important that MI is used because it can only further students by showing them that teachers care about how they learn best. ||
 * Murphy Amber || It is extremely important for teachers to use different tools and ideas beyond the normal linguistic classroom approach. There are several small concepts teachers can incorporate into lessons which touch upon the different intelligences. The MI model is one that doesn’t have any rules simply to reach the demands of kids learning with different intelligences. “ MI offers a means of building daily lesson plans, weekly units or monthly or yearly themes and programs in such a way that all students have their strongest intelligences addressed at least some of the time” (44). The major problem teacher’s face each day is translating the material from each of the intelligences. The MI theory has seven steps to creating a lesson plan using the different intelligences. || This chapter was extremely helpful to me and offered great insight on ideas for lesson plans. I believe that one of the hardest things for teachers to do is translate material from one of the intelligence to the other. I believe that this creates a difficult barrier and I believe that if teachers were provided with the list which was in this chapter they would be able to implement the multiple intelligences better in their classrooms. I think that these ideas can help to bring a lesson to a different level and to reach a different child which is the whole point of touch each of the eight different intelligences. ||
 * Nieuwkerk Hannah || The multiple intelligences have gone back in time even up to Plato who said not to force students, but let them have fun when they are younger so the teacher can see how they learn. Jean Jacques Rousseau said that students have to learn through the “book of life”, not just books. Teachers have to go beyond the blackboard to really get through to students. The teacher has to constantly shift gears in the presentation and teach in different ways to get to all the students in the classroom: moving around, drawing pictures, plays music during ‘down time’, shows a quick video, gets students up and moving, etc. And there are so many ways to get to each different intelligence, for more information, go to pages 40-43, and for more information in techniques and materials to use in the MI classroom. To create a multiple intelligences lesson plan, there really aren’t too many rules that the teacher has to follow, it has more to do with the learning styles of the students. By using the MI theory, teachers have to translate the material that is being taught from one intelligence to another, which can be no easy feat. A seven-step procedure is given to create a lesson plan. Overall, by using the MI theory, teachers can provide a way of thematic learning for their students that can structure their curricula. || I thought it was pretty neat that Plato had known that people learn differently and need to explore their differences to learn to their best ability; it’s interesting to see how far back these theories go in history. The MI theory is wonderful because it really gets students going, it is difficult to be a sleeping student in class if the teacher is walking around, drawing pictures, playing music, or watching a YouTube clip. Students get bored in class, but by using the MI theory, they will always be active and their brain will be stimulated. Students will get so much more out of school if all teachers used this theory. I know that when my teachers walked around the room and tried to do new things all the time, I enjoyed class because I was always wondering what new thing we were going to do and it always kept me on my toes. Those were that classes that I learned the most in, too. ||
 * Scheffler Erich ||  ||
 * Scheffler Erich ||  ||
 * Simoneau Andrea || This chapter talks about the MI teacher, materials and methods needed in proper MI teaching, how to create MI lesson plans and the benefits of thematic instruction. It also provides several examples of lesson plans, lesson suggestions, and lists of materials and methods you can use to be a good MI teacher. An "MI" teacher caters to all the intelligences in her classroom, integrated in each of her lessons. || I found the most helpful part of this chapter to be the eight day lesson plan using the intelligences. I couldn't imagine trying to cram all eight intelligences into one eighty-minute lesson. That to me makes much more sense, and would bewilder my kids much less. I also liked the idea of thematic instruction. Having a theme (a big idea) running through my instruction to tie it all together seems to make sense. I'm surprised I agree with this, because when I was in school I always thought having themes were stupid, but that was because my teachers always failed to tie the content to our big theme. ||
 * Stevens Newcomb || Chapter five was about traditional teaching versus teaching a lesson plan to multiple intelligences: teaching on a black board versus teaching in various ways. There is the concept of making a curriculum that puts emphasis on teaching each unit based on the intelligences. This method is ideal for classrooms with varied students and especially vital to struggling students. By modeling lesson plans around the multiple intelligences, searchers can optimize the success of their students. In this chapter, there were several examples of how to teach lessons to different students such as hands on activities. It is evident that the field of education is truly changing for the better. || I enjoyed this chapter due to its insight and content. I think that is important for the earlier stages of education to be fun: this should make students want to learn for sheer enjoyment rather than “because I have to.” I feel that education is false without legitimate motivation or purpose: what is the point if there is no reason? Students should have a reason to go school just like a person should have a reason to wake up in the morning. I believe that teaching to the intelligences and making learning fun is the best possible move for the realm of educators.

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