This chapter focuses on the cognitive aspects of MI. It talks a lot about using the multiple intelligences to help facilitate memory retention. It talks about using the multiple intelligences in every day life as well as in classrooms. The chapter also relates the MIs to Blooms Taxonomy and the different levels of learning.
Using the MIs to help students remember material would greatly improve test and project scores. As a student it is hard for us to remember everything we are taught the next day, so it is a challenge for us to correct that problem in our students when we begin teaching. Getting students to think on a higher level can be difficult, but will help students to transfer information into their long term memory. Finding a student's strongest MI will help you link things to that method of learning and it will become easier for them to remember.
Monday, March 26, 2007
Thursday, March 22, 2007
Chapter 8 Abstract and Reflection
Abstract- This chapter was mainly about integrating the MI's into classroom management. The chapter goes through several examples of how the MI's can fit into classroom management, such as how to integrate them into getting the class' attention, create classroom rules, and addressing students' behavior according to each of the intelligences. It gives many examples for each of the intelligences on how to accomplish these classroom management tasks.
Reflection- We decided that this chapter gives us a lot of useful information on a task that is hard to accomplish. Classroom management is not an easy thing. It is hard to get a whole class to pay attention and exhibit good behavior, and this chapter gave us good insight into how to accomplish this. This chapter gave us good examples of how to get the students attention as well as how to transition between activities successfully. It also gave us good examples for each intelligence on how to address student' behavior by catering to each of the intelligences. A teacher needs to have good class management skills to be able to effectively teach the information and this chapter gives us good suggestions on how to do that while incorporating the eight MI's.
Reflection- We decided that this chapter gives us a lot of useful information on a task that is hard to accomplish. Classroom management is not an easy thing. It is hard to get a whole class to pay attention and exhibit good behavior, and this chapter gave us good insight into how to accomplish this. This chapter gave us good examples of how to get the students attention as well as how to transition between activities successfully. It also gave us good examples for each intelligence on how to address student' behavior by catering to each of the intelligences. A teacher needs to have good class management skills to be able to effectively teach the information and this chapter gives us good suggestions on how to do that while incorporating the eight MI's.
Chapter 8 Abstract and Reflection
Abstract- This chapter was mainly about integrating the MI's into classroom management. The chapter goes through several examples of how the MI's can fit into classroom management, such as how to integrate them into getting the class' attention, create classroom rules, and addressing students' behavior according to each of the intelligences. It gives many examples for each of the intelligences on how to accomplish these classroom management tasks.
Reflection- We decided that this chapter gives us a lot of useful information on a task that is hard to accomplish. Classroom management is not an easy thing. It is hard to get a whole class to pay attention and exhibit good behavior, and this chapter gave us good insight into how to accomplish this. This chapter gave us good examples of how to get the students attention as well as how to transition between activities successfully. It also gave us good examples for each intelligence on how to address student' behavior by catering to each of the intelligences. A teacher needs to have good class management skills to be able to effectively teach the information and this chapter gives us good suggestions on how to do that while incorporating the eight MI's.
Reflection- We decided that this chapter gives us a lot of useful information on a task that is hard to accomplish. Classroom management is not an easy thing. It is hard to get a whole class to pay attention and exhibit good behavior, and this chapter gave us good insight into how to accomplish this. This chapter gave us good examples of how to get the students attention as well as how to transition between activities successfully. It also gave us good examples for each intelligence on how to address student' behavior by catering to each of the intelligences. A teacher needs to have good class management skills to be able to effectively teach the information and this chapter gives us good suggestions on how to do that while incorporating the eight MI's.
Monday, March 19, 2007
Chapter 13 Abstract and Reflection
Abstract- This chapter was mainly about three different areas in which multiple intelligences can be applied. The three are computer technology, cultural diversity, and career counseling. The chapter states that computers can be very useful to students with different multiple intelligences by using different software for different types of learning. For cultural diversity, the chapter stresses the fact that every human from every culture has different intelligences, and how each culture has different intelligences that they think are important. AS far as career counseling, the chapter focuses on the fact that, when it comes to the vocational field, there are many opportunities for people with any intelligence.
Reflection- As a group we all agreed that it was amazing how the multiple intelligences fit into every aspect of life, not just teaching. We focused on the part that culture plays in the intelligences as well as how much knowing about the intelligences can help with career counseling. It is especially important in career counseling because of the fact that jobs are very specific in their tasks. A job can compliment someones intelligences perfectly. For example, a a visual learner that also has a large musical and interpersonal intelligence would make a very good movie director, and a person who is mainly a verbal learner and who has a naturalist intelligence as well could make a good writer. There are many combinations. Career counseling really links to the real world for students and is helpful to take the knowledge the students have and apply it.
Reflection- As a group we all agreed that it was amazing how the multiple intelligences fit into every aspect of life, not just teaching. We focused on the part that culture plays in the intelligences as well as how much knowing about the intelligences can help with career counseling. It is especially important in career counseling because of the fact that jobs are very specific in their tasks. A job can compliment someones intelligences perfectly. For example, a a visual learner that also has a large musical and interpersonal intelligence would make a very good movie director, and a person who is mainly a verbal learner and who has a naturalist intelligence as well could make a good writer. There are many combinations. Career counseling really links to the real world for students and is helpful to take the knowledge the students have and apply it.
Thursday, March 15, 2007
Chapter 11
This chapter focuses on special education and how it is handled within our schools. Schools consider special education students as students that are not capable of learning with the rest of the students. Most IEPs consist of students practicing the same activities that they are not good at. This chapter goes into detail of how relating their weaknesses to the strengths they have would help them learn better. If teachers would use the MIs within their classrooms then there would not be as many students refered to special education in the beginning. Having the students practice skills they are not gifted in simply continues to frustrate them and make them more discouraged than they were to begin with. Using the MIs that special educatino students excel in helps to build their knowledge and their self-esteem. This approach would also allow students to remain in the same classroom as the rest of the students and not single them out.
Incorporating the MIs into the classroom is a great way to begin helping people view special education students as capable rather than students who cannot succeed in the normal class. this is the common misconception of special education. This chapter helped us understand the need to look at the strengths that these students have and help them learn new things from these viewpoints. This chapter talks about how currently students with special education standards are basically to toss them aside and forget about them. This is the focus within this chapter and how to not do this and see the useful things that these students can do. Bringing out their hidden skills and helping them develop new skills using these talents is the best way to help reduce the number of special education students.
Incorporating the MIs into the classroom is a great way to begin helping people view special education students as capable rather than students who cannot succeed in the normal class. this is the common misconception of special education. This chapter helped us understand the need to look at the strengths that these students have and help them learn new things from these viewpoints. This chapter talks about how currently students with special education standards are basically to toss them aside and forget about them. This is the focus within this chapter and how to not do this and see the useful things that these students can do. Bringing out their hidden skills and helping them develop new skills using these talents is the best way to help reduce the number of special education students.
Multiple Intelligence Chapter 14 Abstract and Response
Abstract
This chapter talks about the ninth intelligence, existential intelligence, and its integreation into the classroom. This intelligence can be considered to be the "philosophical" intelligence because it explores the "why" questions about life, who we are, and the meaning of all things. Students with this intelligence are able to understand the big picutre, they actually need to see the big picture in order to understand the importance of all of the little things (lessons) that lead to the big idea. The chapter gives many great examples of how this intelligence can be integrated into the classroom curriculum.
Reflection
This intelligence should always be utilized in the clssroom. As teachers we should be encouraging our students to ask why and explore their world. Explaining the big picture and the relevance of lessons to the big idea will help students understand the work that htey are doing and the meaning behind it. Using this intelligence in our clssrooms may help students find a connectoins between a subject that the students understands an one that the studen may struggle with. By using this intelligecne to relate different subjects to each other, the teacher will be encrouageing the students to explore a higher level of thinking. Teaching students how to reach a higher level of thinking will help them to improve their problem solving skills and many other factes of their life.
This chapter talks about the ninth intelligence, existential intelligence, and its integreation into the classroom. This intelligence can be considered to be the "philosophical" intelligence because it explores the "why" questions about life, who we are, and the meaning of all things. Students with this intelligence are able to understand the big picutre, they actually need to see the big picture in order to understand the importance of all of the little things (lessons) that lead to the big idea. The chapter gives many great examples of how this intelligence can be integrated into the classroom curriculum.
Reflection
This intelligence should always be utilized in the clssroom. As teachers we should be encouraging our students to ask why and explore their world. Explaining the big picture and the relevance of lessons to the big idea will help students understand the work that htey are doing and the meaning behind it. Using this intelligence in our clssrooms may help students find a connectoins between a subject that the students understands an one that the studen may struggle with. By using this intelligecne to relate different subjects to each other, the teacher will be encrouageing the students to explore a higher level of thinking. Teaching students how to reach a higher level of thinking will help them to improve their problem solving skills and many other factes of their life.
Sunday, March 11, 2007
Chapter 6
This chapter was about the different strategies that can be used in the classroom to incorporate each of the eight intelligences. The chapter gives five examples for each intelligence and how it can be tied to the curriculum in the classroom. My favorites from each one are: linguistic – storytelling, I absolutely love listening to and telling stories though I’ve never used them to teach; logical – Socratic questioning, I was definitely the kid who always asked why and this is the perfect excuse to do it as an adult; spatial – picture metaphors, I tend to actually use metaphors a great deal naturally, but using them as pictures is pretty awesome and something I never thought about; kinesthetic – the classroom theater, this one is hard for me, but this way challenges the students, not just to move, but also to perform, which is something many students have trouble with; musical – rhythms, songs, raps, and chants, it occurs to me that most forms of poetry would fit in this category and that is something I do understand, and if that can be called musical intelligence, then I’m all set; interpersonal – simulations, whether or not you feel like an idiot, you almost have no choice but to learn something from it, even if all you learn is that a corset is painful; intrapersonal – feeling-toned moments, I figure if you make your students laugh or cry or jump in shock, they are listening and they will remember whatever it is you said because they connected to it somehow; naturalist – I’m going to go with pet in the classroom, but I have to confess, it’s mostly because I love animals, but also there is a great deal you can learn from caring for and observing animals.
The chapter gave great examples on how to incorporate the different intelligences into the classroom and also how to use them to help students connect on a personal level to what they were learning. Our mentor teachers use some of these strategies but if they were able to use more of them, they would likely get the class more involved in what it was they were learning. It was also great for those of us who have trouble with specific areas such as musical intelligence. Having examples like these makes it easer to come up with ideas of our own to use. It was also useful to show how it could be connected to content. I really liked the idea of Socratic questioning because not only is Socrates historic, but it is a great way to direct student thinking and discussions.
Saturday, March 10, 2007
Abstract and Reflection Chapter 5
Abstract- This chapter was mainly about incorporating all of the multiple intelligences into the classroom curriculum. It stressed the importance of making sure that all eight MI's are present in the classroom. The chapter then goes on to talk about examples of how all of the multiple intelligences can be incorporated in class. The chapter also shows how to plan lessons that cater to all of the intelligences.
Reflection- This chapter was good because it laid out in detail how exactly to plan lessons and teach class according to the MI method. We thought that it had a lot of helpful examples on how to use all of the intelligences, a difficult task when making lesson plans. The chapter also had very good visual webs and charts that made it easier to understand exactly what it was saying. As teachers we must strive to teach everyone fairly, and to do what we must to help the students have the easiest time they can trying to learn to understand the material and not just memorize it.
Reflection- This chapter was good because it laid out in detail how exactly to plan lessons and teach class according to the MI method. We thought that it had a lot of helpful examples on how to use all of the intelligences, a difficult task when making lesson plans. The chapter also had very good visual webs and charts that made it easier to understand exactly what it was saying. As teachers we must strive to teach everyone fairly, and to do what we must to help the students have the easiest time they can trying to learn to understand the material and not just memorize it.
Thursday, March 8, 2007
Multiple Intelligences Chapter 10 Abstract and Reflection
Abstract-
Thic chapter was mainly about assesment of students according to their style of learning. The chapter also stresses the idea that standardized tests do not correctly asses what the students have learned because they only cater to two or three of the multiple intelligences. Whereas standardized tests asses only logical and linguistic skills, a test that was made to asses all of the intelligences can better show how much the students have really learned.
Reflection-
We thought that the chapter was good because it stresses the need to have a more diverse style of testing than standardized tests and can better asses a students true ability. Students that don't have very good linguistic or logic skills will not do well on standardized tests not because they don't know the material well, but because they will have a hard time communicating what they know. The only thing that is beneficial about standardized testing is the fact that in a real world setting, such as in college, multiple intelligences are not neccesarily addressed. In college standardized testing is the foremost type of testing, and if students are not prepared for college they won't do well. Standardized testing in high school can prepare students for the challenges that they will face in college and the real world. However, it is important that students really learn in high school and creating tests that address all of the intelligences is a very good way to do that.
Thic chapter was mainly about assesment of students according to their style of learning. The chapter also stresses the idea that standardized tests do not correctly asses what the students have learned because they only cater to two or three of the multiple intelligences. Whereas standardized tests asses only logical and linguistic skills, a test that was made to asses all of the intelligences can better show how much the students have really learned.
Reflection-
We thought that the chapter was good because it stresses the need to have a more diverse style of testing than standardized tests and can better asses a students true ability. Students that don't have very good linguistic or logic skills will not do well on standardized tests not because they don't know the material well, but because they will have a hard time communicating what they know. The only thing that is beneficial about standardized testing is the fact that in a real world setting, such as in college, multiple intelligences are not neccesarily addressed. In college standardized testing is the foremost type of testing, and if students are not prepared for college they won't do well. Standardized testing in high school can prepare students for the challenges that they will face in college and the real world. However, it is important that students really learn in high school and creating tests that address all of the intelligences is a very good way to do that.
Multiple Intelligences Chapter 7 Abstract and Reflection
Abstract
This chapter addresses the environment that the classroom provides for the students by appealing to each intelligence. The chapter talks about having MI activity centers or areas in the room where students of different intelligences are able to go and feel comfortable doing research, discussions, or class work. An environment that creates an atmosphere for learning helps students feel that they are part of the class and feel connected to the material. Giving the students choices as to how they will complete a task gives them the oportunity to open their minds and feel comfortable doing so.
Reflection
We feel that it is very important how a classroom can create an environment that either encourages learning or can hinder learning. A class that has an atmosphere that expresses the material in many different ways helps students to gain different perspectives on the material by appealing to the different intelligences. For example, in kindergarten there was a corner for drawing, reading, listening to books on tape, and building blocks. These areas appealed to kids with different intelligences. In a math class there could be a wall with pictures and graphs of architecture to express the concept of geometry. This would appeal to the kid in kindergarten who spent all of their time in the building blocks area. In a social studies class there could be an area dedicated to WWII where there are books from people who survived as well as books about the German military and their leader. In a health class the room could be filled with all different facets of health. There could be an outdoor wall, a physical fitness wall and a nutrition wall with recourse books to provide more information. I think by leaving a wall or an area where the students decide what they want to go there will also help the students to create their own environment and feel more connected to the classroom.
This chapter addresses the environment that the classroom provides for the students by appealing to each intelligence. The chapter talks about having MI activity centers or areas in the room where students of different intelligences are able to go and feel comfortable doing research, discussions, or class work. An environment that creates an atmosphere for learning helps students feel that they are part of the class and feel connected to the material. Giving the students choices as to how they will complete a task gives them the oportunity to open their minds and feel comfortable doing so.
Reflection
We feel that it is very important how a classroom can create an environment that either encourages learning or can hinder learning. A class that has an atmosphere that expresses the material in many different ways helps students to gain different perspectives on the material by appealing to the different intelligences. For example, in kindergarten there was a corner for drawing, reading, listening to books on tape, and building blocks. These areas appealed to kids with different intelligences. In a math class there could be a wall with pictures and graphs of architecture to express the concept of geometry. This would appeal to the kid in kindergarten who spent all of their time in the building blocks area. In a social studies class there could be an area dedicated to WWII where there are books from people who survived as well as books about the German military and their leader. In a health class the room could be filled with all different facets of health. There could be an outdoor wall, a physical fitness wall and a nutrition wall with recourse books to provide more information. I think by leaving a wall or an area where the students decide what they want to go there will also help the students to create their own environment and feel more connected to the classroom.
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