MI+B2+Chapter+1

Abstract-Lizzie
The majority of the class has come up with the following points from the chapter: This chapter discusses the idea of Multiple Intelligences. Howard Gardner, in 1983, did lots of work in order to redefine within the psychological and educational world, the way that we view intelligence. He worked specifically with redefining the meaning of intelligence by believing that there was more then one intelligence. He believed that there were eight, named by, linguistic, logical-mathematical, spatial, bodily-kinesthetic, musical, interpersonal, intrapersonal, and naturalist.(Page 2) He further believed that everyone possesses all eight intelligences and they can have the ability to develop all of them further and in many different ways. Howard Gardner also stated that each person can excel in one intelligence and struggling in another. This scenario can stem from brain damage, the existence of savants, or people who naturally gravitate towards one intelligence. All of the intelligences work together, which creates our strongest and weakest intelligence depending on what our strengths and weaknesses are or develop to be. He also believed that all intelligences should be incorporated into a classroom. This would allow a balance among the students and help them towards succeeding using their own intelligence. Many people in the class view this theory as a stepping stone in order to more fully understand not just their students' learning styles but their own and understand them on a more personal level. This stepping stone of multiple intelligences is one of the fundamental reasons why we have come so far in understanding intelligence.

Reflection- Lizzie
The class believes that [|Howard Gardner] was right in his belief that there is more then just one intelligence. Further more, they also realize that fully understanding each [|intelligence] and how they work can benefit not only how to understand the students but as well has how they can best learn. It was interesting to see that many people could view themselves as possessing many of the intelligences but it was interesting to know that everyone possesses all eight. As an even more interesting approach, finding out your own learning style and integrating that into your classroom can help you to really connect to your students. Most everyone agrees that implementing this strategy in the classroom is crucial. Appealing to all students allows for a flow within the classroom and a better relationship not only between the students themselves but between the teacher and the student. Being able to help those who learn differently can help in the teacher growing as a learner //with// the students and fostering their own individual intelligence. Many agree that the idea of [|multiple intelligences] has helped to gain a close understanding of different learning styles as well as bring the teacher and student closer together during the learning process.

Ben
MI: Chapter 1 In chapter 1 of //Multiple Intelligences// I learned about the beginnings of the **M** ultiple **I** ntelligences theory. MI began in 1983 when a Harvard psychologist decided that the original intelligence was not wide enough. That psychologist was Howard Gardner, and he was set on redefining the meaning of intelligence. Gardner believes, "Intelligence deals with the capacity for solving problems and fashioning products in a context-rich and naturalistic setting." He felt that there was seven intelligences, not just one. Later on he added an eighth intelligence. The eight intelligences are Linguistic, Logical, Spatial, Kinesthetic, Musical, Interpersonal, Intrapersonal , Naturalist. The four main points in MI theory are each person possesses all eight intelligences; people can develop each intelligence to a sufficient level of competency; intelligences usually work together in complex ways; there are many ways to be intelligent within each category. Thanks to Gardner's realization of these intelligences I feel that I will able to connect with more than just the students who are like me. I will no longer just appeal to the logical and kinesthetic learners through my teachings, but try and come up with ways for the different learners that were struggling in my class. Overall after reading this my classroom has become more diverse.

Dani
The first chapter of __Multiple Intelligences in the Classroom__ is about the Multiple Intelligence theory. In this chapter I learned that there are currently 8 intelligences in this theory and that everyone has capacity in all intelligences. It doesn’t mean that a person is very good at music and nothing else. Also, the theory states that, most often, more than one intelligence is used at a time. The intelligences are a nice way to think about how students that I will have in my classroom learn best. I am sure that they will all have their strengths and weaknesses, and this theory may help me to find ways to teach to those strengths.
 * MI: Chapter 1**

Cam
MI: Chapter 1 Howard Gardiner, a Harvard psychologist, was unpleased with the way peoples' intelligences were scaled. He sought out a new way of determining an individual's cognitive abilities into eight subcategories; linguistic, logical-mathematical, spatial, bodily-kinesthetic, musical, interpersonal, intrapersonal, and naturalist. Gardiner also observed individuals that had potential isolation. For this instance an area of the brain is damaged disabling certain intelligences, but other intelligences are still said to be intact. A similar condition exists as savants or a prodigy, where an individual may excel in one of the intelligences, but the rest are carried out at a much lower performance. These intelligences are known to develop, peak, and then decline in a person's lifetime. They still remain present, just not at an exceeding rate. As a teacher this has a direct impact on my lesson because the students' abilities are going to be scattered all over the charts. It is my duty to address the class in an equilibrium setting because no student can be left out of the loop. Students will discover that the curriculum will hit their strengths, as well as their weaknesses. As long as they can relate to the lesson, the students will interact amongst their peers to only build their intelligence skills.

Nicholas
MI **Chapter 1: As I read the first chapter of Multiple Intelligences I learned about the key points in multiple intelligences theory. I learned that each person has within them all eight intelligences. Most everyone has the ability to develop all intelligences to “an adequate level of competency.” The intelligences work together. There are varieties of ways to be intelligent in each individual category. I hope that as a teacher I am able to help my students develop and broaden each of the intelligences. This means that I as a teacher will be committed in developing each of the intelligences within myself.**

Jenna
Chapter one of __Multiple Intelligences in the Classroom__ depicted the cognitive theory of multiple intelligences, which describe how individuals use their intelligence(s) to solve problems and how the brain perceives the contents of the world. The most important message underlying this chapter, I believe, is that Gardner labels the categories of learning as “intelligences” because he believes society puts one emphasis on a particular intelligence variety. However, each multiple intelligence is interconnected to the other. Therefore, educators should aim to incorporate all intelligences into their curriculum to ensure that every student has a fair chance of succeeding.

T ed
This chapter really made multiple intelligences fall into place for me. I’d always had a vague detached understanding of Multiple Intelligence Theory since even elementary school, but until this reading it never really connected. The big chart starting on page four showed me just how big the scope of MI theory is. I also hadn’t thought about the tests that Howard Gardner set up to prove the labels of his intelligences. The key points that the chapter discussed were helpful too: I hadn’t thought how an activity could connect to many intelligences – the examples for multiple intelligences that are usually given are isolated to that one intelligence.

**Andrew D**
This chapter looked at how Howard Gardner challenged the idea that people’s intelligence could be measure solely by an IQ test. Gardner came up with eight intelligences that could better describe the level of intelligence a certain person has. Through tests and studies it is known that people could have all eight intelligences, or they could have some impaired while the others are fully functional. This ties in with the fact that students learn in many different ways. A student could have a strong musical intelligence while at the same time have a weak spatial intelligence. This doesn’t make that student less intelligent as other students, all it means is that student learns better through musical ways compared to spatial ways. I know I am more of an intrapersonal and bodily-kinesthetic learner compared to the other intelligences. I know when I become a teacher there will be some students who learn effectively just like me, while there will be other students who learn more effectively in different ways. This means I will have to keep an open mind and be able to teach and allow my students to learn in the ways they are most comfortable with.

Marcy
Howard Gardiner was dissatisfied with the idea that the intelligence of a person could be summed up in a single number, the IQ score. He came up with the theory of multiple intelligences, eight of them originally, with one that has since been added and another one still being considered. This is a cognitive model that focuses on the content of the world and how people use their intelligences to solve problems and build products. The types are: linguistic, logical-mathematical, spatial, bodily-kinesthetic, musical, interpersonal, intrapersonal, and naturalistic. The qualifications for an intelligence are the following: the ability to exist without one or more of the others due to brain damage, the existence of intense specialization in one intelligence leaving the others underdeveloped, also known as a prodigy or a savant, the ability to test a single intelligence, a clear evolutionary path that has been traced, the existence of an exceptional piece of work using that intelligence in history, and a set time in a human's life that the development, peak, and decline of the intelligence exists. This information affects me as a future teacher by simply knowing that these intelligences exist. My students will use their different cognitive abilities to understand my lesson. Even though a few students might share dominant intelligences, the way the intelligences interact and express themselves is completely different. However if I don't try to teach to the different intelligences I will inevitably leave some students behind or struggling. For example, if I never use anything that has to do with nature in my lessons, the naturalist in my class won't ever get a chance to use his natural or most dominant intelligence in my class. This will make the lesson harder to learn because the student will have to use a secondary intelligence. This affects my students because even though I will try to appeal to all intelligences, all of them have all of the intelligences, and they could, with extra work, develop their less dominant intelligences. I might even try to help my students develop other intelligences.

Jason
One thing that really stood out to me in chapter one was the discussion about how expertise in the intelligences may have a time line. For instance, Gardner argued that the musically inclined could produce music at a young age and keep going until they were well into their nineties; he also argued that math skills happen a little later than music but that creativity diminished by forty years old. This impacted me because now I feel like I should work on strengthening my other intelligences sooner than later so I can get the most out of them. I think the impact this chapter has on my classroom is really huge. Knowing that the math intelligence develops at a younger age, than I think that I would try and incorporate pieces of the logical-mathematical intelligence into my lessons and class so that my students can be fully developed; I do not want my students to be lacking in one intelligence.

Andrew F.
This first chapter of Multiple Intelligences in the Classroom just gave a brief overview about the history of Howard Gardiner, a Harvard psychologist, who challenged Intelligence tests that had the authority for nearly eighty years. Gardiner felt that assigning an individual’s intelligence to a single number based on standardized testing was not an accurate measurement of how smart someone is. Human beings are multi-dimensional and not all thought processes are traditional. The challenge as an educator is reaching the students who think outside of the box by trying harder to be well rounded in all intelligences (which Gardiner suggests is very capable to achieve.) We must also be supportive to those who have different strengths than us, and work hard to motivate each student individually and equally in order to effect positive change in our classrooms.

Lizzie
Within this chapter I have learned the basic idea behind the Multiple Intelligence Theory. This theory first began from the idea that there was this thing called “intelligence” and there was a way to measure it with a test or score. After this idea developed further, Howard Gardner, a Harvard psychologist, sought to expand the possibility of intelligence. He created the theory that intelligence has more to do with the ability to solve problems and with understanding different material in different settings. There are eight intelligences according to Gardner which are labeled as linguistic, logical-mathematical, spatial, bodily-kinesthetic, musical, interpersonal, intrapersonal, and naturalist. Within each intelligence every person has the ability to develop those skills and others as well. Gardner also set up a basis for the multiple intelligence theory. This meant that each intelligence had to meet certain criteria to be considered a true intelligence. There are eight factors that form the criteria he used in order to include the eight intelligences. The factors are labeled as potential isolation by brain damage, existence of savants, prodigies and other exceptional individuals, distinctive developmental history and a definable set of expert “End-State” performances, an evolutionary history and evolutionary plausibility, support from psychometric findings, support from experimental psychological tasks, an identifiable core operation or set of operations, and a susceptibility to encoding in a symbol system. The key points of the MI theory are that every person can posses all eight of these intelligences as well as develop each intelligence to sufficient level of competency. Gardner also believed that intelligences work together in complex ways making it possible for there to be many different ways to be intelligent in each category. This chapter allowed me to gain further insight into how the multiple intelligence theory actually works. It is one thing to know and be familiar with a theory or tool but another thing to actually understand that theory or tool. The MI theory has taught me that all people are capable of being extremely intelligent. However, we just see different people in different ways. This leads to the labeling of certain “problem” or “disabled” students as such instead of being labeled as intelligent and gifted. I really liked the idea that each intelligence had to meet a certain standard in order to be known as an intelligence. This helped me realize that everyone has something that they can be good at and not to put anyone down for learning differently.

Lindsey
Chapter one of the “Multiple Intelligences” book examines the way in which the concept of multiple intelligences has evolved. While Alfred Binet initially created the intelligence quiz, Howard Gardner later challenged the preconceived notion that intelligence could be determined by tests given out of context. He instead chose to broaden the ways in which one could be seen as intelligent by examining the features of linguistic, logical, spatial, bodily-kinesthetic, musical, interpersonal, intrapersonal, and naturalist. While no person can rely solely on a single form of intelligence, it is likely that each will favor a specific method of learning. This chapter examines the ways in which each of these intelligences may be identified, yet also verifies that while we may favor a specific method of learning, we all possess each of the intelligences in some manner. Another interesting aspect of this chapter is that it discusses the ways in which various intelligences are more important in specific time periods for survival. While it was once important to possess bodily-kinesthetic and naturalist intelligence, we now focus primarily upon spatial intelligence due to media.