MI+B1+Chapter+2

Abstract
Karin There are three factors to developing each of the multiple intelligences: biological endowment, personal life history, and cultural and historical background. Chapter 2 of MI Theory stresses the importance of considering each of these factors in the MI classroom. Although every student theoretically begins life with the same potential in all of the eight intelligences, certain experiences can create a negative or positive attitude in the student toward a specific type of intelligence. "Crystallizing experiences" can cause a student to be drawn to a certain intelligence, while "paralyzing experiences" can cause a student to be repelled by the same intelligence. This chapter points out that it is important to know how each student enters the classroom with his or her own knowledge, skills or weaknesses, experiences, and goals; teaching these students means understanding the "personal baggage" that they bring with them into the classroom. Every person has his or her own preference and strength with certain intelligences, but it is important to know that it is perfectly acceptable to admit that the students can help in incorporating all of the multiple intelligences in the classroom.

Synthesis
Karin The class seemed to agree that incorporating into the classroom the strong intelligences of the students; flexibility also seems to be an important factor in implementing the eight intelligences. Seeking the help of others and asking the opinions of your students is also important in designing a [|multiple intelligence-based learning environment]. A teacher should always keep in mind that each of his or her students has the potential to develop each of the eight intelligences to an equal extent. Understanding why a student shies away from any of the intelligences is also a key factor in teaching with this multiple intelligence theory; it is just as important for a student to use the intelligence with which he or she thrives as it is for the student to use the intelligence with which he or she struggles. Incorporating each of the eight intelligences in the classroom will create a more productive and inclusive learning environment. Using a [|multiple intelligence test] is a good way to introduce the theory into the classroom.

Rachel B.
This chapter was described nicely by the title. It was about taking a look at your personal intelligences by going through a questionnaire, not meant to be daunting, and see which of the eight you scored more on. I think that think this is very important for teachers, and people in general, because without looking at your own “strong” intelligences you wouldn’t have an idea how you will impact your classroom. Also, as the text stated if you know what you need to work on, such as being able to integrate more music into the classroom, because you don’t feel very musically inclined, you can get help from someone who is so inclined. This allows for your students to get full benefit from you understanding and implementing the eight intelligences into your classroom.

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Jen T.
I like the idea of asking the students’ help to think of strategies for including more intelligences in the classroom. I don’t find fault in any teacher who asks opinions of their students. I want to be someone who can be trusted in my classroom and also flexible enough to change plans if something comes up, like an amazing trip to a local playground or park to sit in the shade and read or write. I’m glad the author encourages teachers to continue trying to grow their own intelligences; there’s always room for improvement when it comes to educating the youth of the nation.

Rachel F.
This chapter definitely took me by surprise because it made me realize how important my intelligences are in my classroom. In class the other day, we took an MI inventory that ultimately resulted in an awareness of our top two intelligences. My results surprised me because my top intelligence was interpersonal and my second was visual. I love doing homework and studying alone because I feel like I am the best suited for the job. This new information made me realize that I might like to do my work alone but I learn the best with other people. In the chapter, I learned that I will have students that are strong in an intelligence that I'm not. In this case, I should refer to a colleague or even a student that is strong in the intelligence so they can help me adapt my lesson plan to suit that intelligence. At first I thought that you were mostly born with the intelligences that you end up with but this chapter revealed that intelligences can be awoken as well as taken away from different aspects. One example of aiding the loss of an intelligence was a teacher making fun of a student in front of the class. This example terrified me because I would never want to be responsible for such a negative impact in a student's life. My classroom will probably be greatly impacted from information from this chapter because I will know my personal intelligences better and will therefore be able to relate to them. I will get to know my students extremely well so that I can create my lessons around them to ensure their complete understanding.

Jen P.
I learned that all eight intelligences can be developed in a person; one does not have to be born with an intelligence to gain proficiency in it, though there are parameters for this development. There are several factors that go into which intelligences are fostered and which are discouraged in a child. As a teacher, I want to be careful never to discourage any of the intelligences. Also, I think the MI Inventory could easily be implemented in my classroom to better understand my students and what they need.

Stephanie L.
This chapter mostly focused on the importance of understanding your own multiple intelligences and how to improve them. Once we can grasp an understanding of who we are as learners, it will be much easier to understand the variety of intelligences among our students. Because of this, it is important to use any and all resources at your disposal. You can’t avoid resources that may not work well with your own personal intelligences. Even if a particular resource is unfamiliar to you, there are plenty of other teachers, and even students who can help with showing you how to use it. If you have a variety of resources in your room that meet the needs of all intelligences, it will become much easier for you and your students to be successful. Although Gardner strongly believes that anybody can build up each intelligence to a competent level, he doesn’t believe that it can happen overnight. There are three main factors that go into it: (1) biological endowment; (2) personal life history; and (3) cultural and historical background. The main point that I took out of this chapter is that it is important to learn about yourself before you can start learning about other people.

Courtney T.
This chapter brought up a fear of mine while becoming a teacher. I am an English major and reading and writing is what I do best. My weak spot is with logic and math. it never interested me so therefore my intelligence in it never ripened. I do not want my weakness in this area to affect my teaching in any way though, and I fear that it may become an obstacle. As a teacher I feel like I should be able to help or at least guide my students with anything in my subject area or others. I do not want to be the teacher watching over study time and have a student come up to me and ask for help on a math problem and have to tell them that I don’t know how to do it. Even though math is not my content area I still feel like I should have a good understanding of it if I am going to be any kind of teacher.

This chapter expands upon the idea of developing intelligences. Everyone has the potential to develop each of their intelligences to the level of mastery; however, there are certain factors that encourage some of the intelligences, while inhibiting others. In this way, I feel like knowing about “crystallizing experiences” and “paralyzing experiences” is crucial in making an impact in the development of my students’ multiple intelligences. Perhaps if I know why a student doesn’t display a great ability with a certain intelligence, I could help him or her work past the inhibition to develop to his or her full potential.

Sara
Multiple Intelligences: Chapter 2

Certain things trigger and hinder the intelligences in learners. Teachers need to be aware of these factors. A student can be an avid nature enthusiast however his parents force him to engage in intensive musical training. A teacher needs to be aware of these factors and perhaps encourage the integration of nature into projects. I myself have strong musical and linguistic intelligences, however I need to be aware of this definite inclination towards these styles and work on incorporating the other styles into my teaching. I hope to use other teachers for ideas on incorporating other methods into my teaching. I will be aware of my students’ styles through observation and “get to know you” questionnaires.

Geoff
While this chapter also discusses developing the Multiple Intelligences and how they come about, I think the most important thing I gathered from chapter 2 of //Multiple Intelligences in the Classroom// was the section on “Tapping MI Resources” (page 12). One of the things that I need to learn and to work on in practicum and beyond is working as a team member and reaching out to people around me. This chapter emphasizes that skill when working with Multiple Intelligences; Armstrong stresses team teaching and the fact that no one has to do it alone. I especially like the idea of having students help the teacher with things like drawing on the board or music, etc. I’ll especially keep the drawing one in mind; I’m horrible when it comes to even writing on the board. I also feel more comfortable knowing that I will be able to refer to other teachers for help implementing practices that cater to multiple learning styles and intelligences, and I hope that I will be able to use my practicum teacher as a resource during the field experience.

Jordan
Chapter 2 “MI and Personal Development” This chapter not only outlined three factors (biological, personal, and cultural) that may determine the development of certain intelligences, but also discussed what factors can encourage or halt that development. One main factor discussed was a “crystallizing experience” which was described an experience that ignites the development of an intelligence. The second factor discussed was a “paralyzing experience” which was described as an experience that halts the development of an intelligence due to embarrassment, shame, guilt, etc. As an aspiring teacher, I think it would be useful to know these factors so as to distinguish between what to do and what not to do to help the development and growth of students.

Stephanie P.
“MI and Personal Development” This chapter in “Multiple Intelligences in the Classroom” was about identifying your intelligences and then continuing to develop them. Almost all of the information presented was new to me. I vaguely knew about identifying your strengths, but had the slightest clue about how to go about doing that and then moving on to develop them. According to Thomas Armstrong, the best way to identify your intelligences is not to do many new tasks, but to simply look back on your life experiences. From this, you can see what you are like in life and what ideas you associate with which type of learning. When it comes to developing your intelligences, whether they do develop or not depends on three characteristics: “Biological endowment”,“ personal life history and “cultural and historical background” (page 17). These all are important because all of those factors are pulled together to make who you are and to form your intelligences. I will use this in my classroom because if my students fill out the survey in the book (pages 13-16), than I will understand their learning styles and intelligences better and will be able to address them more correctly.

Megan
MI Chapter 2: MI and Personal Development

The chapter focused on how the MI theory utilizes nature as much as nurture when it comes to the overall development of intelligences. Intelligences develop or don’t develop because of three factors. The first being what we are biologically endowed with. The second factor is out personal life history. This would include experiences we’ve had, people we’ve met, places we’ve been etc. The third factor is cultural and historical background, meaning the time and place in which we live. There are other, more minor factors, aside from those listed above that contribute to the development of intelligences. For example, access (or lack there of) to resources or mentors would greatly impacted whether an individual develops a skill. If a student does not have access to an instrument they would be less likely to develop their musical intelligence. Another factor would be historical-cultural factors. Basically whatever is “big” at the time is what will be funded and focused on in schools. Other factors that might help or hinder development of intelligences include familial factors, geographic factors, and situational factors. The chapter presented the idea of having students help out in areas where the teacher is having difficulty. For example, I am a horrible artist. I never would have thought to ask a student to draw something on the board for me. It’s a really cool idea because drawing something might better help that student remember what we are learning and it also helps students with visual and spatial learning styles.

Tracey Hollingsworth
"MI and Personal Development"

“Before applying any model of learning in a classroom environment, we should first apply it to ourselves as educators and adult learners, for unless we have an experiential understanding of the theory and have personalized its content, we are unlikely to be committed to using it with students” (Armstrong, 12). As a teacher, knowing your personal strengths and areas that need improvement are invaluable assets. It can help develop your individual neglected intelligences and add to your already well-developed intelligences. It allows you to relate to students who have the same weaknesses you have, but also have consideration for those who do not have the same weaknesses. In a classroom, the student is not the only person who learns. A classroom is a balance of give and take from both the students and teacher. A teacher must use their resources wisely in order to give their classroom the best learning experience possible. To better serve students, teachers can tap into the resources for the intelligences that they tend to withdraw from by asking colleagues and students to help out and using the available technology. Teachers must realize that “nature vs. nurture” accounts for many of our developmental advances and delays. Although most people can develop their intelligence to a competent level based on personal biology, personal life history, and cultural and historical influences, “crystallizing and paralyzing” experiences also spark or shutdown intelligence. A shutdown is often caused by punishment or feelings of guilt, humiliation, or shame, which stunts future involvement and growth. How many times can you think of that you were humiliated about something and never wanted to do it again? Personally, I can think of at least a handful of events.

John Thomas
This chapter relates the theory of Multiple Intelligences to oneself as an educator. It is important to come to terms with the way in which you learn, and know that this will have a significant impact on the way you teach your class. There are great ideas in this chapter for where to turn when you are lacking in certain skill areas. Colleagues are always a good choice, and getting input from someone with different learning styles will shed new light upon your teaching strategies. Also, the chapter suggests that utilizing the learning diversity in your students is also very productive. Involving the students in the instruction when they excel in an intelligence area where you do not both makes a more complete teaching experience and creates a situation where the teacher may learn something from the student.