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Abstract-Geoff
Thomas Armstrong begins chapter 1 of //Multiple Intelligences in the Classroom// with a brief description of each of Gardner’s eight intelligences: Linguistic, Logical-Mathematical, Spatial, Bodily-Kinesthetic, Musical, Interpersonal, Intrapersonal, and Naturalist (Page 2). Armstrong goes on to describe the criteria that Gardner used to determine what constitutes intelligence. These criteria include the potential for the isolation of an intelligence in the event of brain damage, the existence of Savants, people who are exceptionally apt in one intelligence while lacking significantly in others, and the intelligences capacity to have its own symbols, among other things. The next section contains four Key Points for Multiple Intelligence Theory; I think that this is the most part of this chapter. These points tell us that each person possesses all of the intelligences, that they work together, that everyone can develop these intelligences, and that there are many ways to do so. The chapter also contains several different charts on some of the ins-and-outs of the eight intelligences. For a beginning chapter, there is a lot of information available on Gardner’s intelligences in chapter 1 of //Multiple Intelligences in the Classroom//.

Reflection-Geoff
There appear to be three common themes among the class in response to chapter one of //Multiple Instruction in the Classroom//. The first is that everyone knows what Multiple Intelligences are, and there’s a good chance that quite a few could recite all eight of them in their sleep (for those who may not be able to do so and want to, are visual learners, or both, I found an awesome [|YouTube video] that describes all eight of them). The second is that most people were somewhat taken aback by the idea that everyone possesses all eight intelligences in some form or another. I can include myself in that category, because it is very hard for me to picture myself as having much spatial or naturalist intelligence, as drawing circles is a challenge and I am not that interested in the outdoors. Still, it is important to understand that they are all there, interacting in ways that make us all unique from one another. As teachers, we will face the challenge of having students with all kinds of different combinations of the eight intelligences. Nonetheless, this is a challenge that must be met if we are to educate and reach as many children as possible. This is the third common theme of the class: that we all will take steps to make sure that MI is included in the classroom. Personally, I feel a little nervous about meeting that challenge, so I am anxious to get out into the field, as well as continue my studies here during Practicum this spring. I am also glad to know that there are all kinds of resources available to us, including our MI textbook. I was also able to find this really great [|Website] about how technology was used to integrate MI in a unit about the Civil War. From reading our responses on chapter one, it is clear that we understand the importance of MI as well as the importance of taking all of the intelligences into consideration when planning units and lessons so that every student has a chance to learn at their highest ability.

Rachel B.
 Chapter One: The Foundations of the Theory of Multiple Intelligences- This chapter was somewhat an overview of what I’ve learned regarding the eight intelligences, but it went into great detail within the charts and text which helped me to better understand each. It impacts me because I’m a big believer that everyone is more strongly and less strongly intelligent in their own ways. In this chapter it was explained that everyone has all eight intelligences, but at different levels and working together in their own way. This impacts my classroom because knowing that will allow me to more effectively teach a class full of different intelligences. .

Jen T.
This chapter was especially fascinating because none of these concepts are completely new to me because of my past classes at UMF and also high school. I scored highest on the intrapersonal intelligence during our class last week. That makes a lot of sense because tend to be very self sufficient when it comes to school and school work, whereas friends I know who get overwhelmed easily and take on more than they can handle in a semester. I’m not sure if I would necessarily consider this an intelligence so much as a personality trait, but I do recognize that my learning style would be different from other people’s styles based on this trait. I’m already excited to make lessons plans that are directed at each specific intelligence and to connect them together in lessons.

Rachel F.
Howard Gardner was the first to finally realize how complex humans' intelligences are. Even today our common I.Q. test only measures one's logical, mathematical, and spatial intelligence. In this chapter, I learned about the eight different intelligences which are as follows: linguistic, logical-mathematical, spatial, bodily-kinesthetic, musical, interpersonal, intrapersonal, and naturalist. Just because someone is unable to divide two numbers does not mean that they are not intelligent. I've learned that, in some extremes, some people can severely lack some intelligences while they excel in others. This chapter impacted me because it made me realize all of the different kinds of intelligences I have. It highlights the fact that in almost all cases you use many multiple intelligences at once. Also, just because someone can not play a musical instrument does not mean they don't have musical intelligence. They could have the ability to easily pick up on rhythms and musical patterns unlike others. My classroom will greatly benefit from information from this chapter because I know now about how diverse their minds are. I will respect the fact that I will most likely have students with strengths in several of the eight intelligences. Some students may struggle with many of the intelligences but exceed in other intelligences.

Stephanie L.
The idea of multiple intelligences is a theory that has been beat into my head on numerous occasions throughout middle school, high school, and college. I have the basics of the eight intelligences down pat, but this chapter allowed me to see all the other aspects of multiple intelligences that I haven’t been introduced to before now. For example, I didn’t realize that there were people who didn’t entirely agree with what Gardner was saying about MI. All of the intelligences make perfect sense to me, so it’s hard to imagine why anyone would go against his theory. They considered certain intelligences (musical, spatial, and bodily-kinesthetic) to be more like talents and abilities. Gardner wanted to prove them wrong. So he came up with a list of requirements that the intelligences would have to meet in order to be considered to be part of the group. As a way of understanding the intelligences even better, Gardner suggested using “several different developmental maps” (Armstrong, 2000). In other words, different intelligences should be assigned to different developmental theories. Also, there are certain aspects of MI that are important to remember: (1) Individuals are not limited to one specific intelligence; instead, have a wide range of intelligences on all levels; (2) Levels of intelligence can change if an individual works hard enough to make that change; (3) All of the intelligences work together as a team in order to allow for an ultimate learning experience; and (4) Even within each intelligence there are a variety of ways to express intelligence. This chapter has made me realize how difficult it is to define intelligence. Everyone is intelligent in their own way and Gardner’s MI theory was created to make that known. My future students will all be different and I need to take that into account when I am planning lessons and teaching.

Karin
The first chapter of Multiple Intelligences in the Classroom gave a very good definition of the theory of MI. From this chapter, I learned that multiple intelligences are very different from learning styles. I also learned that the idea of an “intelligence” does not necessarily imply enormous aptitude in a given area; in fact, all people have a capacity in all areas of the eight multiple intelligences. All of the intelligences interact with one another; however, although all people have each of the eight intelligences (with the exception of brain injured patients or savants), some intelligences may be more developed than others. I also learned from this chapter that the intelligences are not always “natural” abilities, and can be learned. This information has a great impact on me; before reading this chapter I was under the impression that the MI theory was a sort of “savant” theory, in which all people were born with a certain type of intelligence. Now I know that I should work with all different types of intelligences in my classroom because, regardless of personal intelligence, each student should have a good education in each type of intelligence.

Courtney T.
We have already been discussing the multiple intelligences within class already and what exactly each one stands for which this chapter has provided, but the chapter also introduced new ideas about MI that I did not know. First of all was the simple fact that Multiple Intelligences is basically the arch enemy of the “IQ”. It is interesting that Multiple Intelligences was basically a counter argument to the IQ. This simple fact is important to know because it is clear that there are many different kinds of intelligences because every person has their strengths and weaknesses and just because they may be weak in a certain area does not make them stupid in any way. Students strengths and weaknesses should be analyzed by the teacher so that the teacher can work around their certain strengths or multiple intelligences so that the students most effective way of learning can be applied in the classroom.

Jen P.
I learned that the theory of Multiple Intelligences not only makes sense, but that it comes from purpose and actual evidence, as well as creates a controversy on purpose (pp. 3 – 9). I also learned that every one learns differently and everyone has the capability to use all eight (or nine) intelligences (p. 7). I have to accommodate that in my classroom for my students. I have to be able to teach in a way that lets everyone learn. This book lead me to many new ideas about how to handle multiple intelligences in the classroom. I could enter the class with roses and begin a unit on the Wars of the Roses. I could have the students make a blue print of the White House, explaining what momentous occasions happened in which rooms and what the presidents might have been thinking when making important decisions. The students could get up from their desks and play a game where each student has a different, important concept and has to explain it, but they have to stop and switch partners when the music stops playing. Though many of my ideas may not work or will have to be tweaked, there is much to be learned from this book.

Sara
Multiple Intelligences: Chapter 1

The eight types of intelligences all work in conjunction to create the human learning system. I always thought I was completely void off all spatial intelligence, in fact my family used to joke that I had no spatial skills and what spatial skills I might have had were consumed by my verbal. I can barely draw a stick figure, but according to this chapter my apparent lack of special reasoning and skill is most likely due to my refusal to attempt to develop my skills. The only way I would be lacking these skills would be through heard trauma, of which I have none (unless I was dropped on my head without my knowing). As a teacher I am going to need to learn how to encourage my students to develop all these skills regardless of their preconceived notions about being unable to read or draw. I need to also be sensitive to my students’ strong skills and use them to effectively teach them the material.

Geoff
Chapter 1 of //Multiple Intelligences in the Classroom// is a concise introduction into Gardiner’s eight intelligences and MI theory, and how the criteria for how the intelligences became intelligences. The most important part of the chapter for me was key points section. This section contains four key points for Multiple Intelligence Theory, all of which have significant implications for classroom instruction. Together, the four key points stress the idea that these intelligences work together, that everyone has them, that everyone is capable of developing them even further, and that there are multiple expressions of these intelligences. The last two are the most important for me; they tell me that I should tailor my instruction to the multiple intelligences I will encounter in the classroom, as well as provide multiple methods of assessment and include student input so that my students can display their knowledge in many unique ways. The key points also invite me to challenge the students (as well as myself) to work to challenge students in ways that will make them better-rounded in the multiple intelligences.

Jordan
Chapter 1 “The Foundations of the Theory of Multiple Intelligences” This chapter described Howard Gardner’s eight intelligences. I thought it was very interesting that people can possess all of the eight intelligences at varying level and that everyone has the ability to develop all eight intelligences if given the space and encouragement to do so. Knowing at least a little about Gardner’s MI Theory will help me in a classroom which will undoubtedly be full of students who display the attributes of one or more intelligence. Being a teacher, it is surely very important to have knowledge of the eight intelligences in order to teach effectively while knowing how to somehow appeal to each.

Stephanie P.
“The Foundations of the Theory of Multiple Intelligences” The Multiple Intelligences and their origin were discussed in detail in this chapter. It also described the eight intelligences in great detail ranging from the abilities that each posses to the kinds of processes that they use. Something I had never known about the eight intelligences before was that there is a “test” that each intelligence must meet in order to become one of the intelligences. This is because some people argued that it could simply be considered a skill. These requirements range from “the existence of savants, prodigies, and other exceptional individuals” to “support from experimental psychological tasks” (pages 3-8). Another portion that I found to be interesting was the other intelligences that have been proposed. Some include spirituality, humor, intuition, creativity, etc. Most of these have not passed because they do not meet the “test” to become one of the intelligences. I will be able to use this knowledge in my classroom because I will have a variety of learners. After reading this, I better understand what strengths each learner has and I will be able to apply that to my lessons which will ultimately help the students.

Megan
MI Chapter 1: Foundation of the Theory of Multiple Intelligences

The chapter focused on the basics of the MI theory. It opened up describing the eight intelligences: (1) Bodily/kinesthetic, (2) intrapersonal, (3) interpersonal, (4) linguistic, (5) logical/mathematical, (6) musical, (7) naturalist, and (8) spatial. The chapter later talked about the 4 key points of the MI theory. The first being that each person has all eight intelligences, even though I’m sure most of us feel like we don’t. Basically, the eight intelligences work together to create the unique human beings that we are. Some intelligences show up stronger than others but they are all still present regardless. The second point was that we all have the ability to develop each of the eight intelligences “to an adequate level of competency” (Armstrong, 9). To illustrate this point Gardner uses the Suzuki Talent Education Program as an example of how early instruction can take what we’ve been biologically endowed with and enhance it to “achieve a sophisticated level of proficiency” (Armstrong, 9). The third point was that all eight intelligences work together. No one intelligence works by itself, the exception being savants and individuals with brain injury. When I read this point I couldn’t think of how you would use several intelligences at once. The book then went on to give a great example of how cooking can use several intelligences at the same time. You use your linguistic intelligence when making a meal if you read a recipe. If it’s a small meal and you need half of what it says to use, you would use logical/mathematical intelligence. If you’re cooking for a few people you’d probably put some thought into what everyone likes to eat (interpersonal intelligence) but at the same time you want to make a meal that appeals to you (intrapersonal intelligence) (Armstrong, 9). I thought this was great example of how several intelligences can work together and most of the time we don’t even realize it! The fourth and final point was that there are several ways to be a certain type of intelligence. For example, when people talk about bodily/kinesthetics I automatically think of getting up and moving, dancing, playing a game, etc. I never would have thought that sewing or playing with a squeeze ball, just doing simple things with your hands could fulfill someone’s bodily/kinesthetic need. The chapter was helpful in understanding the basics of the MI intelligences. Even though they sound pretty self explanatory, it was still nice to get more detail on each of the intelligences. I think I was over-thinking how to teach people with all these different intelligences. But the chapter made me realize, that even little things can help cater to their needs.

Tracey Hollingsworth
"The Foundations of the Theory of Multiple Intelligences"

By defining the eight different intelligences as 1) Linguistic 2) Logical-Mathematical 3) Spatial 4) Bodily-Kinesthetic 5) Musical 6) Interpersonal 7) Intrapersonal 8) Naturalist, Gardner solidifies the fact that not everyone learns the same. Although every person possesses all eight intelligences, “no intelligence exists by itself in life” (Armstrong, 9). Instead, the intelligences function together to make us all unique individuals. Being aware of every student’s learning needs allows teachers to prepare units that will include and benefit every student. The in-depth explanations will help teachers to observe, recognize and teach to all of the intelligences.

John Thomas
This chapter introduces Gardner's theory of Multiple Intelligences and which ones have been defined by Gardner. The specific learning abilities that individuals have are called intelligences because they are beyond simply competencies. Gardner both tests his subjects to prove that they indeed learn through his specific areas of interaction. A good way to explain the clearest examples of multiple intelligences lie in savants, who exhibit certain senses that are abnormally sensitive. Most savants tend to excel in types of intelligence that closely resemble Gardner's categories. Concerning normal learners, Gardner also implies that each intelligence arises at a certain time in childhood, and it is the individuals' surroundings which condition them to lean towards particular intelligences. It is important for us to note that Gardner's theory is by no means a method for testing students to see which one intelligence they have. The idea is flexible, and there very well may be more intelligences that have yet to be defined.