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Abstract-Andrew F.
Chapter 2 of Multiple Intelligences in the Classroom, is a way for the readers to get a better chance to use self reflection as a way to learn more about their personal intelligences before applying it within their classrooms. the chapter included an inventory for self assessment, and tips which educators can use to learn more about their students. It also included information about the development of certain individual students so that teachers can further understand a student once the environmental influences are considered. There were several links I reviewed for this abstract, including this [|site] about finding out about an individual's multiple intelligence with questions to determine the multiple intelligences of both child and adults. Another link I thought was closely related to the context within this chapter was this [|one], for the information it provides in the further development of all eight multiple intelligences. Through learning more about the personal development of multiple intelligences, each of us as future educators can make the experience for our students richer.

Synthesis-Andrew F.
The majority of the class related to the topic of multiple intelligences through personal experiences throughout school, stating what worked for them, and how they will translate that into their classroom. There was also mentions that for the first time we as professionals have to start developing ourselves as well rounded in terms of the multiple intelligences so that we can further relate to each student within our classrooms. This chapter also helped the class realize what factors truly define a student personally, what a major roles things like Biological endowment, personal life history, and cultural/historical background have in shaping the students we will all have to teach someday. We must look at ways to further enhance our students learning by becoming activators of intelligence, rather than making students feel stupid or unimportant. This chapter showed us all what to do to develop a strong sense of balance in between all learners, rather than just the intelligences an educator is personally comfortable with.

Ben
MI: Chapter 2 In chapter 2 of //MI// I learned about the personal developments that play into the MI. There is no standardized test that can specify which MI a person is most developed in. It can only identify small parts of a person's whole intelligence. The best way to identify a person's MI is to look back at past experiences and remember what techniques stuck with one the best. This is the only sure way to tell what your strongest and weakest MI is. Different ways to help introduce other MI's that you're not sure about is to use the resources around you like drawing on your fellow teachers, asking students to help, and use technology. I also learned that there are activators and deactivators which help make an individual lean to certain styles. These activators or deactivators can be access to resources or mentors, historical-cultural factors, geographic factors, familial factors, or situational factors. People develop their MI's differently, and it will be up to me provide all my students with an equal chance in the class. This means I will have find out what MI made the biggest impact on the students. I can do this by figuring out what was an activator or deactivator in their life. Whether that was the ability to get help from their surrondings (access to resources), their family was striving a certain career for them (familial factor), or they grew up in a large family (situational factor). After finding that out, I will need to figure out how I can address this MI that I do not know that well. I can use the resources avaible to me: fellow teachers, asking students, available technology; to address this problem of not being able to reach all students.

Dani
In the book __Multiple Intelligences in the Classroom,__ chapter two discusses ways in which I can develop my own intelligences. I learned in this chapter that it is often helpful for a teacher to be skilled in multiple intelligences in order to better help the different learners in his/her classroom. I also learned that certain experiences can either help to “kick start” learning in a certain intelligence or hinder it. The last one is very important in my classroom because it means that I could stunt my student’s growth if I am not supportive enough. Teachers should help students grow, not hinder them.
 * MI: Chapter 2**

Cam
MI: Chapter 2 After reading this chapter, I can relate this back to our classroom activity of constructing our MI profile. After surveying myself, I discovered that I had strengths in visual and naturalist categories. In this area I was exposed to crystallizing experiences, which gave me the opportunity to perform (Armstrong, 18).The least developed categories were verbal/linguistic and musical/rhythmic. Here, at some point in my life, I was targeted by the paralyzing experiences or the deactivators (Armstrong, 18).These categories that I do not excel in impact me directly, but are not weaknesses entirely. They are sections where I could have been at a disadvantage biologically, personally, or culturally. If given the chance to practice in tasks and activities, then there is a high possibility that these areas could become more efficient. This could be carried out by going to colleagues that expertise in my lower leveled skills, use the students' strength in lessons, and also use the school's materials and tools. My students will be positively impacted by this because in my curriculum I plan to practice all eight categories. It is necessary for all teachers to do so because there is a wide range of student in each class that prefer different styles. For example, I will ask the class for a volunteer to say or draw something if needed.

Ted
This last chapter makes it a point to make it clear that the favored intelligences of the educator will be evident in the classroom. It is important not to obscure less favored intelligences in the classroom, so the teacher must be proactive in including other intelligences, either through student involvement or seeking advice from a colleague. The chapter emphasizes that a teacher can take steps to develop intelligences that have maybe been missed out on earlier in life. The example of Mozart really helped to show the importance of nurture in the theory of multiple intelligences.




Jenna
Chapter two of __Multiple Intelligences in the Classroom__ explains that nature, nurture, and personal experiences help shape the multiple intelligences of different individuals. From my personal experience, I have become a multimodal learner. However, teachers can gain an insight to their multiple intelligences by taking surveys or asking their own students what intelligence they most exercise within the classroom. If educators find themselves focusing on a particular intelligence, the teacher can make a conscious effort to incorporate other intelligences into the curriculum. As a teacher, I can learn how to strengthen my weak intelligences by partnering with a colleague, ask students to demonstrate the way he/she likes to learn, and I could use the school resources. I would like to be able to crystallize students' once-paralyzed intelligence through discovering and understanding why students had shut themselves off from that particular learning style.

**Andrew D**
After looking at what multiple intelligences are in the last chapter, this chapter looks at how to use those intelligences you are good at effectively, and also how to find a way to use those intelligences you aren’t so good at effectively to. It is unfair to expect a teacher to be a master in all eight intelligences, but a good teacher should be able to find a way to get the knowledge they need to use an intelligence they are not so good at. The book looks at a few different ways a teacher could do that and I see them as good resources and ones I will use when I become a teacher. Teachers need to use the resources at their disposal and gaining information on how to adhere to a different type of intelligence is something I believe all teachers need to do. There may have been reasons and events from the past that explain why someone isn’t as competent over certain intelligences, but there is no reason why someone can’t develop a better understanding of those intelligences if they use the resources available to them.

Marcy
Standard question tests, such as the MI Inventory, do not fully show all of the intelligences a person may have. It is only a guide. Multiple tests and task orientated tests would provide a better base and is a more accurate picture of an individual's intelligences. The intelligences an individual has are strong because those intelligences have been practiced. The "weaker" intelligences just haven't been given a chance to develop. This chapter impacts me as a teacher by suggesting multiple ways in which I can develop my weaker intelligences. Partnering with a colleague that is strong in those intelligences can help, asking a student to demonstrate a way they like to learn, and using the schools resources are all ways to help develop weak intelligences. This impacts my students by me making adjustments to help them develop their weak intelligences. Their strong intelligences have been 'crystallized' by activators or experiences that allowed them to practice. The weak intelligences have been 'paralyzed' by certain experiences that turned the student off to that way of thinking. Also understanding why students' intelligences have been shut down will help them. The chapter gave biological, cultural, and personal history as possible reasons.

Jason
There were two concepts that I found really interesting in this chapter. The first was the idea that as teachers we need to work on defining our own intelligences so that we can better understand and help our students. The other piece that was important was the discussion of how a teacher or parent can crush a child’s intelligence by his or her reaction or situation. This impacted me because I now want to work harder to figure out what intelligences are my strengths and which are my weaknesses so that I can be well rounded; I also want to make sure that I am capable of helping my students. As far as the classroom is concerned, I think that as teachers we need to be really careful in how we deal with our students. We need to be able to get the information across, but we must also be careful not to make our students have any “paralyzing experiences” (Armstrong 18); it would be terrible to know that your reaction is what prevented a child from wanting to play an instrument or play sports or open up in class.

Nicholas
**Chapter 2:** I was surprised to learn that there are three main factors when it comes to developing your multiple intelligences. Your biological endowment, personal life history, and your cultural and historical background make up all three of the main factors. That is why it is very important for me to learn as much as possible about my students so I am able to target the intelligences that they have yet to develop.

Andrew F.
This chapter was about the individual’s development of their intelligences and what to do in order to be a better “adult learner” as well as an educator. The first real step in this whole process is identifying what are your individual strengths are by taking a multiple intelligence inventory. For example; I’m very strong in musical intelligence, as well as interpersonal skills. Now in a classroom with kinesthetic or logical students I wouldn’t have the easiest time relating. The chapter suggests uses resources such as asking colleagues for their expertise, using technology, and even using the student’s suggestions as building blocks to improve “weaknesses” within curriculum. This chapter also discussed how the intelligences are developed based on biological, personal, cultural, and historical factors.

Lizzie
This chapter described how to apply the multiple intelligences to ourselves and to our personal development. Before teaching the MI theory and applying it to the classroom environment, the teacher must apply it to themselves as an educator and as a learner. The chapter discusses how to identify your own multiple intelligences. Gardner discusses that standardized testing only measures a small portion of the entire spectrum of abilities. Thus meaning that standardized testing does not fully measure the intelligence of a person. The MI theory is a good model for revealing some teaching strengths and taking a closer look at areas needing improvement within the teacher. Some important things to remember when dealing with implementing any new theories are being able to draw on your colleagues’ expertise, asking the students for help, as well as be able to use the available technology. This chapter also discusses how to develop these multiple intelligences. The idea that someone can turn a “weak” intelligence into their strongest intelligence is not far fetched. However whether or not intelligences develop depend on three things, biological endowment, personal life history, and cultural and historical background. When there are forces such as these working against the person it would be hard for them to develop their multiple intelligences any further. There are also experiences such as crystallizing and paralyzing experiences that are key in development. Crystallizing experiences are the “turning points” in the development of a person’s talents and abilities. They are considered sparks that help to ignite certain intelligences and foster their growth. However paralyzing experiences are those that “shut down” the intelligences stopping that growth. All of these things can affect positively and negatively the development of the eight multiple intelligences. But such things as access to resources or mentors, historical-cultural factors, geographic factors, familial factors, and situational factors all affect the outcome of a person’s intelligences. The MI theory helps not only the students but the teachers to understand how to better teach all students within the classroom. One particular part of this chapter I liked was the idea that our multiple intelligences can be altered by so many different factors in our lives. Depending on the home environment, culture, background, social situation, and personal development, a person can either foster or discourage their different intelligences. There are so many different things that can affect a child’s life therefore the teacher really needs to be in tune with the life of the student inside and outside the classroom. The only effective way to help a student grow in the classroom and in their intelligence is if they can understand them.

Lindsey
In chapter two, the book focuses upon how teachers may utilize various intelligences within the classroom. While a teacher may tend to thrive in a logical manner, she must still focus upon students who prefer bodily kinesthetic or linguistic. This was valuable to my learning as it applied our class discussions regarding each student’s preferred learning method. In an effort to reach all students, the teacher must expand her own comfort zone by either asking for help from other faculty members or asking the students for input, thus allowing them involvement in their own education. As the book discussed the factors which impaired students’ learning, it is important for future teachers to remember that they too can become negative influences on students various intelligences. Instead, teachers should encourage each student to utilize each of their various intelligences and learn in their own way.