MI+B1+Chapter+9


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Rachel B.
I thought that this chapter did a nice job summarizing a //Multiple Intelligent// school and what that encompasses. A quote I liked in this chapter, page 82, “In most schools today, programs that concentrate on the neglected intelligences (musical, spatial, bodily-kinesthetic, naturalistic, interpersonal, intrapersonal) tend to be considered “frill” subjects or at least subjects peripheral to the “core” academic courses. When a school district has a budget crisis, fiscal managers usually don’t turn first to the reading and math programs for ways to save money. They begin by eliminating the music program, the art program, and the physical education program.” I found it very easy to relate to this passage in book, Armstrong makes a good point about what schools may consider “frill” classes. We as students learning to be teachers think of these classes as necessary, experiences and learning in which will allow for may students of that particular intelligence to succeed.

Karin
This chapter was all about the ways to design an effective MI school. The book provides an outline for resources that an MI school should offer, such as an assessment specialist, a student-curriculum broker, and a school-community broker. The learning community is key in an MI school. This should include daily instruction in all eight intelligences, schoolwide themes, “pods”, “the flow room”, community resource committee, and heterogeneous mixed-age groupings. These elements will all provide an environment that not only is more conducive to learning than traditional settings, but they will also create more enthusiasm and more effective learning for the students. This is important to me because I feel that all students should have an equal chance at a proper education.

Tracey Hollingsworth
Chapter 9 - The MI School

Chapter 9 in //Multiple Intelligences// discusses how the multiple intelligences are being overlooked by “traditional schools.” Armstrong begins by explaining that classes that focus on one or more of an intelligence such as art or music, are often seen as inferior to the superior math and English courses. The 'inferior' classes are the first to get cut in a budget crisis, but shouldn't we all believe that "students who show up for school...have the right to be provided with experiences that activate and develop all of their intelligences" (82). The MI school does just that; the MI school encourages students to produce evidence of their knowledge seen through various MI's that best suit that particular student's dominant intelligence. To assess the student, an Assessment Specialist would note their strengths and weaknesses and cater to every individual which allows students to be engaged in the classroom. Isn't that our goal?

Jordan
In this chapter, Armstrong describes the various components that are needed to create a successful MI based school. The MI school provides an environment that allows students to be hands on, base learning on real life contexts through apprenticeships and internships, and are conducive to free thinking and learning. I think the idea of an MI based school is great, as it is clearly centered around students actual learning, and not so much around what they need to learn for testing and such. Students can focus on what they want to learn and get real life experience in that particular area. I am not sure how I can really use the knowledge gained about MI schools in my future classroom though.

Geoff
Gardner’s idea for an “MI School” is one that I have a hard time wrapping my head around, but only because it is a model I’ve never, ever heard of before. It certainly isn’t a model that I have ever been schooled in before, but it is wildly different from the current public school system that we have now (and that may not be a bad thing). I am concerned, however, how a model like this would work in a large school as compared to a smaller school. This kind of model seems to be much more centered around the idea of a central learning community, which would be much harder to establish in a school in, say, Portland (much less a large urban school in New York) than a small community like mine, Madawaska. I’m also worried about the security implications of letting students out into the community for part of the day, especially where schools are usually required to know where every student is 100% of the time. If given the opportunity to slack these requirements, I definitely would, because I wish schools would partner with businesses and leaders in the community more than they do (certainly more than my school did, when I was there), both because it provides a good learning experience for students, and also because if community members can see what students are learning and doing, they may be willing to contribute more tax dollars in the school system that got them their start as well. Overall, I feel like Gardner’s MI school idea needs some more consideration; it would clearly offer change where change is probably needed.

John
This chapter suggests that MI take over the fundamentals of all education. Armstrong, it seems, has been waiting since the first page in the book to say this. My concerns are: What if the differentiation becomes too much? What if there is even segregation between the intelligences in the school? Specialists like the "Assessment specialist" and "Student-curriculum broker", are these teachers or salaried professionals with offices? The MI model works quite well in the classroom, but school-wide seems a bit daunting and abstract. Of course, who am I to judge? It may very well be the answer to all of our problems. Additionally, I do enjoy the absence of the label, "learning-disabled", but that "gifted" should also be excluded seems like it would downplay a student's achievements too much.