MI+B2+Chapter+3

toc 

**Abstract - Cam **
In chapter 3 of the //[|Multiple Intelligences]//, various ways to determine your students’ intelligences in and out of the classroom are pointed out. Howard Gardener highly believed that observation of the students’ personalities was the most efficient course of action to better understand their intelligences. By giving students a free time in the class period, it enables teachers the chance to overlook what a student does on his or her own time and possibly their misbehavior. If teachers have the opportunity, then it would be highly encouraged to produce a [|portfolio] and keep records. Not only does this allow an in depth student profile, but it will help your future colleagues. This folder could include journal entries of in-class observations, photographs showing a student’s stronger intelligences, completed assignments, and copied report cards outlining the student’s progress. An additional method for teachers to understand their students’ intelligences is by direct communication between former teachers, parents, and especially the students themselves. When asking the student, it is important for the teacher to pay full attention to what the student is asking for. Once the teacher has assessed the intelligences of each student, they can then apply multiple activities to the class. These are just a few of the many strategies towards understanding your students’ necessities in order for them to succeed.  

**Reflection - Cam **
 After reading over the class’ reflections, there was a majority of individuals that focused on the idea of understanding students’ intelligences and how they can incorporate them in their class. Many believed that the chapter made them aware of the various intelligences. A relative theory presented would be that it is almost as if it sparked ideas towards how to uncover the students’ intelligences. To back things up, if teachers are familiar with the eight intelligences within their class, then teachers will be able to meet the standards of every learner present. Few classmates presumed that communication between parents was good, but having conversations with former colleagues was the ideal way of determining a student’s learning style(s). A second method towards discovering students’ learning styles is to have activities that get students in a comfortable atmosphere. By getting your students engaged it will bring success, and if you are lucky, a decline in behavioral issues. In the meantime, expand your knowledge of the students by recording them in text. Putting everything together in a portfolio will tell your students that their education is not something that is ignored; the class is taken seriously as a whole. If all eight intelligences are accepted and practiced in a class, students will look forward to entering your classroom because it is interesting.  Other classmates had different points that they believe are overlooked in the world of education. These individuals feel that the best thing to do for an effective learning environment is to let the students take charge of their own multiple intelligences. Another difference in the personal theories was the use of quick assessment tests. A majority of people omit these tests because they do not cover all aspects of the intelligences, but as teachers we need to look at the big picture. Assessment tests can be used by teachers to gather broad information about their students. It is only a part of the understanding process, but it is a start.

Ben
Chapter 3 of MI talks about using more than just personal observation to figure out your students' intelligences. MI suggest that when I am a teacher to ask the students' previous teachers to see what they were like in class. Also check out school records and see what they excelled at the best throughout the years. Asking parents can be a great resource, since who knows these kids better than their parents. Finally ask the students, cause the only one who knows them better than their parents are themselves. I believe the better I know my students the better I will be able to relate math to their everyday lives. Thus in turn making them more successful in my class. Also, do not be selfish. When doing projects or differentiated learning techniques, record the students preforming them as references for their future teachers to help them connect as well.

**Cam**
After reading chapter 3 I was enlightened that students’ intelligences that are strongly developed at a younger age are known as proclivities. The idea of proclivities was founded by Howard Gardener. The most efficient way to test students and find their strongest intelligences is through observation of misbehavior and the students’ free time. This factual type of information impacts my class directly because I can work with students and determine their go-to intelligence(s). I can stay organized and on top of my game by keeping a journal, completed assignments, copies of report cards, and communicating with colleagues, parents, and students. These concepts will impact my classroom because it will show my students that a truly care about them as a whole. Focusing on the 8 different intelligences will also keep my classroom interesting and not boring. A leading example would be the students that find it necessary to sleep during class will not be able to because the bodily-kinesthetic activity will keep them from snoozing.

Dani
Chapter three of MI is all about trying to figure out what intelligences are strongest in each student. I learned several ways to figure this out including asking parents, collecting student work, looking at school records and asking the students themselves. I also learned how important it is to try and figure out how students learn best as it is helpful in trying to plan assignments that will keep the students engaged in the class. Keeping students engaged will ensure that more students succeed in my classroom. Hopefully, it will also keep behavioral issues to a minimum. All of which will make my classroom excellent.
 * MI Chapter 3:**

Jason
This chapter shows the different ways a teacher can try and figure out which intelligences their students rely on. These include talking with parents, talking with the student, looking over grades, and keeping a journal. I like dealing with observations and looking over data, so I think that those would be my most likely options for figuring out the intelligences. In the classroom, I would assign the students some free time and then observe which ones doodle, or talk, or just sit and read a book. I would also review grades to see which areas of school they have been good in and which they have struggled. Doing this will give me a better understanding of how each student learns; I can then take the information and set my lesson plans up accordingly.

Marcy
This chapter simply stated that formatted tests were only a starting point to find out how students learn. The best way is to watch the students, especially the way they misbehave. The book suggested creating a portfolio of information about the student. By not only looking at what the students does during class or structured free time, but also the students' past records, asking the parents, other teachers, and especially the students themselves. Creating special activities to "test" which students prefer using different intelligences is also an option. This chapter affected me by giving a lot of different ways and examples of how to discover my students' intelligences and their learning styles. This will help my students because the more aware I am of their needs the more effectively I can meet them.

**Andrew D**
This chapter looks at how to discover and assess students multiple intelligences. According to the author, the best way to assess students multiple intelligences is through observation. A number of different ways to observe are listed but the way I find best is

through observing your own classes then talking to other teachers about how your students learn best in their classes. By doing this a teacher could realize a certain student may learn really well in an intelligence that they don’t particularly focus on. If that particular student is doing poorly in your class, it could be an explanation for why they aren’t doing so well. This will be the way I assess my students multiple intelligences when I become a teacher. I also thought interacting with parents was a good idea but one that would not be nearly as easy to come by as talking with other teachers.

Lizzie
This chapter focused on how to describe intelligence in students. It described that all children can show what Gardner called “proclivities or inclinations in certain intelligences” from a very early age. The best way to assess the students’ multiple intelligences is to simply observe them. One way to do this is to focus on observing how they misbehave in class. There are also several other ways to get an assessment information about students’ multiple intelligences such as collecting documents, reviewing school records such as their grades over the years or test scores. Often the best classroom to find all eight intelligences at work is within the kindergarten classroom. More strategies to get an assessment of information about students is to talk with other teachers, to talk with parents, to ask the students themselves, and to set up special activities which enhance their intelligences. Talking with parents is beneficial because they can then come to future parent-teacher meetings with a better understanding and additional information about that student that can be useful for the teacher. Asking the students themselves is the best way to understand them because no one will know them better than themselves. Also, setting up activities within the classroom can create a better learning environment. Putting up reinforcements around the room which students can use to enhance their multiple intelligences can facilitate the development of their inclination towards certain intelligences. Every student is going to learn and understand different therefore trying new and unique ways to appeal to a diverse selection of multiple intelligences. This chapter allowed me to understand how describing multiple intelligences within students can be extremely beneficial. Using different techniques to assess the students’ intelligences helps to understand them better and to be able to find new ways of teaching. This can help motivate the students and ultimately help them to become better learners. I really like the idea of students being able to work and enhance their own multiple intelligences. When students can take their education into their own hands it creates the best possible situation in a classroom, a positive learning environment.

T ed
This chapter, while repeating a lot of information about Multiple Intelligences that we’ve already become familiar with, offers a great deal of useful information-seeking techniques to become very comfortable with students’ strong intelligences. I was a little surprised and frustrated with the initial contention that quick tests shouldn’t be used to exactly identify students’ strong multiple intelligences. It seemed to me like that would have been a good technique to get an immediate inventory of students, even if it weren’t exact. I think it could work if there were also personal connection to students. A lot of the ideas offered sound really helpful for going in depth.

Nicholas
Chapter 3: As I read I was excited to learn some of the tests that you can use in order to identify students’ learning styles. I will be sure to incorporate as many different testing styles as possible in my future classes. I do understand that using different tests won’t necessarily be the only way to identify a student’s learning style, but it can be a useful tool in narrowing down the eight learning styles listed.

Jenna
Chapter three of __Multiple Intelligences in the Classroom__ stated that implementing assessments to figure out how students learn could only go so far. The best way to discover a child's learning style is simply to observe them. Their misbehavior are the best indicators of students needing assistance with learning in the classroom. The chapter suggested that the teacher should create student portfolios. In addition to observing how a student behaves in and out of the classroom, teachers are advised to look at the student's records, ask the child's parents and the child themselves. Creating special activities for the students also contribute to assisting teachers discover students' different learning styles and intelligences. I loved this chapter because I was extremely anxious whenever I thought about how I would ever manage to assess students' intelligence and dive into depth when learning about my students. The chapter helped me become aware of students' needs and what I can do to effectively meet them.

Lindsey
This chapter discusses the ways in which teachers may pick up on students various intelligences. Rather than asking students to take tests, teachers are better off observing students and taking notes on their behavior. For example, if a teacher were to simply write a few lines of notes a week on a student, they would have a steady documentation by the end of the school year. Another method is taking pictures of students as they work in the classroom as well as where they tend to gravitate during free time. At the same time, the teacher should be examining previous school records to find the strengths of the student, while also keeping track of various strengths and placing them in a folder for the student’s future teacher. In keeping such fastidious records, the school system can ensure that students are progressing and continuing to learn. In addition, the teacher should talk to other teachers as well as the parents of students.

Andrew F.
This chapter was a basic description on discovering the multiple intelligences in students. The biggest suggestion was watch how much a child misbehaves to truly diagnose what style of learning they have the most strength in. For example those with the most verbal knowledge tend to be outspoken during class time, Spatial intelligent kids might be day dreaming or doodling during a lecture. The chapter also states that the best resource is asking colleagues, parents, and even the students themselves are the best people to ask in terms of determining their types of intelligences.