MI+B2+Chapter+5

**Abstract Andrew D**
The main idea everybody took from this chapter was teachers in an MI classroom need to design their curriculum and lesson plans using each of the eight multiple intelligences. Students learn in so many different ways that is important that teachers try and teach in a way where the intelligence each student prefers is used at some point in each lesson. This way you are teaching in a way that best fits all of your students and not in way that is best for a select group. Another main idea from the chapter was for teachers to give students work that can relate to real life. Students feel like if they can relate what it is they are doing to real life, the work is meaningful. A lot of the time, to give work real life meaning, teachers must give work that provides hands-on experiences. Also, in many MI classrooms a 7-step lesson plan is administered. The seven steps are: 1. Focus on a specific objective or topic 2. Ask key MI questions 3. Consider the possibilities 4. Brainstorm 5. Select appropriate activities 6. Set up a sequential plan 7. Implement the plan The most important idea for teachers to take away from this chapter is to fit the needs of each student in their curriculum and lesson plans.

[|Synthesis Andrew D]

Everybody in the class agreed that using each of the eight intelligences is a good idea when creating curriculum and lesson plans. This [|site] contains information on multiple intelligences and implementing the theory in the classroom. The idea that each student will have the ability to learn in the way they prefer was a vital part to most everybody’s reflections. Students want to be [|engaged] in the classroom and feel like what they are doing has meaning. The best way to do this is by giving work real life meaning. Some of the reflections talked about how they felt engaged in classes where teachers could relate to real life and could provide hands on experiences, while they felt disengaged when teachers just stood at the front of the class and lectured the whole time. Also, most people liked the 7-step lesson plan because they felt this type of plan would be a great way to fit the needs of each student. Teachers who can fit the needs of all of their students will have a class full of engaged and hard workers.

**Dani** **Chapter 5**
Chapter five suggests ways to design curriculum that will activate all eight of the students’ intelligences. Suggestions on how to do this include, thematic learning and a seven step lesson plan procedure. The thematic instruction suggests coming up with a theme that can be taught differently to students using each of the eight different intelligences. Using the eight intelligences in creating lesson plans will mean that my lessons help students develop intelligences that are underdeveloped. It will also help them understand the concept in a way that works for them. The idea is to help as many students as possible learn the content to the best of their ability.

Cam
This chapter continues on in the MI textbook by talking about John Goodlad’s research of determining that teachers lacked in classroom diversity. The Teaching of studies can be traced back all the way to Plato himself. The MI theory is practically the combination of what all teachers would do; going beyond the books and chalkboard to engage students. The MI teacher steps outside the box and incorporates the intelligences; he or she keeps the class interested. The MI teacher also would turn the spotlight over to the students as they got together in groups and interacted with their peers. Teachers can use tools such as storytelling, creating codes, visualization, body maps, mood music, board games, choice time, and nature walks for the eight intelligences. The mission of the MI theory is that the plans introduced by teachers will, at some point, touch base with the students’ strongest intelligences. In order for teachers to develop lessons using the MI theory, we as teachers need to be able to translate practical material into the various intelligences. As a future teacher, I am starting to see what Dr. Theresa means by the repetitive material. It is a pattern that we future teachers will live by. This impacts me as a professional because I will not forget to pull everything together to have a differentiated class. For example, one method of teaching in my class will be to get the students up and moving by having them spread each other and act as planets, moons, black holes, meteorites, and the asteroid belt. This impacts my students because it allows them to better understand the material, rather than just memorization.
 * Chapter 5; MI and Curriculum Development **

Jason
I think the biggest thing that I learned had to do with the statistics Armstrong gives at the beginning of the chapter; he says that “nearly 70% of classroom time was consumed by ‘teacher talk’” (Armstrong 38) – he then added that much of the time was spent doing worksheets or answering book questions. I never knew that was how much time teachers spend lecturing; I feel bad for the students who do not do well with lecture because they are already behind that way. This affects me because I had a teacher who would mix things up by showing us videos, playing classical music during tests, and using graphs along with lecture. I never thought that could be considered MI assessment until I read this chapter. I think that this works well for my concentration because I get to easily show video, maps, and other things that can help cover all of the intelligences along with conveying the proper message that I am after. I definitely plan on playing music because I know that classical music actually has been shown to increase test scores and performance in students.
 * MI Chapter 5: MI and Curriculum Development **

Lindsey
This chapter was incredibly useful as it discussed methods of incorporating each of the multiple intelligences into all content areas. I enjoyed that this chapter addressed how we may use one method of instruction and translate it to all intelligences if we are willing to plan it well beforehand. In order to sufficiently demonstrate this, the book provides a very helpful chart with various examples of the ways in which intelligences play a role in content areas. A major focus of this chapter was upon giving school work real life meaning. Just as John Dewey believed that the classroom was a microcosm of society, we must be able to relate all work we do within the classroom to real life application. If students believe that the concepts they are learning are meaningful, they are likely to become engaged and question how they may later apply their learning to their future.

Marcy
This chapter is about designing a curriculum to teach to all of the multiple intelligences. The idea is that any lesson can be taught eight different ways. A teacher does not have to teach a whole lesson 8 different times. The point is that the teacher should take a topic and brain storm how each intelligence would learn best about that topic. Then figure out how to incorporate a piece of each intelligence into one lesson. Try to keep the order of a normal lesson plan while incorporating the different intelligences. The last thought of this chapter is to include real life examples or applications. This affects me as a teacher when I build my lessons. If I brain stormed about how to teach the lesson to all the different intelligences before I created the lesson, I would have much more success in keeping my students engaged. This affects my students by creating more meaning for them in the content. The students will understand the importance of material more if they can connect it to real life or their own lives.

T ed
Chapter Five of the Multiple Intelligences book was about the role of Multiple Intelligence theory in developing our curriculums. The long lists of ideas for teaching to different intelligences was really helpful – that would be a good few pages to have an extra copy of, maybe to keep somewhere. I may have trouble coming up for ideas for some of the other intelligences I don’t really relate to, like naturalist or spatial, so it’s good to have a laundry list of ideas that can be elaborated on. I think this chapter will be very important when I’m teaching a classroom. I’m starting to realize the importance of having a professional library. The idea of making an eight-branch graphic organizer is also really helpful to me.

Ben
Chapter 5 discusses making lesson plans around the MI theory. Breaking the lessons up with different methods of teaching includes singing to students, relating the material to the natural world, creative movement, there is a huge list on pages 41-43 of the MI book. Instruction should no longer be just at the white board, so it can relate to a test on white piece of paper. Instruction should be created with real life situations that deal with the material in the lesson plan. Using this style of teaching impacts my math class since the traditional math class is just teacher at the board, student takes a test. The math class is the subject that needs the most revamping. Students should becomed engaged when learning about math, not discourged by all the letters. I noticed this also while reading the Foxtrot comic. Paige, the sister, had system of linear equations with two unknowns. She was confused because she didn't understand the lecture in class; she couldn't relate it. Her brother comes in and relates the problem to shopping. She solves the problem with ease. This is what needs to happen in my math class, relation with instruction.

**Andrew D**
This chapter is about how to be a Multiple Intelligence teacher and using multiple intelligences in curriculum. A teacher in an MI classroom contrasts greatly with a teacher in a regular lecture based classroom. In an MI classroom a teacher continually shifts the method of presentation using all eight multiple intelligences. Using hands on experiences is very common in MI classrooms. The chapter goes on to describe how to create MI lesson plans. When creating lesson plans teachers must think of different ways to translate material from one intelligence to another. A seven step procedure gives teachers one way to create lesson plans using MI theory. This part impacted me because it gave me a clear example of how to create a lesson plan that can relate to all of the multiple intelligences. It will impact my classroom because I now have a good source to look at when creating a lesson plan. If I have a class that displays many of the multiple intelligences I can look back at this chapter to help me when designing certain lesson plans. 

Lizzie
This was all about MI and curriculum development. The suggestion that the MI theory makes the greatest contribution to education made an impact on me. This theory helps by allowing teachers to expand their repertoire of techniques, tools, and strategies beyond the usual classroom. It is important that children in the classroom learn not just through words but through experiences and not “through books but through “the book of life”. Many current educational models are, at heart, multiple intelligence systems that are using different terminology and with varying levels of emphasis. Most teachers need to understand the potential of using MI in the curriculum. It is also important to know that there are many different ways to shift from traditional teaching to the MI direction. There is a theory behind creating MI lesson plans. The MI theory offers a means of building daily lessons plans, weekly units, or long term programs and themes in such a way that all students can have their own strongest intelligence addressed. One way to create a lesson plan using the MI theory is to focus on a specific objective or topic, ask key MI questions, consider the possibilities, brainstorm, select appropriate activities, set up a sequential plan, and implement the plan. The culmination of all these ideas and structured set of plans can help any teacher to create that new MI classroom. I saw that this chapter enforced the importance, not just for the students but for the teacher, of an MI classroom. Creating a lesson plan that incorporates the opportunity for the student to address his or her individual needs is something every teacher should want in their classroom. The idea that the MI theory can expand many teachers’ already growing skills is attractive. Every teacher should want to learn and grow with their students. If a classroom of growth and productivity is created for the students, why not create a great environment for the teacher as well? I believe that every teacher should be using the MI theory as a way of expanding themselves into a better more diverse and knowledgeable teacher.

Andrew F.
This chapter deals with the contrast between MI teachers and that of a normal classroom teacher. Saying how conventional classrooms are not really a bad thing, but rather something that is slowly murdering the learning process. As an MI teacher you have to shift the method of presentation constantly to fit the needs of each student, constantly thinking on how to reach each student with every lesson. The chapter also discusses what ways an educator can engage certain learners by listing activities emphasizing each of the 8 intelligences.

What I took most from this chapter were the graphic organizers about creating MI lesson plans for each lesson. It looks very radical when its drawn out, but I think I could use this as a starting point in brainstorming to fit the needs of each student in my classroom. These diagrams will help my planning to reach every student in my history class.

Jenna
Chapter five of __Multiple Intelligences in the Classroom__ explains how to integrate the multiple intelligences into a teacher's curriculum. There are direct examples for what a teacher could do with the intelligences, the eight of them being: linguistic, logical, spatial, bodily/kinesthetic, musical, interpersonal, intrapersonal, and naturalist. The chapter discusses methods for how to create a MI observant lesson. The chapter also suggests to focus on the subjective, ask yourself what you want to get out of it, consider how to carry it out, brainstorm the possibilities, select an appropriate plan, setup an alternative, and then implement the plan in the classroom. When a teacher has to teach a unit on a specific concept or unit, they should write out a graph with the objective in mind and areas for brainstorming ideas for all of the intelligences. This chapter was a perfect resource that taught me how to draft lessons. I really enjoyed the plethora of examples the chapter gave for each of the multiple intelligences. I will be able to tap into the intellectual abilities of my students. And although drafting effective MI units are difficult, the chapter provided me ways that it can become easier. This will help me because when I am finally a teacher, I will already be differentiating and drafting units according to the various multiple intelligences.

Nicholas
**Chapter 5:** After reading this chapter I really enjoyed learning about how to create MI lesson plans. By using the MI theory for lesson plans teachers are able to create at least eight ways to “address any skill, content area, theme, or instructional objective.” One of the best ways to begin developing curriculum with the MI theory is to translate one of the intelligences to another. Then the chapter goes on to lay out seven steps that gives you, the reader, an example of one of the ways to create lesson plans with MI theory. The steps are as follows: This example really makes it look easy to use MI theory lesson plans. I plan on using as many different MI’s as possible to facilitate an engaging lesson for all of my students. And by using the MI theory lesson plans you are able to focus on your students’ abilities and delve deeper into their understanding of the material.
 * 1) Focus on a specific objective or topic.
 * 2) Ask key MI questions.
 * 3) Consider the possibilities.
 * 4) Brainstorm.
 * 5) Select appropriate activities.
 * 6) Set up a sequential plan.
 * 7) Implement the plan.