MI+B1+Chapter+5


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[|Abstract and Synthesis]
Previous chapters have been explaining what MI is, and explains the fact that it should be used as a method of teaching but has yet to explain how exactly it can be applied in teaching. This chapter first goes on to explain that MI has been around for a while and still is not used all that much in the classroom. Because of this the book goes on to show and explain how MI can be applied in the classroom. The book provides examples for each intelligence and subject matters. Everything is school either deals with lecturing and reading and writing, which does not involve many of the intelligences. Teachers are stuck in old/traditional ways of teaching and some have a hard time breaking out of that. This chapter not only gives examples of ways MI can be used in the classroom and provides diagrams and graphic organizers that can be used by teachers to get them thinking on how they can incorporate MI into their classroom. As we know, [|**graphic organizers**] can help both teachers and students when it comes to education. As future teachers it seems that most of us are disappointed by the fact that MI is not all that new of a concept but yet not many teachers seem to be using it. The chapter makes it clear that even if a teacher is stuck in their traditional ways there is still a way to incorporate MI into their classroom while still using the traditional ways that they are used to. But for teachers like us, we are going to be completely new to the profession and open to incorporating new techniques and concepts into our teaching. MI allows for teaching to be versatile and effective for all learners so I don't think there is any new teacher out there that wouldn't be open to [|**incorporating MI**]in their classroom. The examples are good for a beginning in each subject area but applying MI to all lessons could pose a challenge, so that is why it;s important to use the book as a starting point that introduces the idea of MI and then look for other ideas on the web of from other teachers lesson plans. The book is here to convince us as teachers that MI can be used as a great instructional tool, and now wants us to delve deeper into this understanding and look for MI resources all over outside of the book. There are plenty more books out there, [|**videos**], websites, and lesson plans to help teachers gather ideas on how to incorporate MI in the classroom. There is a lot of information out there for ideas on lesson plans to teach students what the multiple intelligences are but not many on lesson plans that actually incorporate MI because there is a big difference between the two. The book can be a starting point and our own creativity and ideas as teachers will help us to expand on MI in our classrooms.
 * Abstract**
 * Synthesis**

Rachel F.
Chapter 5 starts off by pointing that MI theory is definitely not a new concept. It is funny to read this and then think about how still today MI is not implemented as much as it should be. An outdated classroom consists of a teacher that stands in front writing notes on the board and talking at the students. An MI teacher continually changes the way he/she presents the information from the range of multiple intelligences. In order to be a great teacher, it is important to incorporate this idea into your lessons but it is perfectly okay to have traditional methods as well. Giving the students notes is a legitimate linguistic way to get material across. There are many different methods, aside from linguistic, that can help teach a lesson: lectures, math problems on the board, picture metaphors, hands on thinking, mood music, cooperative groups, one minute reflections, and nature walks. It’s important to incorporate all intelligences at one point in the day. To help a teacher create a great MI lesson plan, chapter 5 lists out seven clear steps that lead you through each process. By following these steps and the rest of the great information in the chapter, my classroom will be able to learn better. I will be considerate of their many learning styles and by doing so, I will grab their attention and give them motivation.

Rachel B.
This chapter to me was one of the most straightforward, reader friendly, and helpful that I’ve read so far in //Multiple Intelligences//. As a teacher I will be more than willing to embrace multiple intelligences, and try and get away from too much of the traditional linguistic classroom. Armstrong did a wonderful job of supplying resources to teachers to help enable them the ability to be MI teachers, rather than the traditional style. I really enjoyed reading all of the different ways to integrate the eight different intelligences into the classroom. I believe that it truly will make a difference in students’ concentration, interest level, and the amount of information they will actually comprehend and master, rather then just memorize. I will use this in my classroom by following a lot of the examples which the materials and methods for the eight intelligences provided and when I feel comfortable I will think up some of my own, or even ask my students for their input.

Jen T
I can honestly say that I have this chapter down-pat. Probably even before our presentation on Google Earth I could have given you plenty of ways to incorporate all the intelligences in almost any given lesson. I hate how we keep repeating theme between the books we’re reading, but I think it helps to get everything in our head and make it stay there. MI’s will DEFINITELY be included in my classroom. I feel like the nature part will be the hardest to incorporate. I plan on having as many classes outside of the classroom, actually outside and also in the community, as I can.

Megan
The chapter starts off showing us that MI is nothing new in education (and yet for some reason we still can’t figure out how to incorporate it into our classrooms!) Some of the chapter, like the piece on the MI teacher was a bit redundant. It talked about how the MI teacher goes beyond the classroom and works hard to incorporate activities that address all 8 intelligences in their lesson. It was sort of a pointless piece seeing as how that’s what the entire book is on. But there were some helpful pieces to the chapter like the list of tools we can use to help us address the 8 intelligences in our lessons. Also at the beginning of the book there was a quote by Rousseau in which he said, “the child must learn not through words, but through experience; not through books but through ‘the book of life’”. I love this quote because it perfectly illustrates the point of what we are trying to do here in practicum. We’ve relied too long on traditional forms of teaching. We’re stuck in a cycle of lectures, note taking and tests. We need to be more hands on. We need to get up and do something! Show kids how this information relates to their lives and the real world!

Geoff
While I will not make the slightest attempt to memorize the survey of teaching techniques through the multiple intelligences, spelled out on pages 40-43 of //Multiple Intelligences in the Classroom//, I have it bookmarked for future reference; I am sure that I will be consulting these ideas as I try to integrate differentiated instruction in my future classroom (and in Practicum, if I have the opportunity to). The part of this chapter that resonated with me the most, however, is the section about “Thematic Instruction,” because I have put some thought to teaching history in a thematic way before, but I am not sure how I would do so. It would not be so difficult to come up with different themes in American history; a year could easily be spent on civil rights alone. Add in the rise of the United States as a global power, military interventions around the world in the 20th century, the ideology of the American Revolution, and others, it would not be hard to implement this strategy. My fear with this, in a history context, is that I would be trying to untangle aspects of history that are rather entwined. For instance, in covering only the Progressive Era, leaves out the rise of the United States as a global power in the late 19th and 20th centuries, as well as a look at growing presidential power from presidents McKinley to Wilson. Furthermore, I feel like history is already somewhat theme-based anyway. For instance, the Civil War and Reconstruction can both be considered themes—albeit on a smaller scale—and in covering them we go right from one to the other. I definitely like the idea of Integrated Thematic Instruction, but I am just not sure as to how I would implement it in my differentiated classroom.

Karin
This chapter focuses on the importance of designing the curriculum around the MI theory in general. When setting up the curriculum for the year, a teacher must take into account that different “proclivities” in the MI will have a great effect on teaching methods and teaching efficacy. When one has a classroom with the whole gamut of multiple intelligences, which is undeniably inevitable, one must deal with the situation accordingly; this means that the curriculum for a classroom must factor in this probability. This will obviously have a great impact on my classroom, because it will affect the way I approach my curriculum design; now that I have read this chapter, I know that I will keep the theory of MI in the back of my mind when designing a unit.

Courtney
This chapter was mainly introducing the fact that MI instruction is not commonly used in the classroom. Teachers mainly stick to lecturing and writing on the board. There is a way to incorporate MI into the traditional teacher mode or you could go all the way with MI instruction and be really creative, it all depends on what the teacher is comfortable with. There is a big difference between a traditional teacher and a teacher who uses MI instruction to their advantage, but using MI involves creativity. I want to be that creative teacher who can incorporate as much MI instruction in the classroom because it is fun and it really reaches the kids and gets the motivated. The chapter provides a list of possible activities relating to each Multiple Intelligence, it provides many ideas to get a teacher going with incorporating MI into their classroom.

Sara
MI has been around for years, and is really an extension of the concept of teaching beyond the chalkboard. A teacher using the MI theory is constantly morphing and changing his technique. Every teacher is capable of teach with the MI theory all it takes is being aware of the different intelligences and little things such as drawing diagrams or speaking rhythmically can appeal to multiple intelligences. There are materials that can be used for each intelligence such as sculpting materials for the kinesthetic learners and even the spatial. Music can be played in the background during work periods for the musical students. Each lesson should have some of each of the 8 components to appeal to each learning type. It may be time consuming and take some extra thinking about how to incorporate different intelligences into lessons but it is worth the time for it will help the students succeed.

Jen P.
I love that this chapter gives clear examples of ideas and products for each multiple intelligence. When I become a teacher and from now on, I will constantly be coming back to this chapter in particular for ideas. Now I know right where to go whenever I am lacking inspiration. The best part is that once I have an idea from this chapter, I can take it to the next level by adding a type II technology factor to my lesson ideas. For example, under Naturalistic, they have “nature walks” on page 43 as an option. I could amp that up by using Google Earth, where not only can students look at pictures of nature, but it is special because the program is three dimensional, logical because you can put in exact locations, visual, interpersonal and intrapersonal because the program allows students to work by themselves or with other people. Students could add garage band to add a musical theme to their nature walk while touring China during a World War II unit. Form the chapter, I also appreciate that this chapter presents information in more than one way; the list was very helpful, as was the table on page 41.

Jordan
Most of this chapter was a reiteration of the fact that utilizing MI Theory in the classroom can only lead to success for all students. When a teacher varies ways of instruction from lesson to lesson, all students will have their most prominent intelligences catered to. In this section, Armstrong provided an amazing resource! Pages 40 through 43 give numerous, numerous examples of activities for each of the eight multiple intelligences that can be implemented and used in the classroom. This, to me, is very helpful, especially for right now while we begin framing our lesson plans and completing the Tailor section in the WHERETOs.

Stephanie L.
I really enjoyed Figure 5.1 on page 41. It includes all 8 of the multiple intelligences AND how to apply them in your classroom. Whether it's activities, materials, strategies, how to begin a lesson, etc. Very cool stuff! Integrating MIs into the classroom is one of the greatest ways to get students involved and keep them engaged in what they are learning. If they can find even the simplest way of connecting to the material they are learning, they will be more willing to pay attention and participate. There really are so many different ways to incorporate the MIs into the classroom and this chart is a very helpful tool, especially when completing the WHERETO's and lesson plans in general. The possibilities are endless! The "MI Planning Sheet" that they include in this chapter is also very helpful. Based on your lesson, you can brainstorm a number of different ways to incorporate each intelligence into your lesson. This is great for teachers who are high in the spatial and/or verbal intelligence(s)!

Tracey Hollingsworth

Chapter 5 - MI & Curriculum Development

As we have been learning about multiple intelligences, it is a fair conclusion to make that the MI teacher reaches beyond the text and blackboard to awaken students' minds. They engage their classroom in ways that suit the learning needs of all students. While a traditional linguistic classroom spends much time writing and lecturing, the MI classroom is fluid. The MI teacher shifts their method of teaching by showing videos, having hands-on activities, allowing students to express themselves creatively, etc. Teachers that use the multiple intelligence theories yearn to understand why some teaching methods work well for some students and not well for others. MI allows teachers to build upon their current repertoire of skills, materials, and techniques to address students' strongest intelligences.

John
Armstrong emphasizes yet again ways in which teachers can teach to multiple intelligences while in the classroom in this chapter. He mentions such traditional teaching techniques as standing in front of a chalkboard and lecturing, and condones this as a legitimate teaching strategy. He then goes all Gardner on us and says that we should step away from the metaphorical chalk board at some point and start finding other ways to get our information across. There are long, long lists of techniques that can be used for each of the intelligences. Playing music and reading out loud are the norms, but things like "TAPE RECORDING ONE'S WORDS" (in all caps, for some reason) stand out as somewhat intriguing but vague at the same time. I did note Armstrong's suggestion that alt-ed "cooperative learning" lessons are already differentiated instruction, and I thought that this was interesting. The sample 8-day multiple intelligence lesson plan at the end of the lesson is probably the most useful thing in the chapter and the only thing I will ever take away from it.