MI+B1+Chapter+3


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Abstract- Stephanie P.
Chapter three in the book //Multiple Intelligences in the Classroom//, starts off by stating that each child possesses all eight of the intelligences. Howard Gardner was the man that pointed out that each child simply has “proclivities (or inclinations)” (page 21). This means that one of the intelligences is at a higher level than the others. It was also stated that almost all students have proficiency in more than one of the intelligences, so they should not be held to just one. They should be able to expand. The next portion of the chapter went on to explain how a teacher might assess the eight different intelligences in their students. The author stated that “the single best tool for assessing students’ multiple intelligences, however, is probably one readily available to all of us: simple observation” (page 21). A way to identify a student’s most developed intelligence is by observing them in the class. For example, if a student is fidgeting in their chair and can’t seem to sit still, their developed intelligence is most likely bodily/kinesthetic. There are many other ways that were listed in the chapter to help teachers assess their student’s intelligences. They include: “collect documents”, “look at school records”, “talk with other teachers”, “talk with parents”, “ask students”, and “set up special activities” (page 23 & 28-29). There was also a chart on page 22 on “eight ways of learning” and a “checklist for assessing students’ multiple intelligences” on pages As a last statement on page twenty nine the author says that the more a teacher teaches with the multiple intelligences, the better they will be at assessing their students.

Reflection- Stephanie P.
For Chapter 3 summaries of //Multiple Intelligence in the Classroom//, many wrote about how they agree with the fact that if a teacher observes a student’s misbehaviors, they may find their strongest intelligence. It’s good to know that many people agree with this because hopefully it can be implemented in the classroom. That way, fewer students are having disciplinary problems and having a higher level of success in the classroom. Another commonality was the fact that observation is the key to uncovering your student’s intelligences. It did not give tips on what to look for, but I found a website that took all the intelligences and gave tips for how to teach to each specific one. The website is called [|“How to Use Multiple Intelligences to Reach Every Child”] and it is very informational. The last theme I saw among the responses was that if the teacher is comfortable with the multiple intelligences and knows how to teach them and cater to them in a student, it will benefit the classroom. There will be more success from each student, and more success from the classroom as a whole. I found another great [|website] about integrating the MI theory into the schools and what barriers need to be overcome and what the positive outcomes will be.

Rachel B.
This chapter taught me a great deal on how to go about discovering what learning style your students prefer. As it states on page twenty-one of MI, “children seem to begin showing what Howard Gardner calls “proclivities” (or inclinations) in specific intelligences from a very early age." I think that this is very intriguing, to know that children have inclinations to specific learning styles at a young age. The greatest part about knowing such information is that it can be put to good use. The knowledge gathered in this book allows for teachers, even parents, to find out what learning style is most effective with their students/children, enabling them to teach better. It wasn’t, this chapter, very keen on a computer-scored test, it said to be "skeptical," but it gave other suggestions, such as watch how your students misbehave, which sounds funny at first, but Armstrong goes onto explain how this works. Seeing how students misbehave usually leads you to better understand what kind of learner they are. Say if they are always socializing, even when you’re teaching your lesson, this suggests that they are a highly linguistic. I thought it was a great point made, and somewhat simple to do. Overall the chapter was helpful, and I would like to photo-copy the hand-outs and use them during my Student Assisting job to see where the students I work with have more inclination in regards to learning style.



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Jen T.
This chapter was interesting...in a weird way. I definitely agreed with the author when stated that looking at a student when they’re misbehaving is a good indication of their suppressed intelligence. Going along with misbehaving, I am starting to think that students don’t really misbehave, they are only expressing unused energy that could be spent actually learning in school! If you went by traditional guidelines for misbehavior, I would have detention in every one of my college classes. So, that part I really enjoyed and could relate to. On the other hand, I got a little creeped out when the author suggested taking pictures, video, and audio of the students to keep in a folder that could be used for years to come. I think it’s great that as teachers we’re keeping notes on our student’s learning styles, but I don’t think we need all that media for middle and high school students.

Rachel F.
This chapter, "Describing Intelligences in Students," taught me so much about how to find out the variety of intelligences that my students have. One of the best ways to pinpoint a student's multiple intelligences is to observe that student. Too many people think that they can get these answers straight from intelligence tests. One of the more interesting parts I read about was observing students who misbehave. Usually teachers deal with misbehaving students by sending them to the Principal's office. This is definitely not the right thing to do because those students are only acting out due to a lack of relation to them. If you limit your lesson plans to one or two multiple intelligences, the students who are not strong in those intelligences are not going to understand and therefore might lash out. Another one of my favorite sections was about asking the students directly what they believed their intelligences were. If the student is well aware of these intelligences then they might be able to pick out what they like the most. All of this great information is eye-opening because students are so complex and it is so important for me to really get to know them. If I don't invest my time to learn what multiple intelligences exist in my classroom then I will become a failure. My classroom will forever greatly benefit from this information because I will take into account the many different intelligences that exist and I will accommodate for them. I know how important it is to make sure that every last student understands what I am teaching them.

Sara
Observing students’ multiple intelligences is most likely not as simple as it sounds. The teacher needs to be attentive the material that she is presenting to the class as well as the actions of the students. I really like the idea of analyzing how a student misbehaves. It is a very good indicator of how they learn. In retrospect I had a fellow student in a history class who would constantly tap out a rhythm with his pencil to the point of distraction. This occurred only when the lecture became boring or monotonous. I plan on using observation skills and communication with students’ past teachers, family, and the students themselves to garner knowledge about their intelligences/ learning styles.

Karin
This chapter gave many great hints about how to learn about a student’s inclination toward any particular intelligences. Just like in the chapter of UbD and DI, this chapter underlines the importance of knowing your students in your ability teach effectively. I found the hint about keeping a page on each student in a notebook really helpful as well. This will have a great impact on my classroom because I will have to pay attention to each student’s differences and learning intelligences and styles to be able to reach them successfully. This is not going to be any easy feat either – it is going to take dedication and perseverance.

Geoff
Chapter 3 in MI has so many good ideas! This chapter deals with ways to identify multiple intelligences in students. Two of the suggestions Armstrong offers are ones I would have never thought of, but ones I will definitely not forget to pay attention to, both in Practicum and later on, when I am hopefully a certified teacher. The first was to observe how students misbehave in class. Chances are students will misbehave in a similar manner to how they behave, so I now understand student misbehavior to be a learning opportunity for myself to see not only how they learn, but how their behavior relates to my teaching, as well to see if there are things I could be doing to include more differentiated instruction in my classroom. Another suggestion Armstrong offered was to observe how they spend their “free” time, or time when they are not being instructed or told what to do. Students are going to do what is comfortable again, so even a down period is a period of opportunity that I will make sure not to miss when I become a teacher. Of course, Armstrong includes some of the more obvious steps, like talking with other teachers, parents, and even the students themselves, but I really like the first two suggestions that Armstrong offered. In addition to being creative, they are remarkably simple; not much else is needed besides paper and a pencil and your eyes.

Tracey Hollingsworth
"Describing Intelligences in Students"

From an early age, when preferred intelligences emerge, teachers begin the process of assessment. The best tool for assessing intelligences is simply, observation. By observing their behaviors and misbehaviors, teachers can get a basic knowledge of what methods might be best for teaching that student. For example, a linguistic learner may talk out of turn. By misbehaving, a student is simply saying, “This is how I learn, teacher, and if you don’t teach me through my most natural learning channels, guess what? I’m going to do it anyway” (Armstrong, 21). Other ways of assessing and keeping track of intelligences are by collecting documents of students’ work, evaluating records over the years, talking to other teachers and parents, and most importantly, talking to students directly.

Courtney
This chapter did a great job at explaining exactly how a teacher can discover how each individual student learns best. I really liked in the beginning of the chapter how it suggested paying attention to how a student may misbehave in a class to understand how they learn. I never thought of using the way a student may misbehave to my benefit, but I think it is a really great idea. Also all the other ways the chapter suggested as using to decipher a childs multiple intelligences I found to be very interesting because the teachers themselves have to use their own multiple intelligences to pick up on the kids multiple intelligence. One way was to take a photo of the student when they do something good, which is visual, and others were to talk to the parents or students themselves which is social. I plan on keeping these methods in mind when in my own classroom because I know they will be very helpful in discovering all my students different learning styles such as trying to design my course material around each individual multiple intelligence and taking note as to which students do best in each one.

Stephanie P.
Each child possesses all eight of the multiple intelligences. However, some children have "proclivities" (page 21) at an early age in life. This means that a single intelligence is at a higher level than the others. Something new that I learned was how to assess your student's multiple intelligences. The book stated that the most effective way is to simply observe your students to determine the most proficient intelligence for a specific student. An interesting part in the assessing portion was when it said to look at their misbehavior in class because that may point to their learning styles. For example, if a student is fidgeting and moving around a lot in class that may be an indicator that they are a bodily/ kinesthetic learner. Other methods for assess their intelligences included collecting documents (photographs, art samples, tests, etc.), looking at school records (past teacher comments), talking with other teachers, talking with parents, asking the students themselves, and setting up special activities that address many learning styles. This will be of great help in my future classroom because I can take the information that I have obtained and will be better able to assess my students. By accurately assessing them, I will be better able to address their learning styles.
 * Chapter 3: "Describing Intelligences in Students"**

John Thomas
This chapter gave me some new ideas about why some students misbehave. Looking back at when I was in grade school and even middle and high school, I can remember ways in which I and my classmates misbehaved. Never before had I thought that it may have been our learning styles that influenced these actions, but the theory that chapter 3 introduces makes them make a little bit more sense. Regarding the chapter's suggestions on how to monitor and assess students for Multiple Intelligences, I think that having a journal or some kind of record-keeping tool for your own professional growth as a teacher is great. I am, however, having a hard time seeing why one would need to keep as excessive an amount of "documents" on each student as the chapter suggests. Any pictures of class projects or students actively learning should be shared with the rest of the class at least, and not just kept in the teacher's desk drawer.

Stephanie L.
This was a very informative chapter! I like the idea of being able to assess a student's multiple intelligences through observation and appropriate research, not just through tests that may not turn out to be accurate anyway. I also really liked the chart that they used that showed each of the intelligences and what students with those intelligences think, love, and need. There is a lot of helpful information on it that allows for variety in the classroom. I also found it interesting how they suggested having mini-interviews with the students to grasp a better understanding of their interests. Having stations set up for different interests and different multiple intelligences was another thing that jumped out at me. I did a lot of activities like that in school and found it to be very effective.

Megan
There were a lot of really cool ideas in this chapter that would help me figure out what intelligences my students have. Simply observing them is probably the easiest way to learn more about their intelligences. I know that Armstrong jokes about observing how they misbehave, however, I think that is a really great way to see what needs are not being met simply because the students will be doing them when they “misbehave”! Plus its probably a lot more interesting to watch then just what they do during their free time. Looking at past school records is also a really cool idea. You can see what classes they tend to do well in and see if there is a pattern. It might even be possible to talk to those teachers and get some insight as to why the student did so well in the class. Even reading the kindergarten teachers report is a great idea! I never would have thought of it but it makes sense! The chapter talked a lot about how to get the information on the student. But towards the end it mentioned something really cool about what to do with the information once you have it all. It talked about getting copies of student’s records and highlighting the positive comments, typing them up, and then organizing students based on learning styles. I loved this idea. I feel like it would make it easier for me to remember who has what intelligence and what they specifically excel in compared to other students.

Jordan
Chapter 3 Describing Intelligences in Students I found it to be a really interesting idea that student’s misbehavior in a classroom may be able to tell about how they learn and their developed intelligences. Misbehavior isn’t usually linked to the intelligences, just behavioral issues and disruptions. I think that looking at students “bad” behavior to find out how they possibly learn could be very useful in a class. Looking at who is misbehaving and how they misbehave could possibly tell you how you need to vary your instruction. For instance, if a few students constantly have side conversations or talk out of turn, you may need to make more lessons that target linguistic learners. I also think it was interesting that by observing how students spend their free time in a school, another insight into their learning styles or intelligences could be seen.

Jen P.
This chapter gives all sorts of pointers for learning about students and multiple intelligences. Some examples include a checklist, talking with parents, and talking with other teachers. Of course, this part would have to be with discretion and by following the law. The checklist is something that would be great in my future classroom. I like that the book recommends asking the students. Asking students about how they learn, actually showing that I care, is most certainly something I will do. Not only do I earn valuable information, but my students will feel a sense of importance and perhaps gain a few new study tips.