MI+B2+Chapter+4



toc

Abstract-Ben
Chapter 4 talks about introducing Gardner’s MI theory to your students. It lists several ideas to help introduce the MI’s to your students: like board games, field trips, displays, readings, or a MI scavenger hunt. Every year students are different; the only guarantee is most of them learn different than you did. Using tools, like available technology, colleagues’ expertise, and asking students, will help in relating material to the students personal MI. After introducing MI to the students, the book says to stay away from labeling intelligences as strong and weak. Since each person has the ability to develop their other intelligences. The following point talks about what [|activators or deactivators] your students encountered when they were growing up, and developing their MI. Such factors like resources, historical-cultural, geographic, familial, situational can play in the developing of the intelligences.

Synthesis-Ben
After reading everyone’s reflection statement I got the idea that everyone realized knowing their students most developed intelligence is key to their student’s success. Almost everyone’s idea of [|introducing] the MI’s was different. For some it was a short discussion, while others talked about was reading on a famous figure that demonstrates the intelligence. Another favorite was the intelligence hunt, were students would try to find the intelligences displayed or demonstrated somewhere in the class. The last topic I felt there was a common belief was most of the ideas for introducing were designed for a younger audience. Perhaps altering the ideas given the in the chapter, or making it more difficult will make it more appealing to the secondary level.

Ben
Chapter 4 introduces //MI// theory to the students, since this is a relatively new theory not many students have heard of this before. Especially if they live in a non-mainstream area. This is going to help me with my students because they should know why I am choosing this method to teach them. I need have just a short introduction, about 5 mins, on the details of MI theory. Then ask them a series of questions about the qualities of being included in the eight intelligences; consquently, trying to get a better idea of which intelligence the student has developed the most. Finally, to create deeper understanding of MI theory I can have activities that help demonstrate each individual MI theory with the help of the //MI's// list of activities they have on pages 33 to 36.

**Cam**
This chapter in the MI textbook acquaints teachers to the idea of introducing the MI Theory to his or her students. A reasonable method in presenting the theory is to relate the intelligences to the students’ real world and to keep things, like words, at basic level. Impacted as a teacher, I believe it is important particularly to use activities that students can relate to. For example, I like the idea of career day and field trips because students can envision themselves in the real world. It makes them feel like they are actually part of something and I want to emphasize that as a teacher. Students will find themselves impacted by the way I carry out my lesson plans because, like what is highlighted in my essential belief, a classroom is filled with teachers and we can all learn from each other. This concept also helps students find respect for one another and it allows students to accept the concepts better when they know how they learn.

Dani
MI Chapter 4: Chapter four of MI is about teaching the multiple intelligences theory to my students. In this chapter I learned that it can be beneficial for my students to reflect on their own learning processes. The chapter suggests many different activities to teach the theory to my students including a kind of treasure hunt, field trips, wall displays, readings and board games. These activities both teach the students about the theory and help them to learn about their own learning processes. This chapter gave me some ideas as to how to help me assess my students’ intelligences and help them understand themselves more. Both will help them succeed in school.

Jason
I learned the many different ways a teacher can engage the different intelligences of their students. I thought that the most important ones for my level of teaching would be a discussion about the intelligences and then assign readings on people who fit each intelligence; I would use Michael Jordan for bodily-kinesthetic and Steven King for linguistic as some examples. I agree with this book that it is important for the teacher to understand and speak effectively about the intelligences – it is also important for each student to recognize his or her strengths and weaknesses. If they understand that, then it will be easier for them to find the types of instruction and assignments that works best for them.

Marcy
This chapter explains how a teacher would teach the MI theory to young children. The value of this is that students learn better when they understand how they, themselves learn. The two big tips the section gave to help during teaching the lesson were to keep it simple and make connections to the students. Show the students what lessons looks like when targeted to different learning styles. This affects me as a teacher by giving me another option of how to become acquainted with my students' intelligences. For my students, this gives them an opportunity to be a part of that discovery. Not only I, as the teacher, can become aware of the students' intelligences, but they can too.

**Andrew D**
This chapter looks at how to bring MI theory into the classroom. The perspective of the writing seems to be fit for an Elementary education class but could be easily incorporated into a Secondary education class by adjusting the difficulty level of the lesson. If you were to present this theory to an Elementary level class, the author gives examples of easier words to use to describe each of the eight intelligences. In a Secondary level class using the words that already represent each intelligence would be appropriate. The chapter also talks about a number of different activities or ways you could express each of the eight multiple intelligences in the classroom. As a Secondary education teacher the activities I would use are having my students read a biography of someone famous who uses one of the intelligences and wall displays. I believe having posters and students work on the walls provides a good environment for students to learn. Using posters of people that display each of the eight intelligences would be a good way of showing the class how each way of learning is just as good as the others.

Lizzie
This chapter involved teaching students about the Multiple Intelligence Theory. This theory can be explained to children as young as second grade and as old as the teacher. It can be explained in a matter of five minutes if explained in a way that is interesting and easy to understand. Children can always benefit from different teaching approaches that help them reflect on their own learning processes. How well and in what way to teach the MI theory to a class of students depends on the size of the class, the developmental level of the students, their background, and the kinds of instructional resources available. But the best way is to simply explain it to them. One important quote that Neil Postman, a New York university professor, expressed is that “children go into school as question marks and leave school as periods.” The main approach is to ask questions that promote and build inclusion. One way is to explain they multiple intelligences is as linguistic intelligence as word smart, logical-mathematical intelligence as number or logic smart, spatial intelligence as picture smart, bodily-kinesthetic intelligence as bodily, sports, or hand smart. There is also musical intelligence as music smart, interpersonal intelligence as people smart, intrapersonal intelligence as self smart, and naturalist intelligence as nature smart. There are many activities that can enhance or reinforce the teaching of multiple intelligences. Activities include such things as having a career day, field trips, biographies, lesson plans, quick experimental activities, wall displays, shelf displays, readings, MI tables, a human intelligence hunt, board games, and MI stories, songs, or plays. This chapter allows me to see how important it is for my students to know and understand the MI theory. When students can understand multiple intelligences then they can take their schooling farther, they can become more active in what they are doing and use the best possible method for studying. They can know how to work and what to work on. If students understand all the multiple intelligences then they can work on their most dominant intelligence.

Ted
I’d always just figured that I would explain the Multiple Intelligences theory to students. While a lot of the techniques explained in this chapter were innovative and creative, many of them seem to be targeted towards younger children. These are of course excellent techniques for those grade levels, in my opinion. However, this is operating under the assumption that they’ve already been introduced at one point to these, as I was. If students have never been introduced to MI Theory, these may be excellent ways to start. In that case, I’d be glad to use them in my classroom. For my envisioned classroom, the biography exercise would be very fitting, as would the reading from books about MI Theory. I also thought the Human Intelligence Hunt was a really cute idea, especially for students who don’t know each other very well. It almost (//almost//) makes me wish I were planning on teaching a younger crowd.

Nicholas
Chapter 4: Learning how to effectively introduce MI Theory to students is what this chapter covered. The most direct way is explaining it. It seems funny to me that the easiest way to introduce learning styles to students is to simply explain it to them. If I were to introduce MI Theory to my students I would explain it to them. I suppose I believed that teaching them the theory would be more difficult. Keeping it short and sweet is the most effective way to teach students MI Theory.

Jenna
Chapter four of Multiple Intelligences in the Classroom gives an inside view to teachers about how they can teach the MI theory to students. Children will attain more knowledge if they themselves understand how their minds work. When explaining the MI theory, the teacher should keep the lesson short and simple. If it is too confusing, the students will get lost. The best way to show students how they learn is to connect the lesson to their personal lives and experiences. The teacher can even give the students examples of lessons created to target a specific intelligence or learning style. I found this highly beneficial to me because when I was a student, I would have loved for my teacher to ask me how I liked best to learn. When I become a teacher, I will be able to teach my students about the MI theory. Once I teach the students about the theory and once they understand it, I will not be the only one who is aware of my students' learning styles; they will discover their own learning style as well. The students will understand what exactly it is that they need to work on (different learning styles, etc.) and what strengths that they can further improve with my assistance and guidance.

Lindsey
This chapter works to build a sense of inclusion within the student by showing the multiple intelligences seen within each student. Rather than focusing upon whether a student is talented at reading or mathematics, the teacher instead should attempt to show each student their individual strengths. The teacher should work to make each student feel not only involved, but confident in their intelligence. If students are given real life examples which captivate their imagination and prove that they can succeed, they will happily participate in activities which allow them to showcase their talents. In order to show students the way various intelligences are used within the real world, it is important to bring in community members who can explain their own roles, while at the same time explaining that they each use a variety of intelligences to succeed.

Andrew F
Establishing a classroom with an introduction to MI theory is a great way to open up with a new classroom. Not only does it give educators the upper hand on seeing what teaching style will work for individual students, but it gives the students a better understanding of each other and establishes a good way to interact as a class. By establishing a good connection to each of the intelligences there is a better chance of the educator reaching every student within his/her classroom.

The chapter suggested such activities as MI Tables, which is eight tables in which, there is a direct correlation to each intelligence. Each table is then given a task card that has some sort of activity to reach every learner, and after the exercise is completed there is a class discussion to record the results. The book also encourages things such as community visits (of people who exemplify each intelligence), field trips, and even room decorations to motivate the students to become well-rounded and push them to learn.