MI+B2+Chapter+6

Abstract-Andrew F.
This chapter is something we will probably all reference while out in the field, it gives great suggestions on certain activities in order to reach different learning styles within all classrooms. It was also a great chapter to look into for use in developing lesson plans for stage three, but of course these are all merely tips to try and this book is not the definitive manual on how to be the best educator for each student. It's simply a process of trial and error and these suggestions are put here to help motivate us as educators to try new things. For example, for a musical learner such as myself who has difficulty with mathematics a rap such as [|this] can help to better understand the order of operations. Also while searching for advice on how to help naturalistic learners within my own classroom, I found a [|newscast] on why it is important to include naturalistic learning within classrooms. This video was important to me because it showed me why personally I am so disconnected from this intelligence, Having such a strong emphasis on technology throughout my lifetime has led me personally away from fully developing a passion towards the great outdoors. But with the ample resources on the internet, and even the information within this MI book, I'm sure I can find a healthy balance towards all 8 intelligences.

[|Synthesis-Andrew F.]
I think this chapter helped everyone see how to translate each intelligence into their own classrooms. It was easy for each of us to remember back to our high school experience with the very "conventional" means of education and how at one point it just did not "click" for everyone. From the past we are able to learn from our previous teachers and take the hints provided within this chapter and other resources and apply it to the cutting-edge model of education. It seems like everyone agrees that some definite changes need to be made by each one of us in order to finally reach the original goal of education, helping each learner become successful. I think with this chapter a lot of people read the content and immediately began to see how individually we could all affect positive change for future generations.

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Dani
Chapter six of MI suggests five different teaching methods for each of the eight intelligences. It emphasizes the fact that there are many different ways to activate students’ intelligences in all subjects. It suggests ways to bring math and science into humanities classrooms. It offers ideas on how to use music in the classroom and how to involve the highly bodily-kinesthetic learners in the lesson. All of the suggestions are excellent and very helpful. They impact my classroom because they are ways of rethinking teaching so that I can help all of my students learn.
 * Chapter 6**

Cam
Chapter 6 of the MI goes over the eight intelligences and gives broad examples that will fit practicing most grade levels. As I mention the strategies for some intelligences, I highlight my favorites from the reading. In linguistics, storytelling is a magnificent way of sparking the interest of the students by going deep into their imaginations. As far as logical, science thinking needs to be more enforced in a classroom considering, “95% of adults lack fundamental knowledge of science and have unclear understanding of how it affects us today.” As for spatial, visualization can be applied by teachers asking students to close their eyes and imagine what they just read or observed. Bodily-kinesthetic can be done by hands-on thinking through projects like dioramas. The musical intelligence is possible by rhythms, songs, raps, and chants; a great way for students to understand concepts and reference back to the piece. For the interpersonal area, simulations pull few more intelligences together, which is helpful when students work in groups. The intrapersonal aspect can involve one minute reflection periods, where silence is needed for students to take what they have just learned and make sense of it. The naturalist intelligence can be portrayed through nature walks, which allows students to see content in their everyday lives. This impacts me as a future teacher because I understand that these are not the only strategies. It is possible that I will not know which strategies to use in my classroom until I am introduced to my students. This impacts my students because it will give them the ability to be on track with the curriculum. Transitioning from my science class to the next will hopefully be brisk, but the again, that depends on my colleagues as well.
 * Chapter 6; MI and Teaching Strategies **

Jason
This chapter discusses the importance of using various teaching methods in order to reach all students while still focusing on their multiple intelligences. Armstrong goes through each intelligence and offers up some very interesting strategies. I learned how many different things can be employed for each intelligence while still making it fun for the rest of the class. I personally find that even in college, the best professors or teachers use different strategies over the course of the class, such as looking at movie clips, historical documents, or doing hands-on work. As for what I would do in my classroom, I highlighted some strategies that I enjoyed such as publishing, Socratic questioning, and discographies. My idea would be to set up a class Wiki and “publish” students work on an artifacts page, like we do here. I also really like the Socratic questioning because it is like playing the Devil’s Advocate – you force students to think about what they have said by pushing their thoughts into different areas.
 * MI Chapter 6: MI and Teaching Strategies **

Lindsey
This chapter offers a wide array of teaching strategies which suit the multiple intelligences. Although many of them are widely used, the book offers solutions which help to recapture the interest of the students. While writing on the board and raising hands are methods used in many classrooms, it is nice to consider the many ways that we can restructure these ideas. For instance, instead of having students raise their hands, a great method is to have them instead raise fingers to rate their understanding. If a student does not understand a concept, they may raise one finger, yet if they feel they have mastered the concept, they would hold up five fingers. Not only does this allow the teacher to gain an idea of where the student stands, but it also shows the student that the teacher cares where a student stands in regards to a topic. The chapter encourages branching out beyond their own comfort zone and considering methods of incorporating all intelligences into every content area. We are given the statistic that “up to 95 percent of adults lack a fundamental knowledge of scientific vocabulary and demonstrate a poor understanding of the impact of science in the world” (Multiple Intelligences in the Classroom 55). Aside from all other reasons, knowing that adults have become nearly incompetent in regards to science frightens me and creates a desire to help students by incorporating science into my own content area. Along those lines, this chapter helps teachers of every content area by providing countless methods of creative incorporation.

Ben
This chapter takes each intelligence and gives multiple strategies to address the intelligence while teaching. There are great ideas like Classroom Theater, Picture Metaphors, Socratic Questioning, Cooperative Groups, Personal Connections will help make my math class more than just logical/mathematical friendly. These ideas would of helped kids back when I was in high school would didn't get math. Hopefully I will able to help future kids with different ideas that can relate to mathematics, so they don't all hate math like the kids I grew up with. Personal connections, an intrapersonal method, is an especially strong idea, since most kids ask the question when or will I use this; being able to relate the math to their life while teaching will make for a stronger connection. Cooperative groups, interpersonal method, are great to use while teaching since the teacher can group the students with high understandings to low understandings, that way the students can turn to each other for additional help.

Ted
Chapter Six of Multiple Intelligences in the Classroom was immensely helpful. I’ve been having trouble wrapping my head around how some of the intelligences could be addressed in an English classroom. The trouble spots for me have mostly been Naturalist intelligence, logical intelligence, body intelligence, and spatial intelligence. This chapter was full of really great ideas, and it was good to read the context that the strategies could be used in as well. For naturalist, I really like the idea of going on a nature walk – that could be good for a day of writer’s workshop. Classroom theater would be really good for discussing a play. Idea sketching out a plot line would be really good in my classroom for spatial, and I was really surprised that I’ve always left out the organization and logic aspect of logical intelligence, focusing instead on math and science. Logical organization would be my best bet for that intelligence in my classroom.

Lizzie
This chapter focused on the different teaching strategies of MI. The MI theory suggests that there is not one set of strategies that is going to work best for all students or teachers. This thought is proven true by looking into any classroom and noticing the diversity of the classroom. Teachers are advised to continually strive to use a broad range of teaching strategies with their students. There are many teaching strategies for linguistic intelligence some of which include storytelling, brainstorming, tape recording, journal writing, and publishing. The students should share whatever comes to mind without the consequence of put-downs or insults. The journal writing allows for personal reflection and publishing allows for students to gain a variety of feedback. When students see that others care about what they are speaking and writing about, they become interested and engaged in the material. Some teaching strategies for mathematical intelligence are calculations and quantifications, classifications and categorizations, Socratic questioning, heuristics, and science thinking. It is a good idea when dealing with this intelligence to keep alert for interesting numbers and patterns as well as relations between the subject and life. This approach allows for high organization. It also eliminates talking //at// students and the teacher can participate //with// students. The purpose of some methods is not to embarrass or humiliate but rather to engage them and sharpen their critical thinking skills. Teaching strategies for spatial intelligence are visualization, color hues, picture metaphors, idea sketching, and graphic symbols. Some strategies for bodily-kinesthetic intelligence are body answers, a classroom theater, kinesthetic concepts, hands-on thinking, and body maps. All of these strategies for bodily-kinesthetic relate one’s own body to another or to an idea making the learning, what else but, hands on. Some teaching strategies for musical intelligence are rhythms, songs, raps, and chants, discographies, supermemory music, musical concepts, and mood music. Using sounds helps to create a safe and welcoming environment as well as a tool for learning more difficult concepts. Some teaching strategies for interpersonal intelligence are peer sharing, people sculptures, cooperative groups, board games, and simulations. Some strategies for intrapersonal intelligence are one-minute reflection periods, personal connections, choice time, feeling-toned moments, and goal setting sessions. Finally some teaching strategies for the naturalist intelligence are nature walks, windows and learning, plants as props, pet-in-the-classroom, and ecostudy. All these intelligences have their own unique way of helping a student to learn. Therefore each teacher should have different teaching strategies and plans to help students succeed. They must allow their students to connect with the material. Teachers need to rethink the way their lessons and classroom environments have always been and to step into a new playing field. Try out a new position and maybe be able to play a whole new game.

Andrew D
This chapter is about MI and teaching strategies you can implement into an MI classroom. In the chapter, forty teaching strategies are presented, five from each of the eight intelligences. The strategies presented have the ability to be used in all grade levels with tweaking needed to be done between each grade level. Bodily-Kinesthetic intelligence is one of the top ways I learn. This section impacted me because as I read it, it made me think of how when I was in school how much easier some things could have been for me if I was able to learn more in this way. The classroom theater example is something I believe more teachers should use. I believe role playing is an effective strategy and a lot of students can benefit and learn more if this strategy was utilized more. This chapter will impact my classroom because it gives me a great reference of teaching strategies for each of the eight multiple intelligences. My goal is to be able to use strategies in all of the eight intelligences so all of my students can learn in the way that best suits them.

Andrew F.
Chapter 6 was an elaboration on the themes explored in the previous chapter of this book. The question is how can we maximize the learning on each student with experiences that take learning to a personal level for each student. Once each learning style has been diagnosed and the lesson plans have been developed as a brainstorm before bringing it into a classroom, we as educators must find activities in which the student becomes interested in the content. This chapter provides many different types of strategies to be employed within the MI classroom, these are just starting points to get educators thinking about what to bring into the classroom to enhance the learning of each student.

This chapter was very helpful to me personally because it suggested an activity to help incorporate each learning style into a lesson. It gave me strategies that I would have never considered, such as the certain things you can do to help mathematical/logical thinkers learn more successfully in a classroom of any content area. This is certainly a chapter in which I will reference later on in my teaching career for just some quick tips!

Jenna
Chapter six of __Multiple Intelligences in the Classroom__ discusses how the multiple intelligence theory opens the door for countless opportunities for differentiated teaching strategies. The chapter provides examples for strategies within each intelligence. For example, with linguistic, a teacher could use story telling and journaling. With logical, a teacher could use calculations and scientific thought. With spatial, a teacher could use visualizations and idea sketching. With bodily/kinesthetic, a teacher could role play and use hands-on learning. With musical, a teacher could use mood music and performance. With interpersonal, a teacher could have peer-sharing groups and sharing simulations. With intrapersonal, teachers could use personal connections and freedom of choice. With naturalistic, a teacher could bring the class on nature walks and they could have a pet plant in the classroom. I thought this chapter greatly contributed to my success of a teacher, because now I have many helpful ideas of how I could adapt my learning and my students' learning. I can use these many resources in my classroom to ensure that my students are able to succeed in mastering the content taught in my classroom.

Nicholas
**Chapter 6:** This chapter went over the eight multiple intelligences and gave great examples of activities you can assign in order to really hit the targeted intelligence. The one intelligence that I got to learn more about would have to be the musical intelligence. I am not a very musical person besides that fact that I love to listen to music. I really enjoy all types of music. There were several examples that were given within the text. The first was creating rhythms, songs, raps, and chants. The second was discographies which entail using tapes, CDs, and records that really depict, emphasize, and personify the content that you are working to convey. The third example was Supermemory music which is basically listening to music while listening to the teacher’s instruction. Musical concepts happened to be the fourth example and that entails musical tones that are used to create musical expressions for many subjects. The last was mood music and that is music that you choose to listen to during certain lessons that depict a particular atmosphere for certain units and lessons. I am going to work very hard to reach out to my musical intelligence learners within my class. I want to be sure that those students are not ignored by me because I myself don’t use that intelligence for my personal learning. It is very important to force yourself as a teacher to really acknowledge the variety of learners within your class because that will force you to become a more effective teacher and your students will become better learners.

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