This chapter discussed the idea of an MI school and a traditional school. Students come to school not just in order to learn, as is the obvious reason, but to be “provided with experiences that activate and develop all of their intelligences.” It is important to remember no matter what setting a teacher and students might be in, that there will always be a mixture of every learning style and ability. Most schools, known as the traditional school setting, neglect a handful of the intelligences, including: bodily-kinesthetic, naturalist, interpersonal, musical, and spatial. MI schools are a different learning environment and experience. Although MI schools do not specifically exist as MI schools, many schools at this point in time are being built to cater to the different multiple intelligences or the learning types/styles of each student. These schools involve the opportunity for students to further their interests in vocational wants- meaning every job type that a “traditional” classroom setting is not conducive to. These schools give the students the ability to be hands on and base their learning directly on real life.
The other part of establishing an MI school would be the different types of staff members. There would need to be an assessment specialist: a person to assess the current and developing strengths, challenges, and interests of all eight multiple intelligences for each student, a student-curriculum broker: a person who can bridge the gap between the gifts of the students and their abilities along with the resources that the school offers, and the school-community broker: a person who can bridge the gap between the students’ abilities and the resources available within the wider community. At an MI school there are important factors that create this functional and creative learning environment. Having instruction every day that involves all eight intelligences, having school wide themes: “animal patterns, changes in time and space, environmental focus”, etc, “pods”: learning groups that are individually selected based on interests, the flow room: rooms designed to activate a different intelligence each time, a community resource committee: a group of community members that help to provide programs for students that are based on the school themes, and heterogeneous mixed-aged grouping: students of every ability level in one room. All of these factors contribute to what makes a difference to the lives of those students who simply can not learn in a traditional manner.
Hopefully MI schools are the future of our education system catering to those students who need “different” types of learning. This way of teaching children may cut out the “this is boring” or the “why do I need to learn this” or even the “I hate school” responses from so many children. As a future teacher I hope that all students can have opportunities that will foster not only their knowledge and understanding but their passions in life.
Showing posts with label MI. Show all posts
Showing posts with label MI. Show all posts
Monday, March 16, 2009
Wednesday, February 25, 2009
MI- Chapter 11
This chapter focused on the MI theory and special education. The MI theory has many affects on special education and not just the students but the teachers as well. Using the MI theory as a tool, educators can start to view students with special needs as “regular” students possessing many different intelligence areas. It may be able to provide a growth paradigm for assisting special needs students in school. It helps to give a different viewpoint of the student and of the situation. This theory provides a model for understanding a wide range of special needs students from those who have cerebral palsy and dyslexic to those who are labeled as an autistic savant or “retarded”. Looking at the deficit program and the growth paradigm, we can see it is a good versus bad standpoint of how to “deal with” and “label” students with differences. This theory also provides a context for discussing and dealing with the students’ disability or difference, helping them to understand their own uniqueness. By developing a perspective of special-needs students as whole individuals, viewing them using the growth paradigm it provides a context for positive channels through which they can deal with their disability. The way in which a teacher views a student can have a positive or negative affect on the students overall work and motivation and outcome in school.
Many times special needs students may need alternatives to an assignment or activity this is called cognitive bypassing, or simply an alternate route to take when completing the work in order to gain the desired outcome. The empowering strategy may include alternative technology, alternative symbol system, and different instructional strategies such as alternative “language” for certain students to understand. Sometimes a difficulty in one intelligence can be overcome by using a more highly developed intelligence. When dealing with IEP’s the MI theory can help teachers identify a student’s strengths and preferred learning style. If the MI theory is used properly then it is likely to have positive effects such as fewer referrals to special education classes because the “regular” classrooms are more sensitive to the needs of all. It can lead to a changing role for the special education teacher, it can put a greater emphasis on identifying strengths, and it can increase self-esteem, and increase understanding and appreciation of students. I feel as if labeling a child to get them out of your classroom and into a special needs classroom is ridiculous. I feel that the MI theory could have so many positive affects on the entirety of the classroom that anyone not using this theory would have to be a fool. Students who have special needs or differences are not the only ones who need this new way of altering the classroom, the whole class as well as other teachers should embrace any model that allows for their students to better develop themselves as well as their learning.
Many times special needs students may need alternatives to an assignment or activity this is called cognitive bypassing, or simply an alternate route to take when completing the work in order to gain the desired outcome. The empowering strategy may include alternative technology, alternative symbol system, and different instructional strategies such as alternative “language” for certain students to understand. Sometimes a difficulty in one intelligence can be overcome by using a more highly developed intelligence. When dealing with IEP’s the MI theory can help teachers identify a student’s strengths and preferred learning style. If the MI theory is used properly then it is likely to have positive effects such as fewer referrals to special education classes because the “regular” classrooms are more sensitive to the needs of all. It can lead to a changing role for the special education teacher, it can put a greater emphasis on identifying strengths, and it can increase self-esteem, and increase understanding and appreciation of students. I feel as if labeling a child to get them out of your classroom and into a special needs classroom is ridiculous. I feel that the MI theory could have so many positive affects on the entirety of the classroom that anyone not using this theory would have to be a fool. Students who have special needs or differences are not the only ones who need this new way of altering the classroom, the whole class as well as other teachers should embrace any model that allows for their students to better develop themselves as well as their learning.
MI- Chapter 8
Many times teachers are at a loss, as to how to get the attention of their students, or essentially, being able to keep them interested and respectful to listen when you ask. Getting a classroom full of so many unique and different students to all calm or quiet at once is not an easy task. Therefore there are many ways in which to approach this, one may be to use new techniques such as doing or saying something unplanned or unexpected by you students. Waiting, flashing lights, or writing on the board are all ways in which you can catch the attention of your students. In order to better understand how to reach your students, a teacher must consider all of the different multiple intelligences and how each one of these may be excited. Allowing each student to have input into the decisions being made, tasks at hand, or any kind of work/activity may allow them to be more interested and focused. I feel that the need to understand multiple intelligences is only becoming more and more important in order to have a balanced and attentive classroom.
Students will not respond if I simply teach to only one learning style/ intelligence. Creating activities that cater to all multiple intelligences is not hard, just takes some time and consideration. Knowing that multiple intelligences can be used to do so much will benefit not only my students but me as well in the long run. Most teachers resort to what they have experienced or what the “last resort” has become. Learning new ways of communication, verbal and physical, and how to address each student’s behavior may be the best way in order to be able to teach to the whole class not just a handful. I am interested to see how I can really adapt myself, to take myself out of my comfort zone/my own preferred learning style. I feel that when dealing with so many different learners having a routine may be the best way to help all students, mixing in all kinds of cues, music, inside and outside the classroom learning, different verbal and physical communication.
Students will not respond if I simply teach to only one learning style/ intelligence. Creating activities that cater to all multiple intelligences is not hard, just takes some time and consideration. Knowing that multiple intelligences can be used to do so much will benefit not only my students but me as well in the long run. Most teachers resort to what they have experienced or what the “last resort” has become. Learning new ways of communication, verbal and physical, and how to address each student’s behavior may be the best way in order to be able to teach to the whole class not just a handful. I am interested to see how I can really adapt myself, to take myself out of my comfort zone/my own preferred learning style. I feel that when dealing with so many different learners having a routine may be the best way to help all students, mixing in all kinds of cues, music, inside and outside the classroom learning, different verbal and physical communication.
Wednesday, February 11, 2009
MI- Chapter 14
This chapter was incredibly interesting because it introduced a new intelligence that is not mentioned in the rest of the book. Howard Gardner proposed this intelligence, called existential, in 1999 and it revolves around how a person deals with major life questions such as the meaning of life or life in relation to death, many questions that no one has an answer to. Gardner believed that it fit all of the requirements, all seven, that are considered when dealing with intelligence, but also believed that it may not fit all seven exactly right. One of the major reasons why he believed that the addition of the existential intelligence is up for major debate is due to the ever debatable topic of religion in schools. Application of this intelligence carries through on almost every level within schooling. However, even thought this intelligence could have significance in each subject area and could help to emphasize the motivations behind the acts of history, science, math, and literature, it seems to be lacking something, maybe just more evidence. Howard may have had valid points and reasons for this intelligence but maybe just understanding that each child or student has the ability to be on an existential level and learn that way is enough.
I believe that this is more of a belief than an intelligence. I believe that if someone where to have an inclination towards one intelligence almost everyone could have a tendency towards this one as well as their other dominant intelligence. I believe that all other intelligences could be improved upon for others and within others but this seems to be more of an internal feeling not an outward idea that needs to be solidified and taught to within schools. This idea seems a littler out of reach considering it in relation to the other intelligences.
I believe that this is more of a belief than an intelligence. I believe that if someone where to have an inclination towards one intelligence almost everyone could have a tendency towards this one as well as their other dominant intelligence. I believe that all other intelligences could be improved upon for others and within others but this seems to be more of an internal feeling not an outward idea that needs to be solidified and taught to within schools. This idea seems a littler out of reach considering it in relation to the other intelligences.
MI- Chapter 13
This chapter discusses the uses of the theory of multiple intelligences in computer technology, cultural diversity and career counseling. The first component we learn about is computer technology with multiple intelligences. Depending on what software the computer has on it all eight of the intelligences can be used at some point in time. Some software can be intelligence specific and others can be catered to more than one intelligence. Cultural diversity is an interesting aspect to the theory of multiple intelligences. This is because not all countries and cultures value the same intelligences. For example in Hungary all students are required to learn to read musical notation. This is seen as completely different in the United States where some schools are even cutting music programs. This chapter also discusses how the theory of multiple intelligences can help steer students towards a career. As students understand which intelligences they are strong with they can choose a career that would utilize those intelligences. Having students take vocational tests can be good way to get a student steered toward finding a job that suits their interests through their intelligences. For example a student who possesses a naturalist intelligence could be a marine biologist, veterinarian or zoologist.
One point I thought about was that some students who may have a strong grasp with certain intelligences may be more interested in doing work outside of that intelligence, which could be more exciting and rewarding. Not all aspects of career choosing should be determined by the strength of ones intelligence; personality and interests should also be taken into account when finding a career. Applying technology into the classroom is difficult enough for some teachers to perform. Some teachers also have problems being able to reach each intelligence. However, putting both together can not only solve problems but create a much more productive and active learning environment. There are a lot of games that can be used within the classroom, and video games at that, that are truly educational. Why aren’t teachers taking advantage of this? Someday in the future maybe video games and other technologies that may be now seen as hurtful in the classroom can be an everyday and viable resource to help students learn. Applying the MI theory to the outside world is one of the ways that teachers and learners can be able to connect inside the classroom to outside the classroom.
One point I thought about was that some students who may have a strong grasp with certain intelligences may be more interested in doing work outside of that intelligence, which could be more exciting and rewarding. Not all aspects of career choosing should be determined by the strength of ones intelligence; personality and interests should also be taken into account when finding a career. Applying technology into the classroom is difficult enough for some teachers to perform. Some teachers also have problems being able to reach each intelligence. However, putting both together can not only solve problems but create a much more productive and active learning environment. There are a lot of games that can be used within the classroom, and video games at that, that are truly educational. Why aren’t teachers taking advantage of this? Someday in the future maybe video games and other technologies that may be now seen as hurtful in the classroom can be an everyday and viable resource to help students learn. Applying the MI theory to the outside world is one of the ways that teachers and learners can be able to connect inside the classroom to outside the classroom.
MI- Chapter 7
“There is no other profession that subjects individuals to being packed so close together, for long periods of time, and then expects them to perform at higher levels of efficiency while interacting with others.” This statement only stands to prove that the teaching profession must be taken seriously and the strategies and tools learned from not just these classes in college but these particular books are preparing us for the teaching career. The classroom ecology also known as the classroom environment needs to be consistently restructured, rethought, and reshaped in order for all types of learners to succeed. When trying to adapt to this new way of thinking a review of the eight intelligences reveals more thought provoking questions. Asking these questions can help to develop a deeper understanding of the students and the environment. Within each of the intelligences these questions are meant to probe the minds of students and to develop an idea to the point of complete understanding. In addition to asking questions within each of intelligences creating a MI activity center is important. These centers organize the classroom in such a way that certain areas are devoted to a specific intelligence. Then these specific areas are organized into four categories, the permanent open-ended, the temporary topic specific, the temporary open-ended, and the permanent topic specific activity center. Different combinations can lead to different results within each student within each of the intelligences. Allowing such questions to be asked and such centers to be allowed in the classroom can help promote learning and creativity. But the problem here is that some may need more help than others. Teachers should make it all available to the students during different periods throughout the day. Essentially, any activity that goes beyond simple reading, writing, or calculation can qualify as an MI center.
All of the different aspects of the classroom environment, discusses in this chapter, help me to understand that I really do need to make it a priority to really know how my students learn, that is if I want to be able to reach all of them. There are always going to be questions to consider. However if a teacher can ask a probing question to help the students in every area or intelligence then both sides are benefitting. The teacher can develop a deeper understanding of the student and their abilities. The student can then in return feel comfortable enough and prepared enough to accomplish tasks that were ordinarily overlooked. These activity centers help to not only promote the eight intelligences but social, emotional, and physical skills as well.
All of the different aspects of the classroom environment, discusses in this chapter, help me to understand that I really do need to make it a priority to really know how my students learn, that is if I want to be able to reach all of them. There are always going to be questions to consider. However if a teacher can ask a probing question to help the students in every area or intelligence then both sides are benefitting. The teacher can develop a deeper understanding of the student and their abilities. The student can then in return feel comfortable enough and prepared enough to accomplish tasks that were ordinarily overlooked. These activity centers help to not only promote the eight intelligences but social, emotional, and physical skills as well.
Monday, February 9, 2009
Abstract and Reflection: MI: Chapter 1
Abstract-
The majority of the class has come up with the following points from the chapter: This chapter discusses the idea of Multiple Intelligences. Howard Gardner, in 1983, did lots of work in order to redefine within the psychological and educational world, the way that we view intelligence. He worked specifically with redefining the meaning of intelligence by believing that there was more then one intelligence. He believed that there were eight, named by, linguistic, logical-mathematical, spatial, bodily-kinesthetic, musical, interpersonal, intrapersonal, and naturalist.(Page 2) He further believed that everyone possesses all eight intelligences and they can have the ability to develop all of them further and in many different ways. Howard Gardner also stated that each person can excel in one intelligence and struggling in another. This scenario can stem from brain damage, the existence of savants, or people who naturally gravitate towards one intelligence. All of the intelligences work together, which creates our strongest and weakest intelligence depending on what our strengths and weaknesses are or develop to be. He also believed that all intelligences should be incorporated into a classroom. This would allow a balance among the students and help them towards succeeding using their own intelligence. Many people in the class view this theory as a stepping stone in order to more fully understand not just their students' learning styles but their own and understand them on a more personal level. This stepping stone of multiple intelligences is one of the fundamental reasons why we have come so far in understanding intelligence.
Reflection- The class believes that Howard Gardner was right in his belief that there is more then just one intelligence. Further more, they also realize that fully understanding each intelligence and how they work can benefit not only how to understand the students but as well has how they can best learn. It was interesting to see that many people could view themselves as possessing many of the intelligences but it was interesting to know that everyone possesses all eight. As an even more interesting approach, finding out your own learning style and integrating that into your classroom can help you to really connect to your students. Most everyone agrees that implementing this strategy in the classroom is crucial. Appealing to all students allows for a flow within the classroom and a better relationship not only between the students themselves but between the teacher and the student. Being able to help those who learn differently can help in the teacher growing as a learner with the students and fostering their own individual intelligence. Many agree that the idea of multiple intelligences has helped to gain a close understanding of different learning styles as well as bring the teacher and student closer together during the learning process.
The majority of the class has come up with the following points from the chapter: This chapter discusses the idea of Multiple Intelligences. Howard Gardner, in 1983, did lots of work in order to redefine within the psychological and educational world, the way that we view intelligence. He worked specifically with redefining the meaning of intelligence by believing that there was more then one intelligence. He believed that there were eight, named by, linguistic, logical-mathematical, spatial, bodily-kinesthetic, musical, interpersonal, intrapersonal, and naturalist.(Page 2) He further believed that everyone possesses all eight intelligences and they can have the ability to develop all of them further and in many different ways. Howard Gardner also stated that each person can excel in one intelligence and struggling in another. This scenario can stem from brain damage, the existence of savants, or people who naturally gravitate towards one intelligence. All of the intelligences work together, which creates our strongest and weakest intelligence depending on what our strengths and weaknesses are or develop to be. He also believed that all intelligences should be incorporated into a classroom. This would allow a balance among the students and help them towards succeeding using their own intelligence. Many people in the class view this theory as a stepping stone in order to more fully understand not just their students' learning styles but their own and understand them on a more personal level. This stepping stone of multiple intelligences is one of the fundamental reasons why we have come so far in understanding intelligence.
Reflection- The class believes that Howard Gardner was right in his belief that there is more then just one intelligence. Further more, they also realize that fully understanding each intelligence and how they work can benefit not only how to understand the students but as well has how they can best learn. It was interesting to see that many people could view themselves as possessing many of the intelligences but it was interesting to know that everyone possesses all eight. As an even more interesting approach, finding out your own learning style and integrating that into your classroom can help you to really connect to your students. Most everyone agrees that implementing this strategy in the classroom is crucial. Appealing to all students allows for a flow within the classroom and a better relationship not only between the students themselves but between the teacher and the student. Being able to help those who learn differently can help in the teacher growing as a learner with the students and fostering their own individual intelligence. Many agree that the idea of multiple intelligences has helped to gain a close understanding of different learning styles as well as bring the teacher and student closer together during the learning process.
MI- Chapter 6
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.
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.
MI- Chapter 5
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.
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.
Wednesday, February 4, 2009
MI- Chapter 10
When using the MI theory there is always going to be the question of evaluation and assessment. The MI theory is one that proposes a fundamental restructuring of the way in which educators view students’ learning. There are so many ways in which students will learn and teachers will teach, therefore really engaging students as well as getting to know their “minds” is crucial. There are many varieties of assessment, the first of these being the most obvious, observation. What better way to address a students’ learning level then to watch them and see how they understand the material and interact with other students. Another important component of assessment is documentation such as anecdotal records, work samples, audio cassettes, videotapes, photography, student journals, student-kept charts, sociograms, informal tests, informal use of standardized tests, and student interviews. Other ideas include criterion-referenced assessments, classroom maps, and calendar records. There have been several projects that have attempted to create models of assessment similar with the fundamental theory of MI such programs are Project Spectrum, the Key Learning Community, the PIFS (Practical Intelligence for School) and the Arts PROPEL program.
Assessment can happen at every level of the eight intelligences, meaning that students can demonstrate their learning in almost any way possible. There is also the idea of assessment in context meaning that both the manner of presentation and the method of response will be important in determining a student’s understanding. The need to provide students with good assessment experiences and access to a variety of presentation will determine the output by the students. Another way to assess is a portfolio which can then be used in five different ways, celebration, cognition, communication, cooperation, and competency. The MI theory provides an assessment framework for which students can have their knowledge and work acknowledged and appreciated. As a teacher I hope that I can always be fair to my students. These different ways of looking at each intelligence, then assessing them is crucial to helping students develop their own skills. Appreciating and acknowledging students’ gifts and creativity is what will make them strive to continue on that path of succeeding.
Assessment can happen at every level of the eight intelligences, meaning that students can demonstrate their learning in almost any way possible. There is also the idea of assessment in context meaning that both the manner of presentation and the method of response will be important in determining a student’s understanding. The need to provide students with good assessment experiences and access to a variety of presentation will determine the output by the students. Another way to assess is a portfolio which can then be used in five different ways, celebration, cognition, communication, cooperation, and competency. The MI theory provides an assessment framework for which students can have their knowledge and work acknowledged and appreciated. As a teacher I hope that I can always be fair to my students. These different ways of looking at each intelligence, then assessing them is crucial to helping students develop their own skills. Appreciating and acknowledging students’ gifts and creativity is what will make them strive to continue on that path of succeeding.
Wednesday, January 28, 2009
MI- Chapter 4
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.
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.
MI- Chapter 3
This chapter focused on how to describe intelligence in students. It described that all children can show what Gardner called “proclivities or inclinations in certain intelligences” from a very early age. The best way to assess the students’ multiple intelligences is to simply observe them. One way to do this is to focus on observing how they misbehave in class. There are also several other ways to get an assessment information about students’ multiple intelligences such as collecting documents, reviewing school records such as their grades over the years or test scores. Often the best classroom to find all eight intelligences at work is within the kindergarten classroom. More strategies to get an assessment of information about students is to talk with other teachers, to talk with parents, to ask the students themselves, and to set up special activities which enhance their intelligences. Talking with parents is beneficial because they can then come to future parent-teacher meetings with a better understanding and additional information about that student that can be useful for the teacher.
Asking the students themselves is the best way to understand them because no one will know them better than themselves. Also, setting up activities within the classroom can create a better learning environment. Putting up reinforcements around the room which students can use to enhance their multiple intelligences can facilitate the development of their inclination towards certain intelligences. Every student is going to learn and understand different therefore trying new and unique ways to appeal to a diverse selection of multiple intelligences.
This chapter allowed me to understand how describing multiple intelligences within students can be extremely beneficial. Using different techniques to assess the students’ intelligences helps to understand them better and to be able to find new ways of teaching. This can help motivate the students and ultimately help them to become better learners. I really like the idea of students being able to work and enhance their own multiple intelligences. When students can take their education into their own hands it creates the best possible situation in a classroom, a positive learning environment.
Asking the students themselves is the best way to understand them because no one will know them better than themselves. Also, setting up activities within the classroom can create a better learning environment. Putting up reinforcements around the room which students can use to enhance their multiple intelligences can facilitate the development of their inclination towards certain intelligences. Every student is going to learn and understand different therefore trying new and unique ways to appeal to a diverse selection of multiple intelligences.
This chapter allowed me to understand how describing multiple intelligences within students can be extremely beneficial. Using different techniques to assess the students’ intelligences helps to understand them better and to be able to find new ways of teaching. This can help motivate the students and ultimately help them to become better learners. I really like the idea of students being able to work and enhance their own multiple intelligences. When students can take their education into their own hands it creates the best possible situation in a classroom, a positive learning environment.
MI- Chapter 2
This chapter described how to apply the multiple intelligences to ourselves and to our personal development. Before teaching the MI theory and applying it to the classroom environment, the teacher must apply it to themselves as an educator and as a learner. The chapter discusses how to identify your own multiple intelligences. Gardner discusses that standardized testing only measures a small portion of the entire spectrum of abilities. Thus meaning that standardized testing does not fully measure the intelligence of a person. The MI theory is a good model for revealing some teaching strengths and taking a closer look at areas needing improvement within the teacher. Some important things to remember when dealing with implementing any new theories are being able to draw on your colleagues’ expertise, asking the students for help, as well as be able to use the available technology. This chapter also discusses how to develop these multiple intelligences. The idea that someone can turn a “weak” intelligence into their strongest intelligence is not far fetched. However whether or not intelligences develop depend on three things, biological endowment, personal life history, and cultural and historical background. When there are forces such as these working against the person it would be hard for them to develop their multiple intelligences any further.
There are also experiences such as crystallizing and paralyzing experiences that are key in development. Crystallizing experiences are the “turning points” in the development of a person’s talents and abilities. They are considered sparks that help to ignite certain intelligences and foster their growth. However paralyzing experiences are those that “shut down” the intelligences stopping that growth. All of these things can affect positively and negatively the development of the eight multiple intelligences. But such things as access to resources or mentors, historical-cultural factors, geographic factors, familial factors, and situational factors all affect the outcome of a person’s intelligences. The MI theory helps not only the students but the teachers to understand how to better teach all students within the classroom.
One particular part of this chapter I liked was the idea that our multiple intelligences can be altered by so many different factors in our lives. Depending on the home environment, culture, background, social situation, and personal development, a person can either foster or discourage their different intelligences. There are so many different things that can affect a child’s life therefore the teacher really needs to be in tune with the life of the student inside and outside the classroom. The only effective way to help a student grow in the classroom and in their intelligence is if they can understand them.
There are also experiences such as crystallizing and paralyzing experiences that are key in development. Crystallizing experiences are the “turning points” in the development of a person’s talents and abilities. They are considered sparks that help to ignite certain intelligences and foster their growth. However paralyzing experiences are those that “shut down” the intelligences stopping that growth. All of these things can affect positively and negatively the development of the eight multiple intelligences. But such things as access to resources or mentors, historical-cultural factors, geographic factors, familial factors, and situational factors all affect the outcome of a person’s intelligences. The MI theory helps not only the students but the teachers to understand how to better teach all students within the classroom.
One particular part of this chapter I liked was the idea that our multiple intelligences can be altered by so many different factors in our lives. Depending on the home environment, culture, background, social situation, and personal development, a person can either foster or discourage their different intelligences. There are so many different things that can affect a child’s life therefore the teacher really needs to be in tune with the life of the student inside and outside the classroom. The only effective way to help a student grow in the classroom and in their intelligence is if they can understand them.
MI- Chapter 1
Within this chapter I have learned the basic idea behind the Multiple Intelligence Theory. This theory first began from the idea that there was this thing called “intelligence” and there was a way to measure it with a test or score. After this idea developed further, Howard Gardner, a Harvard psychologist, sought to expand the possibility of intelligence. He created the theory that intelligence has more to do with the ability to solve problems and with understanding different material in different settings. There are eight intelligences according to Gardner which are labeled as linguistic, logical-mathematical, spatial, bodily-kinesthetic, musical, interpersonal, intrapersonal, and naturalist. Within each intelligence every person has the ability to develop those skills and others as well. Gardner also set up a basis for the multiple intelligence theory. This meant that each intelligence had to meet certain criteria to be considered a true intelligence. There are eight factors that form the criteria he used in order to include the eight intelligences. The factors are labeled as potential isolation by brain damage, existence of savants, prodigies and other exceptional individuals, distinctive developmental history and a definable set of expert “End-State” performances, an evolutionary history and evolutionary plausibility, support from psychometric findings, support from experimental psychological tasks, an identifiable core operation or set of operations, and a susceptibility to encoding in a symbol system. The key points of the MI theory are that every person can posses all eight of these intelligences as well as develop each intelligence to sufficient level of competency. Gardner also believed that intelligences work together in complex ways making it possible for there to be many different ways to be intelligent in each category.
This chapter allowed me to gain further insight into how the multiple intelligence theory actually works. It is one thing to know and be familiar with a theory or tool but another thing to actually understand that theory or tool. The MI theory has taught me that all people are capable of being extremely intelligent. However, we just see different people in different ways. This leads to the labeling of certain “problem” or “disabled” students as such instead of being labeled as intelligent and gifted. I really liked the idea that each intelligence had to meet a certain standard in order to be known as an intelligence. This helped me realize that everyone has something that they can be good at and not to put anyone down for learning differently.
This chapter allowed me to gain further insight into how the multiple intelligence theory actually works. It is one thing to know and be familiar with a theory or tool but another thing to actually understand that theory or tool. The MI theory has taught me that all people are capable of being extremely intelligent. However, we just see different people in different ways. This leads to the labeling of certain “problem” or “disabled” students as such instead of being labeled as intelligent and gifted. I really liked the idea that each intelligence had to meet a certain standard in order to be known as an intelligence. This helped me realize that everyone has something that they can be good at and not to put anyone down for learning differently.
Subscribe to:
Posts (Atom)