Abstract:
- Kids could be good at remembering faces, but not names. It has to do with the level of growth.
- Have to teach within the intelligences in order for students to be engaged and active learners.
- People have used their intelligences to remember something labelled as another intelligence many times.
- Stretch students minds. Really make them think. Help them realize that the world is complicated. Real life use of multiple intelligence teaching. Students will remember real life situations better than learning something they think they will never use.
Reflection:
Our group agreed with this chapter, however didn't' understand it as well as past chapters. The point we all agreed on was that it says to use multiple intelligences so students remember the content, and then the teacher needs to help guide the students to deeper learning and understanding. It's not effective for students to remember facts and just regurgitate them back. That is not learning at all because the students will forget in a matter of days. Brian states that it's important for both teacher and student to really dig down.
Wednesday, March 21, 2007
Tuesday, March 20, 2007
Chapter 8 Review
Abstract:
Classroom Management
- white noise, to get attention, write silence, or clap, put a gfinger on the lips, point at a picture of a good class, time how long they take to quiet down, whisper, just start teaching, play bird noises.
These were all ideas for when you need to get control of your classroom. Obviously they won't all work for any group of kids, but one of them should work for the group of students that the teacher might have.
- some other ideas were to use symbols when preparing for tranistions so the students knew what to expect.
-Create a set of classroom rules with the students. So the rules they need to follow are their own.
-A teacher needs to be willing to target kids. Point out kids, use names, get in their faces, target each student equally.
Create hetero groups
Reflection
Some of the ideas are really good. The quiet ideas to gain control of the classroom I think will be very effective. As long as a techer is patient and is willing to just hold up a hand for a few extra seconds. I think that these are good ways to get control of a classroom, and the one I like th mst is probably just going right into the lesson. The students would know that they are responsible for what is presented while theya re talking, I bet most students would quiet down.
Classroom Management
- white noise, to get attention, write silence, or clap, put a gfinger on the lips, point at a picture of a good class, time how long they take to quiet down, whisper, just start teaching, play bird noises.
These were all ideas for when you need to get control of your classroom. Obviously they won't all work for any group of kids, but one of them should work for the group of students that the teacher might have.
- some other ideas were to use symbols when preparing for tranistions so the students knew what to expect.
-Create a set of classroom rules with the students. So the rules they need to follow are their own.
-A teacher needs to be willing to target kids. Point out kids, use names, get in their faces, target each student equally.
Create hetero groups
Reflection
Some of the ideas are really good. The quiet ideas to gain control of the classroom I think will be very effective. As long as a techer is patient and is willing to just hold up a hand for a few extra seconds. I think that these are good ways to get control of a classroom, and the one I like th mst is probably just going right into the lesson. The students would know that they are responsible for what is presented while theya re talking, I bet most students would quiet down.
Sunday, February 25, 2007
Chapter 13
Abstract:
This chapter is about other applications of the MI theory. This chapter focuses on computer technology and how it helps students with multiple intelligences. It also talks about how computer technology is especially helpful for students with mathematical/logical intelligence but the book defines computers as "intelligence neutral." With numerous software programs available today computers can be very helpful tool to any students of any intelligences. Every culture embraces each of the 8 intelligences but we also need to make it culturally different for students to understand. Finally, career counselling, if students are able to look at the adults around them making decisions in their life and representing the 8 intelligences, it will just make more sense to them. Showing students that these intelligences can be used in real life might be helpful.
Reflection:
We think allowing students to see intelligences in every day life is affective because it gives them something to relate it to. Many times certain intelligences are praised while others are not. If students can see that people are successful in any intelligence it might be a real encourager to them. Computers are also very helpful to students because they are quickly replacing paper and pencil. Brian once again makes a good point in his thoughts on this chapter. He says that all cultures do have forms of the 8 intelligences and we don't want to stereotype races as being good at only one of the intelligences, but to look at a black student and say "well in Africa they embrace singing" and try to teach them the way the Africans do it that students won't respond well if not violently. Although Brian goes about this comment with some entertaining comedy he makes a very good point underneath that and I believe that is a very affective way to reach people. There gets to be a point where PC isn't so PC and it starts to really bother students when you try to make everyone happy.
This chapter is about other applications of the MI theory. This chapter focuses on computer technology and how it helps students with multiple intelligences. It also talks about how computer technology is especially helpful for students with mathematical/logical intelligence but the book defines computers as "intelligence neutral." With numerous software programs available today computers can be very helpful tool to any students of any intelligences. Every culture embraces each of the 8 intelligences but we also need to make it culturally different for students to understand. Finally, career counselling, if students are able to look at the adults around them making decisions in their life and representing the 8 intelligences, it will just make more sense to them. Showing students that these intelligences can be used in real life might be helpful.
Reflection:
We think allowing students to see intelligences in every day life is affective because it gives them something to relate it to. Many times certain intelligences are praised while others are not. If students can see that people are successful in any intelligence it might be a real encourager to them. Computers are also very helpful to students because they are quickly replacing paper and pencil. Brian once again makes a good point in his thoughts on this chapter. He says that all cultures do have forms of the 8 intelligences and we don't want to stereotype races as being good at only one of the intelligences, but to look at a black student and say "well in Africa they embrace singing" and try to teach them the way the Africans do it that students won't respond well if not violently. Although Brian goes about this comment with some entertaining comedy he makes a very good point underneath that and I believe that is a very affective way to reach people. There gets to be a point where PC isn't so PC and it starts to really bother students when you try to make everyone happy.
Chapter 11
Abstract:
This chapter deals with the MI theory and Special education. Obviously using the MI theory is somewhat limited in special education because of the limitations involved with their education. However this theory can be used to some extent and is probably even more important to these kids because they need unconventional means to get through to them. This chapter also talks about how it can be affectively used to educate individuals with disabilities which can be very helpful especially with dealing with an inclusive classroom. This chapter deals with special ed and focuses on what they can do rather than what they can’t do. MI gives children more chance for success because of its varied approaches and customized learning.
This is a very important chapter because inclusion has become a very important part of our schools. The MI Theory is critical to reaching students with disabilities because these students need a differentiated approach and need a teacher that is able to accommodate for them. Then it has a table of different famous people who have different difficulties and what their intelligences are and how they over came it which is extremely helpful because it makes it so this isn’t just in a book and it applies it to actual people. Brian’s reflection does make an interesting point however, he says that this chapter is a way of being PC and that he likes the idea of pushing all students to succeed but at what point does it start to hinder the other students. In a way I agree with Brian because it seems like with too much individual attention the good of the group is left behind.
Sunday, February 18, 2007
Chapter 14
Abstract
This chapter was about the idea of existentialism as a ninth intelligence. This intelligence basically addresses deep questions and subjects such as the point of human existence, what we are doing on Earth, spirituality, developmental history and other similar things. The proof that this sort of thinking can be classified as another intelligence is very limited and really hasn't been proven as fact. The problem with this intelligence is that it often includes subjects that elicit strong responses from parents and community. The issues that existentialists address are often personal, not fact based, and controversial. Existential intelligence, while intriguing, can be dangerous.
Personal Response
Most of us seemed very interested in this chapter. We really liked pondering the idea that there could be a ninth intelligence. We also realize that existentialist topics can cause strong responses that may be detrimental to the educational environment we are striving to provide for our students. We also felt like the author wasn't exhibiting very much interest in the subject and that was sort of frustrating because, what if this ninth intelligence could be a tool to help more students? Overall, we found the chapter interesting but the idea a little scary because existentialism is a little heady for the classroom.
This chapter was about the idea of existentialism as a ninth intelligence. This intelligence basically addresses deep questions and subjects such as the point of human existence, what we are doing on Earth, spirituality, developmental history and other similar things. The proof that this sort of thinking can be classified as another intelligence is very limited and really hasn't been proven as fact. The problem with this intelligence is that it often includes subjects that elicit strong responses from parents and community. The issues that existentialists address are often personal, not fact based, and controversial. Existential intelligence, while intriguing, can be dangerous.
Personal Response
Most of us seemed very interested in this chapter. We really liked pondering the idea that there could be a ninth intelligence. We also realize that existentialist topics can cause strong responses that may be detrimental to the educational environment we are striving to provide for our students. We also felt like the author wasn't exhibiting very much interest in the subject and that was sort of frustrating because, what if this ninth intelligence could be a tool to help more students? Overall, we found the chapter interesting but the idea a little scary because existentialism is a little heady for the classroom.
Monday, February 12, 2007
MI Ch Seven
Book Title: Multiple Intelligences Chapter #: Seven
Abstract:
This chapter focused on the importance of educators paying attention to the classroom environment. The word classroom conjures up an image of desks facing the front of the room, where a teacher either sits at a large desk correcting papers or stands near the blackboard lecturing to students. This is not the way a classroom environment should be imagined.
For each of the multiple intelligences, questions were listed for educators to consider when evaluating their classroom environment.
This chapter discussed activity and approaches to using them, such as labeling them clearly, topic-specific, temporary open-ended activities, and permanent topic-specific activities. Using activity centers allows the classroom to be set up to help specific intelligences.
Reflection:
All members of our group agreed that activity centers help students focus on their strongest intelligence was important to the classroom environment. Most of us in the group underestimated the importance of the classroom environment and how crucial it is for students.
Students get to interact with other students and the teacher all at the same time. Having a table set up for a specific topic is a great way to learn. The information is always available, with activities involved. It reminds the student where they are in the content. Changing the themes with the content only reiterates the importance of the activity centers.
Abstract:
This chapter focused on the importance of educators paying attention to the classroom environment. The word classroom conjures up an image of desks facing the front of the room, where a teacher either sits at a large desk correcting papers or stands near the blackboard lecturing to students. This is not the way a classroom environment should be imagined.
For each of the multiple intelligences, questions were listed for educators to consider when evaluating their classroom environment.
This chapter discussed activity and approaches to using them, such as labeling them clearly, topic-specific, temporary open-ended activities, and permanent topic-specific activities. Using activity centers allows the classroom to be set up to help specific intelligences.
Reflection:
All members of our group agreed that activity centers help students focus on their strongest intelligence was important to the classroom environment. Most of us in the group underestimated the importance of the classroom environment and how crucial it is for students.
Students get to interact with other students and the teacher all at the same time. Having a table set up for a specific topic is a great way to learn. The information is always available, with activities involved. It reminds the student where they are in the content. Changing the themes with the content only reiterates the importance of the activity centers.
Sunday, February 11, 2007
chapter 5
absract:
Use multiple ways of teaching, it's important that we don't look at our lessons ina short sided manner. nstead of just writing ona blackboard, draw to bring understandings. Play music, do things tht are hands on. We as teachers really need to strech out our borders so that we can encumpas all of our students in our lessons. Some of the ideas for each intelligence are as follows:
Linguistic: Lecture, Discussion, journalling
Logical: socratic questioning, scientific thinking.
Spatial: Idea sketching, color cues.
Kinisthetic: hands on, class theatre, body maps, body answers.
music: musical concepts, mood music, "super memory" music.
Interpersonal: co'op groups, board games, peer sharing, simulations.
intrapersonal: goal setting, choice time, personal connections.
Naturalist: nature walks, ecostudy, plants as props.
The the chapter listed the 7 steps to organize
1. focus on a specific objective 2. ask key MI questions 3. consider possibilities 4. brainstorm 5. select appropriate activities 6. set up a sequential plan 7. implement the plan
reflection:
We all liked how there were a lot of lists showing different ways to teach. But that brought up another problem... there are so many ways to teach. Now it's easier to understand putting them all into a lesson plan, or at least some of them, but the whole idea of focusing on each intelligence seems a bit overwhelming. It really takes a lot of thought to put together a good lesson plan that will involve all of the kids.
Use multiple ways of teaching, it's important that we don't look at our lessons ina short sided manner. nstead of just writing ona blackboard, draw to bring understandings. Play music, do things tht are hands on. We as teachers really need to strech out our borders so that we can encumpas all of our students in our lessons. Some of the ideas for each intelligence are as follows:
Linguistic: Lecture, Discussion, journalling
Logical: socratic questioning, scientific thinking.
Spatial: Idea sketching, color cues.
Kinisthetic: hands on, class theatre, body maps, body answers.
music: musical concepts, mood music, "super memory" music.
Interpersonal: co'op groups, board games, peer sharing, simulations.
intrapersonal: goal setting, choice time, personal connections.
Naturalist: nature walks, ecostudy, plants as props.
The the chapter listed the 7 steps to organize
1. focus on a specific objective 2. ask key MI questions 3. consider possibilities 4. brainstorm 5. select appropriate activities 6. set up a sequential plan 7. implement the plan
reflection:
We all liked how there were a lot of lists showing different ways to teach. But that brought up another problem... there are so many ways to teach. Now it's easier to understand putting them all into a lesson plan, or at least some of them, but the whole idea of focusing on each intelligence seems a bit overwhelming. It really takes a lot of thought to put together a good lesson plan that will involve all of the kids.
Monday, February 5, 2007
chapter 10
Abstract:
This chapter compares standardized tests to tests that are meant to help the students succeed. MI pushes authentic assessment, which is to let the student use THEIR intelligence in order to express what it is that they've learned over the course of time ina class. It is important to take and record the student's choices. To watch them make their decisions as to how they will express themselves, because this is where their strength is. Using a video tape or a portfolio are highly encouraged for the students to understand themselves and to be able to see their own prgression over time. PIFS (practical Intelligence for School) allows students to choose their own styles of learning and how to express what they've been learning. Students can be taught in 8 different ways so it only makes sense that they can be graded in 8 different ways. Standardized tests are way too narrow and don't allow for interpretation or explanation, and don't allow students to show their mastery in some subjects. portfolios are good, but are sometimes difficult to grade, a rubric should be made before hand.
reflections:
Our group had differing ideas about this topic. Some of us were against standardized testing and really think that it discourages some students who don't find their strengths in standardized scoring. While others of us thought that to some degree standardized tests are neccessary, in life sometimes there aren't easy ways out. We all agreed that we liked portfolios. To be able to sit down and look at how students did over time in a class and how they progressed is invaluable. I personally have a difficult time with a lot of allowing students to express themselves in their own way. In a lot of ways it makes sense and a lot can be derived from what they are saying. But if we are really going to be teaching kids according to their strengths... why not make specialized schools for students, that teach them specifically in ways that they will succeed. Many foreign countries do this and help students specialize at a young age.
This chapter compares standardized tests to tests that are meant to help the students succeed. MI pushes authentic assessment, which is to let the student use THEIR intelligence in order to express what it is that they've learned over the course of time ina class. It is important to take and record the student's choices. To watch them make their decisions as to how they will express themselves, because this is where their strength is. Using a video tape or a portfolio are highly encouraged for the students to understand themselves and to be able to see their own prgression over time. PIFS (practical Intelligence for School) allows students to choose their own styles of learning and how to express what they've been learning. Students can be taught in 8 different ways so it only makes sense that they can be graded in 8 different ways. Standardized tests are way too narrow and don't allow for interpretation or explanation, and don't allow students to show their mastery in some subjects. portfolios are good, but are sometimes difficult to grade, a rubric should be made before hand.
reflections:
Our group had differing ideas about this topic. Some of us were against standardized testing and really think that it discourages some students who don't find their strengths in standardized scoring. While others of us thought that to some degree standardized tests are neccessary, in life sometimes there aren't easy ways out. We all agreed that we liked portfolios. To be able to sit down and look at how students did over time in a class and how they progressed is invaluable. I personally have a difficult time with a lot of allowing students to express themselves in their own way. In a lot of ways it makes sense and a lot can be derived from what they are saying. But if we are really going to be teaching kids according to their strengths... why not make specialized schools for students, that teach them specifically in ways that they will succeed. Many foreign countries do this and help students specialize at a young age.
Wednesday, January 31, 2007
Chapter 3
This chapter seemed to be very straightforward, at least more so than the other chapters. The chapter comes right out and says that the most effective way to figure out what student's intelligences are is observation. Observe how the child misbehaves, if they are loud and talk out they are probably intrapersonal, if they doodle then they are probably artistic, so on and so forth. Another way might be to record observational data in a journal. Taping the children, or going to their parents can sometimes be very effective ways of figuring students out. Talk to other teachers or adults who have had students before and ask them about the students and how they are. Some of the more simple strategies would be to have the students take the MI test and practically tell you themselves, observation could possibly miss something important. One of the more interesting ways the book mentioned was to set up tables emphasizing the strengths of intelligences and have the students go from one to the next.
How did we connect to the reading?
We agreed that as we learn to teach and learn to connect with our students, it's going to be important to connect to our students on their level. That is to know their intelligences so that we might be able to teach them more effectively. Danielle especially liked the idea of allowing students to pick an activity without promt so as to be able to observe the students own decision and go from there. Katie Rose and I were just excited about the challenge of going into a classroom and figuring out the MI's of every student. Mike was playing with the idea of having to spread himself out, realizing that if he really wants to reach everyone, he's going to have to figure out how. As much as we like the idea of being able to go to so many people, we all wonder if the teachers teachign the studets before they get to us will even know what to look for when we ask about the student's inteligences. I personally am worried about the amount of time and effort this will take, I will have probably over 10 students a semester, and to get to know each one intimately and to research each one sounds tedious, especially year after year.
How did we connect to the reading?
We agreed that as we learn to teach and learn to connect with our students, it's going to be important to connect to our students on their level. That is to know their intelligences so that we might be able to teach them more effectively. Danielle especially liked the idea of allowing students to pick an activity without promt so as to be able to observe the students own decision and go from there. Katie Rose and I were just excited about the challenge of going into a classroom and figuring out the MI's of every student. Mike was playing with the idea of having to spread himself out, realizing that if he really wants to reach everyone, he's going to have to figure out how. As much as we like the idea of being able to go to so many people, we all wonder if the teachers teachign the studets before they get to us will even know what to look for when we ask about the student's inteligences. I personally am worried about the amount of time and effort this will take, I will have probably over 10 students a semester, and to get to know each one intimately and to research each one sounds tedious, especially year after year.
Tuesday, January 30, 2007
Chapter 4 synthesis
Write a Brief Abstract of the Chapter.
It is essential that students realize that there are several types of intelligences, this avoids a lot of frustration in the affect that they know they may not be smart one way but they are in another. Presenting this information to them will allow them to assess what type of intelligence they are and give them a better knowledge of themselves. It also explains several activities for teaching the MI theory. It also provides checklists for furthering the understanding of these theories with your students. Teaching students the multiple intelligences theory is relatively simple. It is also best to ask questions and get the students involved in the discussion so that the information will stick. MI tables helps students try different activities and better see exactly what intelligences best fit them.
How did you connect to the reading and briefly reflect on your thoughts?
We think it is a good idea to explain this theory to your students and get them to understand it as soon as possible, although they may have already had some idea as to what the MI theory was it is up to us as teachers to provide some prospective to the theory. Making students aware that it is acceptable to be smart in different ways then others is crucial to a learning environment and cuts down on a lot of frustration in the classroom. Also making students aware that you accept their differences is also another key part to educating young people. We also agreed that we would like to use MI tables to help our students figure out what their comfort zone is because once they realize what their comfort zone is they can then start to move away from that and try new things.
Monday, January 29, 2007
MI-Ch 1/Foundations of the Theory of Multiple Intelligences
Reflection on Reading
Name: Mike Beauregard, Danielle L. Fraser, Katharine Gergosian, Brian K. York
Book Title: Multiple Intelligences, Chapter: One
Write a brief abstract of the chapter.
Howard Gardner, a Harvard psychologist, felt that IQ scores did not justify all the human intelligences. He introduced eight intelligences: Linguistic, Logical-Mathematical, Spatial, Bodily-Kinesthetic, Musical, Interpersonal, Intrapersonal, and Naturalist. He contemplates a ninth intelligence; existential. Gardner states "each person possesses all eight intelligences" however the intelligences function differently from person to person. Some intelligence will be more developed than others. With support and nurturing, it is possible to learn/gain intelligence. However, intelligence can be affected by accidents or illnesses. Certain parts of the brain control specific areas of intelligence; if damaged certain intelligences may be affected. This does not mean all intelligences will be affected, for example, an individual may lose the ability to speak, however be able to play a musical instrument.
Write a brief abstract of the chapter.
Howard Gardner, a Harvard psychologist, felt that IQ scores did not justify all the human intelligences. He introduced eight intelligences: Linguistic, Logical-Mathematical, Spatial, Bodily-Kinesthetic, Musical, Interpersonal, Intrapersonal, and Naturalist. He contemplates a ninth intelligence; existential. Gardner states "each person possesses all eight intelligences" however the intelligences function differently from person to person. Some intelligence will be more developed than others. With support and nurturing, it is possible to learn/gain intelligence. However, intelligence can be affected by accidents or illnesses. Certain parts of the brain control specific areas of intelligence; if damaged certain intelligences may be affected. This does not mean all intelligences will be affected, for example, an individual may lose the ability to speak, however be able to play a musical instrument.
Intelligence has a "definable set of expert "End State" performances. Musical Intelligence is known to peak at a very early age, such as five years old and does not deteriorate; Logical-Mathematical Intelligence is known to peak during the teenage years and starts to deteriorate at approximately mid-life (40 years old).
Throughout history certain intelligences have been more important than others. In today's world having Logical-Mathematical Intelligence is important because of the daily use of technology; having Bodily-Kinesthetic Intelligence is not as important because hunting for food or evading a predator is not crucial to survival.
How did you connect to the reading and briefly reflect on your thoughts?
Our team agrees that knowing about the different intelligences and being well-versed in what each entails would be extremely useful for educators. If a teacher knows a students strong and weak intelligences, the teacher could compensate for the weakness through alternative learning styles (teaching styles). If a student has a high spatial intelligence the likelihood of that student learning from visual aids or video is high. Knowing this would make curriculum more effective.
How did you connect to the reading and briefly reflect on your thoughts?
Our team agrees that knowing about the different intelligences and being well-versed in what each entails would be extremely useful for educators. If a teacher knows a students strong and weak intelligences, the teacher could compensate for the weakness through alternative learning styles (teaching styles). If a student has a high spatial intelligence the likelihood of that student learning from visual aids or video is high. Knowing this would make curriculum more effective.
Standardized tests are not aimed at the eight intelligences and contradict the No Child Left Behind mantra. All students’ educational achievement on standardized tests doesn’t measure what they’ve learned, both about the material and about themselves. Students should be evaluated on their overall mastery of a subject determined by their teacher, not by an impersonalized, once a year standardized test.
Wednesday, January 24, 2007
chaptero 2
This chapter came out stressing the importance of knowing one's own multiple intelligences. The majority of this chapter was a checklist to determine where you were stronger and where you were weaker. Everyone in our group came to the same conclusion, that being able to take this separate test was helpful in understanding the intelligences. The chapter also discussed ways to strengthen and develop other intelligences. According to the chapter these intelligences come to us in three ways, biological factors, personal life history, and cultural/historic backgrounds. What someone might see as their weakest trait, could possibly be there strongest when cultivated. The final comment made by the chapter talked about paralyzing or hindering experiences. Crystalizing solidifies these traits while paralyzing hinders them.
The way our group connected:
Our group all enjoyed being able to take the test and see again where our strenghts and weaknesses lie. It was interesting to see in everyone's review that no one realized that you could cultivate the things that were weak. It was nice to be able to get a more in depth explanation to each of the intelligences and how they could fit into the class. We saw how important it is for educators to see exactly what needed to be done. To see what their intelligences were so that they could use them more effectively in class. It's also nice to know where we're weak so that way we can know how to focus more on some areas and learn different ways to reach the students that we might not have been able to reach before. It's nice to have this upper hand and have an idea of what to expect before we screw something up.
The way our group connected:
Our group all enjoyed being able to take the test and see again where our strenghts and weaknesses lie. It was interesting to see in everyone's review that no one realized that you could cultivate the things that were weak. It was nice to be able to get a more in depth explanation to each of the intelligences and how they could fit into the class. We saw how important it is for educators to see exactly what needed to be done. To see what their intelligences were so that they could use them more effectively in class. It's also nice to know where we're weak so that way we can know how to focus more on some areas and learn different ways to reach the students that we might not have been able to reach before. It's nice to have this upper hand and have an idea of what to expect before we screw something up.
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