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.
Sunday, February 25, 2007
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.
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