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Abstract
This chapter has a table with the history and development of each of the eight intelligences, as well as a list of talents that correlates to each intelligence. It also begins with a listing of the eight intelligences, including an in-depth description of each intelligence. There is also a description of MI Theory, and the different aspects behind it, such as savants and prodigies. One point it makes in MI Theory is that everyone has all eight intelligences, and that anyone can develop them to a proficient level of competency. The end of the chapter goes on to discuss other theories involving different intelligences, and how they pertain to MI Theory. It mentions that MI Theory has "a different type of underlying structure than most of the current learning-style theories." (page 10)

[|Sean's] Synthesis
For Chapter 1 of Multiple Intelligences, most of my classmates found something fairly unique for each of them from the chapter. Three main ideas that came out of their responses were how the MI Theory would require us, as teachers, to find ways for our lessons to touch on all the [|intelligences]. Another main idea was the aspect of [|savants and prodigies,] people who were highly gifted in certain intelligences. This was based on childhood influences and age, as well as how much motivation they have for that particular intelligence. The final main idea was that everyone has the ability to be proficient in all eight intelligences. All that is required is motivation and interest.

Andy
Reflection on Ch. 1 in MI There were a few things that stuck out in this chapter for me. The first was the concept that they brought up about the intelligences developing at different times in peoples lives and the time for each of them to flourish is different between the intelligences. The second point was the notion that there are many ways to be intelligent within each category. In the classroom I will be able to use both of these points. At the high school level some of my students may have lost the chance to fully excel within their musical intelligence, but a student may prefer to listen to music when performing a task because it helps them relax and focus.

Brian
Multiple Intelligences- Chapter 1; The Foundations of the Theory of Multiple Intelligences

The MI theory is very important to the development of students. It describes how we can effectively develop all the aspects of our student’s capabilities. By understanding the 8, possibly 9, different intelligences we can effectively evoke the use of each one in our students. By doing this we vastly develop our students in and out of the classroom, which the Integration book so prominently described. From this book we can learn that we need to use, harness, and stimulate each of the intelligences, however now we on have the theory. Hopefully the Integration book can give us the practices we can use to successfully develop our students minds, in all aspects of life.

Darren
Through the eight intelligences, the idea of savants and prodigies became much clearer to me. Gardner’s description of a mountain range a tall peak indicated a savant’s skill in one intelligence, and lower hills represented lesser skill in other areas was really understandable. It also made me think of how kids are sometimes labeled as ineffective because of their lack of ability in a certain subject, but Gardner’s metaphor tells educators that it is necessary to find the kids’ mountain peaks, to not label them without consideration of all intelligences. I think that for my classroom, it will be especially important to make sure the kids are able to exercise their mountains, so to speak. I want to help my students use the traits they are most familiar and comfortable with to attain the goals of the classroom.

Amy
CH. 1 A psychologist by the name of Howard Gardner worked to provide information about the theory of multiple intelligences. He argued that intelligence is more than just the ability to solve equations and create understand things in only one specific way. There are currently nine intelligences stemming from Kinesthetic to Naturalistic to musical and everything in between. What is interesting about these intelligences is that everyone has them, although each person uses certain ones more than the rest in order to learn. Many people learn best visually, and therefore will express their knowledge in a visual way, however, they might also be intelligent musically, but visual intelligence is dominant with regards to cognitive abilities. Everyone has the capacity to hold all eight intelligences, but they function uniquely according to what each person is most capable of doing well. This is important to know because I want to be able to meet the needs of every student and allow them to complete tasks in a way that fits their learning style best.

Zack
Chapter 1: This chapter taught me that there is more than what I know to the learning process. I may have learned a material in high school one way but there are at least eight other ways to learn that same material. The most amazing intelligence to me is the naturalist, someone who learns best when related to nature. Learning this gave me the idea that someday I should try to bring this into the classroom. As for the music innate, I could never concentrate when I had music playing therefore I always thought that it distracted others as much as it distracted myself. In this area I was wrong and I need to seriously consider letting students listen to music while doing homework or other class tasks that need to be completed without lecture. The more options that I give the students to try and complete something in class through different skills the more the student will learn.

Josh
The basis of the first chapter in this book was primarily geared toward describing the eight intelligences as compliment of Howard Gardner. It was interesting to see that there are people who are very strong in one intelligence but have low levels of others. These people are called savants. Some intelligences like musical can be developed early in life and last until late in one’s life, while others like mathematical don’t develop as fast and stop developing generally by the age of 40. The development of certain intelligences is also based on the times. The example was used where about a hundred years ago emphasis was put on the naturalist intelligence when the majority of people lived rurally and relied on hunting, harvesting. Today a large percentage of the population becomes informed through computers and other forms of technology, where a strong spatial intelligence is developed.

**George**
This chapter introduces the multiple intelligences and defines them. The key point being that everyone has a little bit of all eight in them, some more then others. What one needs to take away with is that you need to have a good sense of these intelligences in their own students and learn to play to them. Proper knowledge and understanding is one solid step to being a better teacher.

Cassandra
chapter 1 This chapter introduced the different intelligences. They were explained in a way that I finally agreed to all of them. I was really skeptical about calling the Naturalist a type of Intelligence. I thought it was just a preference. Also the intrapersonal verses the interpersonal intelligences I had previously considered personality traits. I never saw them as intelligences. However, now I understand that they are. I understand now why it is that my husband can navigate in a place we have never been before and why I can't tell the difference between leaves without carefully studying them. It is because he is a naturalist and I am not. Thomas Armstrong also explained interpersonal and intrapersonal intelligences in a way that I can really understand. The difference between someone knowing how to calm people down and someone who can understand their own actions and feelings is the difference between two kinds of intelligences. I no longer see how people lack certain abilities, I now understand the different ways they see the world around them. At the very least, I'm starting to understand. When I am teaching I will be more aware of the differences between my students. I hope to give my students more possibilities to learn.

Sean
Chapter 1 This chapter taught me how the eight intelligences evolved and changed throughout history, how different talents can be seen as symbols of the intelligences, and the nature behind each of them. This chapter has helped me think of ways to utilize these other intelligences that I normally do not think about, such as musical or natural, in my classroom to enhance learning. It also made me think about my own intelligences, and which ones were more prominent than the others.

Dan
Chapter one basically taught me a brief history of Multiple Intelligences (MI), but went more in depth with Howard Gardner and his MI theory. The eight intelligences were introduced first, while the basis of categorizing intelligence as just that was discussed next. Some intelligences (IN) were more prominant in different eras because there was a higher need for that IN. It was interesting that all human beings have all the intelligences, and that each IN can be brought out and worked with. As teachers could we shape our curriculum around trying to bring those intelligences out instead of shaping our curriculum to the IN we believe to be a students prominent one?

Jennifer
Chapter 1 MI Understanding the Multiple Intelligences will provide me with more insight into the way students learn. The more information I can get, the easier it will be to teach classes and help students with different learning methods. I found the key points to be very interesting, the fact that everyone has the eight intelligences and that most people can develop these intelligences and become very capable in each one. I want my students to be capable in each type of intelligence. I must learn to create lessons that are designed for groups of students with a variety of intelligences and many different ways of learning, to help them develop each one, and be assured that they are actually learning and enjoying what they learn and how they learn it.

Ethan
This chapter gave a very detailed description of the MI Theory. It outlined the eight different intelligences and gave examples of each. The part that interested me the most was the examples of how the intelligences work together and that people can develop all eight to a high level. This chapter helped me to understand the main concept of the book. It explained the theory well and gave me information that I will be able to use personally to make myself a better teacher.

Damian
The multiple intelligences are alive and well in civilization today. Failure to recognize that each individual has their own form of intelligence is not only irresponsible but also naive. Each person has their strengths and weaknesses. Do schools today attempt to balance out the intelligence or relegate students to learning the method in which the teacher best learns themselves? Understanding and accepting that each student learns in their own way is the key to helping students better learn. Through the use of differentiated instruction lessons that cater to the multiple intelligences I will be better able to serve my students educational needs.

Liz
This chapter is clarifies some of the multiple intelligences that we were previously introduced to. It further explains how those particular intelligences were decided upon. Gardner’s explanations make sense and his willingness to adjust his theory makes sense. One thing that I think is vital for future teachers to remember is that students have little bit of all intelligences in them but usually have one or two that are exceptionally strong. This will impact my classroom because I will need to operate so that I touch all intelligences. Furthermore I think Howard Gardner teaches a clear lesson about instruction by being willing to adjust it for different people. The other interest is that the intelligences work with each other and not always individually.