MI+B1+Chapter+4

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Abstract
Teaching MI theory is simple because all eight intelligences are linked to things that all children can relate to: words, numbers, pictures, the body, music people, the self, and nature. When describing MI theory, it is best to use simple terms when discussing the eight intelligences so the students can better understand the meaning of each one. Terms such as word smart to define linguistic intelligence, number smart to define logical-mathematical intelligence, picture smart to define spatial intelligence, and so on and so forth. Asking simple questions pertaining to each intelligence helps to build inclusion and makes every student feel intelligent themselves. Simple questions such as "How many of you can do math?" and "How many of you can draw?" are questions that a teacher can pose. Doing activities to introduce the model in real life instances so the students can experience all eight intelligences is a good way to introduce how the intelligences work. For example: having a career day in which people from different professions such as having an editor come in to discuss how he uses "word smart" activities in his job, or a tax accountant to see how he uses his "math smarts" in his area of work is something that could be done. Or going on a field trip and taking students to places in the community where each of the eight intelligences are practiced. The idea is to continue these activities throughout the year to give the students plenty of exposure to familiarize them with MI theory.

[|Josh's Synthesis]
Most everyone of my classmates agree that teaching MI theory to students is important as it introduces them to different ways of learning. Through this, students can find the ways they learn best and incorporate it when in school and out in the "real world". It is important to get the students involved in activities that give them experience with each of the eight intelligences so they can get a feel for how they can be used. Keeping MI theory relevant to what goes on in the class helps familiarize the students with the model and keeps them focused on their strengths in learning.

Amy
CH. 4 Chapter four really dives into ways teachers can figure out/help develop multiple different intelligences in students as young as second graders. There are examples telling how to put each of the intelligences into smaller, easier to understand words and phrases, and what questions to ask in order to find out who falls into what category/categories. If children are taught through the use of all intelligences, then they will most likely to be well rounded intellectually as they mature. Some ways to develop intelligence include field trips to a variety of places such as science labs, nature trails, athletic facilities and others. One example given in the chapter said to invite guest speakers that have jobs centered around, each of the eight intelligences, can help determine where each child stands with regard to her best learning style. The graphs, charts, and other diagrams will be helpful to me because I will have a clear idea of each students’ way of learning from doing a series of questionnaires, which will help me plan effectively.

Jennifer
Chapter 4 MI Teaching students about the multiple intelligence theory will also be useful in understanding their “dominant” intelligences and preferred learning methods. When I was reading the previous chapter it felt like everything I would be doing was in secret: asking parents and teachers, observing students in class, but there is no reason why the students should not know what I am doing and how I am teaching. It will give them more understanding of why I plan my lessons the way I do and it they might have suggestions. In the chapter it gives many activities that will help students become more acquainted with the multiple intelligence theory. Having a career day with people coming in and explaining the different activities they do that show the different intelligences. I really liked the idea of making up an eight-way lesson plan by making up a lesson and teach the material using each of the intelligences. This way the students understand the theory better, and I can see which students understand the lesson when presented using different intelligences.

Cassie
Chapter 4 Teaching students about Multiple Intelligences is a productive way to help them be involved in their learning processes. If they understand their own learning styles then they can use them to study and do projects. They can also better assess their teachers if they understand more about the teaching to learning process. I think I’ll give a small lesson on the Intelligences in the beginning of class to help them understand what I will be trying to do throughout the class. If kids were taught about the different intelligences early on than they wouldn’t lose faith in their abilities and school. Once in High school, the teachers can build upon their strengths and test their weaknesses, creating well-rounded adaptable people.

Zack
Chapter 4: This chapter discussed that we as teachers should also teach our students of all eight of these intelligences. I completely agree with this if the students know how they learn than they may help the teacher figure out how to teach them the best. Students know about themselves and the way they learn better than any teacher could ever think they know about them. I personally will be doing many of the things chapter suggests including putting a poster of the eight intelligences on my wall for my students to see. I may also teach an eight way lesson on the one subject to see which one of the intelligences sticks the most with my students. Teaching the students of this will help me as much as it helps any of my students. The chapter also gave me clues on little things in class that I could do such as board games to improve my students intelligences.

George
Chapter 4- This chapter was about introducing the Multiple Intelligences theory to students. It went into detail about how to do so and even ways to try and introduce it in all eight intelligences. I think this was nice, but I don't see it going much further then an attempt to try and learn a student's learning style and having to answer why. There were a lot of great ideas but when you're around to teach history or math, you're getting paid to teach history and math.

Andy
Chapter 4 This topic about teaching/informing students about the eight intelligences, I feel, can be a double edged sword. The good side of this is what is discussed throughout the chapter and I like the suggestions they provide for us. Getting the students to understand that even if they may not be a good student in one subject that they can adjust they prospective on it and it could come easier to them or that it is not their preferred learning intelligences. The other side to this, the down side to me, is if you teach a student to early about this that they may get it in their head that will want to specialize in just one intelligence or get the mind set that they will not be able to learn if it is not in their more dominant intelligence. I know if you explain it well enough this should not happen, but their are always those who fail to listen to everything.

Sean
Chapter 4:

This chapter really got in depth about how to describe MI Theory to my students. There were numerous suggestions, such as playing games or doing activities. Two that really stood out for me were the Career Day and Field trips. Career Day can give students something to aspire to become, or at least an idea of where their talents can take them. Field trips are fun, exciting, and allow for multiple avenues of teaching, depending on where the trip is.

Damian
MI; Chapter 4 Teaching your students about MI theory in a way that they can understand seems like a very wise option. There is no reason to keep the reasons behind our actions clandestine as an educator. If student's understand more about themselves, perhaps by realizing that there is a name for the ways in which they learn, it may help bring more focus and attention to the process of their learning. Such may also encourage student self realization. It would not be a bad thing if a student knew their prefered learning method. Being weak at math but strong in reading I would have asked my early math teachers to put my equations in a word problem had I realized that was my strength.

Dan
Chapter 4 MI In Chapter four the importance of students understanding of the MI theory is reiterated. Any student in any grade can learn the theory and how it works. Breaking down the lingo to the students levels of vocabulary is one of the toughest parts. It is important for students to understand this because they need to know that they are all intelligent in some way, and it can be in many ways. Many of the examples of showing MI to the class were elementary. However, I remember doing many of the activities growing up. I really think that the ice-breaker where students need to get other students signatures next to an activity they enjoy doing (which can show the different intelligences for each student) because it gives the students knowledge of how to connect the intelligences to real life people they don’t know.

Liz
Chapter Four points out that the person that knows the student the best is the student. Enlist the student's help in identifying their learning styles. This can be applied to all ages and is unique for the student to do this because they will be learning something about themselves. The book lists a variety of activities that a teacher could do with their students. Another part of chapter four is that the teacher should explain the idea to them first and allow them to think on it. I like the idea of taking an activity and arranging it so that it was done eight different ways and the students spend time at each station. Careful observation would be needed as they would all be doing a variety of activities but having the same activities done but focused on different learning styles is a good way to observe the differences and strengths of a student. I liked how the students could use this information later in life as they grow and perhaps move schools meaning that they can have a way to convey how they learn.

Without any introduction in this chapter, we should start our lesson with a brief explanation of what the MI theory is. Once we have established this, we obviously need to make sure that all of the 8 intelligences are covered in our lesson. We can achieve this through many approaches; playing board games, making tables, experiments, field trips, and so on. However when we are teaching the intelligences, it is important to make sure every student feels intelligent (because they all are in every style). Inclusion was the word that Armstrong used, so when using examples or asking questions, be sure that they are ones that every student is confident with. This is so we do not stratify the class.

Ethan
This chapter obviously focus’s on ways to make students aware of the MI theory. The first section where they give you some helpful hints and questions you can ask to your students I found to be very interesting. It gave me a bunch of great questions that I could ask that would help me to identify a student’s preferred learning style. Although most of the information in this chapter seems to be geared toward elementary teachers, I believe there are still many parts to this chapter that I can use in my own secondary classroom. The many activities that they list of in the chapter I will be able to incorporate into my own teaching. Using displays along with activities is something that I can do and will attempt to do when given the chance to run my own classroom someday.

Darren
This chapter also emphasized the need to track a student’s educational intelligences. However, it more closely examined way to bring out these different learning approaches. The chapter provided different ideas and methods of introducing experiences and lessons that craft an environment suitable for each of the eight styles. For example, my favorite idea (that I had never considered) was the implementation of “Career Days” to showcase professionals who worked in a field suited to their learning intelligence. Doctors, athletes, musicians, and psychiatrists all have particular strengths and weaknesses in different areas of learning styles, so this sort of demonstration provides real-life examples of people living from their intelligences. This is something I had never considered Career Days of doing, and it certainly sounds effective. Many students would benefit from seeing professionals that were like them, and I think this would be a good idea to keep in the back of my head. It would provide a break from the class and add to the accepting environment of different multiple intelligences that I would hopefully be creating.

Josh
Research shows that “children benefit from instructional approaches that help them reflect on their own learn processes.” When shown properly, students can discover proper techniques for problem solving. In order to help students discover which of the multiple intelligences they find their strongest, teaching the MI model in all eight intelligences is how a teacher should explain the model. There are many different way children of different intelligences can find which is their strongest. Taking field trips, reading biographies, experiential activities are just a few examples. Having students learn in each of the eight intelligences is a strategic way to help them discover which one works for them.