MI+B1+Chapter+2


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tocAbstract
To better understand, to better teach, and better use the MI model, educators should first apply it to themselves. Discovering our own multiple intelligences, and learning to develop the ones we feel less confident about, we will be able to better develop those of our students. There are many resources that can help teachers to use intelligences in their classrooms that they are not particularly strong in. A few main factors affect the growth and development of your intelligences: biological endowment, personal life history, and cultural and historical background. As seen through examples, the MI theory values nature sometimes more than nurture. In the development of multiple intelligences, the chapter also talked about two key factors: crystallized experiences, or “turning points, and paralyzed experiences, or “shut down” points.

[|Jennifer's] Synthesis
By better developing and [|assessing] our own multiple intelligences, we will become better teachers and more able to relate to our students. Even if we are not as confident with some intelligence, we are not alone. We can enlist the help of our colleagues in planning lessons using our “weaker intelligences”, as well as the help of our students. It is important to remember that there are many factors that affect multiple intelligences. Factors like: biological endowment, personal life history, and cultural and historical background, and [|crystallized experiences] and paralyzed experiences. Getting to know and understand our students and their lives will help us pinpoint what intelligences they have developed and which ones we can develop further. As teachers we have the ability of helping out students better [|develop] all of their intelligences.

Brian
Multiple Intelligences- Chapter 2; MI and Personal Development

Chapter 2 delves into the idea of developing our own multiple intelligences. By doing this we can further our methods of teaching to cover all of our students learning styles and interests. Again the idea of letting the students have options for projects can better help develop our own intelligences, but can also be a positive learning tool for our students. However if we allow to let the students always have a personal preference in their work the can bog themselves down in their own preference of intelligence which can impede further development of other intelligences. We need to be sure to allow personal choice in limited quantities so not to delay the development of a well rounded mind.

Andy
Reflection on Ch. 2 in MI I like the fact that they mentioned the effects of nature and nurture in the development of an individual. Knowing that you can not change the student’s genetic make-up and that they can only do as much as they can with what they got. They mention the fact that experiences can really hinder a person development, and being a teacher we have a lot of say in the nurture department of this argument. Being able to create and maintain a healthy, safe, friendly learning environment where students want to come and learn is a major factor for the students learning potential. If that environment is created I could then focus on incorporating aspects into the lesson to engage as many of the intelligences as possible.

Darren
In the second chapter of Armstrong’s __Multiple Intelligences__, the sections are designed around identifying the intelligence you, as an educator, favor most strongly. Eventually, his writing reaches a very crucial point: one teacher alone will be incapable of touching upon every intelligence, simply because human beings may lack skill in at least one or two areas. Therefore, a teacher may need to employ the help of other teachers to effectively communicate more intelligences than previously possible. For example, I am mostly linguistic and musically oriented, and I have no skill in the area of naturalist. However, if there is a colleague who specializes in the latter, I can consolidate them to devise an effective plan or strategy to use in the classroom. I think it is important as a teacher to never forget the people around you, the other teachers, because they can help you fill in gaps you didn’t realize existed.

Amy
CH. 2 Teachers have the ability to bring out students’ abilities through activating their intelligence. This can be done by activating/developing the eight intelligences in her. To do so, a teacher can access the information needed for development by asking colleagues’ for advice in their area of expertise. Other methods include asking students to come up with ways to demonstrate what they know how to do well, and using technology such as the Internet to search for resources that can help develop all the intelligences. It is important to balance the use of each of the intelligences as well, in order to best teach all of the students. One’s intelligence also depends on her biological, personal, and cultural/historical background. For example, a child born of two athletic parents into a time period where sports and activity are thriving, the child will be likely to evolve into an athlete as well.

Josh
Chapter 2 began with an inventory on figuring out which intelligence the reader is dominant. There are many tests that show individuals intelligences which prove how difficult it is to accurately determine someone’s intelligences. There are ways to become stronger in other intelligence which is important for teachers to learn to do. It is important because every student is different and has different needs and ways to be effectively taught. Teachers can do things such as calling on a colleague’s expertise, or asking a student who may be more efficient in certain intelligences. Also using technology is a beneficial way to use tools to tap into other intelligences. Genetics, personal life experiences, and cultural background all have an influence on the development of the intelligences. “MI theory is a model that values nurture as much as, and probably more than, nature in accounting for the development on intelligences.” There are ways that intelligences can be activated and deactivated. They are two types of experiences called crystallizing experiences and paralyzing experiences. A crystallizing experience is a moment that sparks the start of an intelligence to mature. An example in the book was of a boy going to an orchestra performance and after wanting to play the violin. In opposition to that, a paralyzing experience is one where the experience is shut down, sometimes due to shame, guilt, fear or anger resulting from a bad exposure with a certain intelligence

Zack
Chapter 2: This chapter gave me the cues to what I need to know in order to know my own intelligences. Through this chapter I have learned that they are interpersonal and logical, which provide me with the reason that I wish to be a math teacher. I learned that it is more than just myself that develop the learning styles in which I have. My parents are a key factor in the sense that they own a business therefore they have to be very outgoing in which I also am very outgoing. My teachers and their learning styles also rubbed off on me, if I was taught one way for an entire year, I may not become proficient in a learning style, but I would definitely become better at it. Lastly, it is part biological a mind that is shaped in one way can only run in one way, if my mind is inept of the naturalist intelligence than it would be very difficult for me to learn from the naturalist intelligence. This makes me realize that I may not be the leading force, but I can help shape a child into a well rounded intelligent student.

**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 2 This chapter had a self test which helped me learn about my own intelligences. This test revealed that I'm pretty well rounded. The one I took in class classified me as mostly just verbal. I lack two intelligences though: intrapersonal and naturalist. I have to be aware of the areas I am lacking so that I can build up these intelligences to better relate to the students who are extremely intrapersonal or who are naturalists. I also need to be aware of the intelligences that I excel in such as Linguistic and Spatial. If I am not aware of what I am good at then I probably would be impatient with those who differ. If I'm feeling stressed and I just go with the kind of lesson plan that I'm comfortable with than I would most likely just cater to my own intelligences. I need to add variety to each lesson plan by using all of the intelligences. It is harder that way, but worth it. If each student can be interested in English in their own way, than I should do what I can to make that happen.

Sean
Chapter 2 This really forced me to sit down and think about my own intelligences. It made me realize that my logical/mathematical and musical intelligences aren’t as well developed as my naturalist and intrapersonal intelligences. It also gave me some options to help develop my students intelligences, such as getting help from my students in, for example, bringing music into the classroom. It not only develops one of the intelligences, it makes the class more entertaining, and therefore more likely my students will take something from my lesson.

Jennifer
Chapter 2 MI Teachers would be more comfortable and committed to using MI if they had used it on themselves first. Also developing these intelligences in ourselves we are more likely to better develop them in our students. Not only will we be teaching our students, but we will be learning ourselves. Not everyone has high levels of performance in all the categories of intelligences, not even teachers, which is why we should seek help from colleagues, technology, even our own students to create lessons that address all the intelligences. In this chapter it explained how intelligences can develop, through genetic factors, life history, and their cultural and historical background, and how environmental influences can affect the development of each of the intelligences. Understanding our students and their lives will help us pinpoint which intelligences have matured over time and which ones we can help them develop further.

Dan
In chapter 2, I find a solution to my chapter 1 problem. Instead of trying to bring out all the intelligences in every student, I can try to bring out them all in myself and become a better teacher in all the intelligences (IN). Considering this is a very hard thing to do, there were some tips that can help me inside my classroom. First off, every professional in the school can in someway bring certain strengths to your class so it is important to utilize their talents. Technology and students are also outlets that can help out the classroom. I also learned how a student’s life at home, as well as in the past can affect their learning styles. It is important that from an early age children are allowed to discover themselves without being shut off from factors that can lead to MI.

Liz
 I must know myself in order to teach; that makes sense. This chapter is about discovering my own multiple intelligences which was done in class last Thursday, the third. I am an interpersonal-verbal learner. Strangely enough the next closest intelligence was that of intrapersonal. The knowledge of myself allowed me to explain that I like to work with a group but I also spend time reflecting within myself and working alone. The other part of chapter two is that the intelligences grow and develop. As a youth a person could be a kinesthetic learner but in their adulthood they might be a verbal learner. The final section about how intelligences can be activated or encouraged is interesting and vital to remember that certain students were inspired by different events. These events make up who they are as people.

Damian
Understanding what develops the different intelligences aids in understanding the intelligences themselves. The most practical application of this knowledge is, of course, knowing each of your students to be better receptive and empathetic to each of their unique situations. Understanding that intelligence is more than genetic, is sociological, is a key component to planning lessons and cirriculum in a classroom. A good teacher teaches while a great teacher inspires. Being a good teacher seems easy, but to be a great teacher you have to understand your students on a deeper level than that of the superficial.

Ethan
After reading this chapter a sticking point for me was the description of the different ways to develop the multiple intelligences. When they talk about ways children’s development can be hurt that also stuck out for me. Being to poor to be able to by your child musical instruments was something I had never considered before. I feel like a lot of the things I learned in this chapter I will want to apply to my life when I have children on my own. I will want to attempt to develop as many of their multiple intelligences as I can, and this chapter shows me how to. However, these things I will also want to apply to my classroom.