MI+B2+Chapter+6

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Analysis
Chapter 6 delves deeper into the idea of teaching with the eight different intelligences. Armstrong gave us a couple of ideas for each of the intelligences. But he also stressed to us that not all of these ideas work for everyone. Some things that work for others doesn't work for some. A couple of the ideas were looking at the rising and falling action in a book in musical notes, body maps, and simulations. Each is a good example of how to incorporate the intelligences into a lesson.

[|Synthesis Jennie]
We all talked about how we wanted to use some of these ideas in the classroom. There were new ideas that none of us had ever thought of and now want to try and translate into the [|classroom]. This chapter gave us insight on what we can do in the classroom with our students and make sure we target all of the [|intelligences]. As we looked at these we started to see things from our own past that we similar to this. We also saw things that we wished that our teachers had done with us.

Kirsten
This chapter takes a few of the teaching strategies from the previous chapter and goes in depth, giving ideas of how they can be implemented. From the linguistic section, the idea that I found most appealing was tape recording, because the books suggests students can use this to think aloud about projects or to start writing. It reminded me of the writing progam, Dragon Naturally Speaking, which my little brother uses to write stories for school and himself. I think it's similar (and maybe more effective than) to the tape recorder. For logical-mathematical activities, I really liked the idea of having students read science-fiction and then having them work towards finding out if the ideas are feasible. I think that's something that could be done in both a science class and an English class. I thought the discographies idea was great, too! Students could come up with their own as well as the teacher suplimenting them. I thought all the ideas provided had a lot of potential for the classroom.

Jordan
Armstrong uses the chapter “MI and Teaching Strategies” to introduce the reader how each of the eight intelligences can be used in the classroom. There were many concepts that I was familiar with, however, I gained many new insights about how MI can be used in lessons. Though Armstrong offered several engaging ideas for each of the intelligences, the two s that I found the most interesting to learn about were the body/kinesthetic and spatial intelligences. I have never heard of “body maps” (in body/kinesthetic intelligence) and how the repetitive motion of a concept can act as a method in internalizing the information. The aspect of the spatial intelligence that I was surprised to learn about was “idea sketching “ and how students are able to benefit from drawing their understandings. This chapter really helped me understand how to include MI into teaching and lessons. In my experiences as a student, I now realize that teachers did try to incorporate some of these intelligences into the classroom, but it was not nearly often enough. This affects my classroom because I now see how each of the eight intelligences can be used and I understand how each can be applied in the classroom.

Leah
In Chapter six Armstrong provides five different teaching strategies for each of the eight multiple intelligences. While reading these I had little flashbacks to techniques my past teachers have used without me even realizing it was a variation in classroom methods. For instance, I'm not sure whether my teacher did this based on cognitive study or to tap into some bodily-kinesthetic intelligence, but he would hand out gum while teaching important topics, and hand out gum again while testing us over those topics. I found the Musical Concepts strategy very interesting. I think it would be very interesting to describe the rise and fall of action in a novel with musical tones, it would also be a very interesting thing for an administer to walk in on. The Supermemory music section made me think about how you can not only incorporate music into a lesson plan, but you can assign it as work. My English teacher my senoir year had his students bring in songs realated to the ocean and sailor life while reading //Moby Dick,// and once everyone had brought in a piece compiled cds of it and we listend to them while we did our work. I hope that I can create that sort of learning environment in my classroom.

Mykayla
Chapter six was dedicated to some of the ways that teachers can integrate the eight intelligences into their classrooms. Armstrong provides five examples for all eight of the intelligences. Some of the ideas mentioned I feel like are too distracting or unrealistic to incorporate into a classroom. Supermemory music was one of these examples. I cannot imagine allowing the students in my high school to lie on the floor and listen to music while a teacher was teaching. No one would have grasped the ideas and the class would have been useless. Then the one that I found unrealistic was a nature walk. I cannot see a class of twenty teenagers going outside and behaving enough to teach a lesson to them while walking outside. However, some of the ideas would have surely helped me while I was in school and I can only hope that I will be able to use some of all these intelligences in my class.

Ryan Snowman
This chapter presents different teaching strategies for each of the intelligences. There are some great strategies in this chapter that I will adopt in my classroom. For instance, I am a bodily – kinesthetic learner, but teachers seldom ever target that particular intelligence. The strategy that I think would have been most effective with me is the hands – on learning. I enjoy working with my hands, and if my teachers brought this into the classroom, it would have been very beneficial to me. When reading this chapter, the one thing that jumped out at me was the number of strategies there are to teach to the intelligences. It really just depends on the creativity of the instructor, and in my classroom, I will try to be as creative as I can to try and teach to all of the intelligences.

Corinne
This chapter stresses that methods that are successful with one group will not be successful with another. It then proceeds to give examples of lessons that are targeted to each specific intelligences. As a teacher if i take any one of the examples, that means that it will only reach a select group of students, while leaving others unengaged and in the dark. So what about multiple combinations of intelligences. Is it possible to target every single student in the class and their strongest intelligence to ensure understanding in all of them. What I think would be useful would be examples of combining intelligences in the lesson ideas. I realize that reaching every single student in one lesson would be very hard to do. I would aim to be as creative as possible to reach out to as many intelligences in one lesson as I can, if that is possible, instead of secularizing each lesson to target different students. Because of this I feel strongly that as a teacher our job is to be as creative as possible to target as many intelligences as possible in each lesson, so that success can be reached by each individual student.

Scott
As we should have learned by now, there is no one set of teaching strategies that will work for all students all the time. Armstrong presents us with forty teaching strategies in this chapter, five for each intelligence. It is difficult to condense all of these guides into a small chapter review so I'll just list them. Linguistic intelligence is usually what teachers find easiest to teach to since traditional teaching methods usually cater this type. Logical-Mathematical intelligence is traditionally restricted to math and science courses, the critical thinking movement has helped change this though. Spatial thinking for some is the most untapped resource, it is present in more people than we usually think. Bodily-Kinesthetic learners can show answer by using their body as the medium, since our bodies are always with us, it is important to use it as an instruction means. People with a musical intelligence can often use music to memorize things, I had a hard time uncovering however, how learners are able to go in depth into a subject. The best strategy to help interpersonal learners is to allow them to bounce ideas and topics off other people, they have been helped a great deal by collaboration. Intrapersonal learners need to have come time to feel like they are alone and to reflect on ideas deeply to themselves (like me). Anything that we can do to either bring our students outside, or bring the outside in, will help naturalist intelligences.

Brittany
There is a big push in the education systems today for all the teachers to teach to every intelligence that is present in the classroom. A big concern among teachers is trying to adapt each of the intelligences to their content area. Many teachers think it may be impossible to incorporate intelligences such as mathematical learning in history classes. With some creativity, there really are ways to incorporate every intelligence into each content area. For example, in a history class some lessons can look at different statistics that are incorporated within different aspects of these studies (54). By reading this chapter, I learned some great lesson ideas that incorporate intelligences that I thought would be difficult to put into a math class. A very creative way to include the bodily-kinesthetic intelligence into math is to use the body to “map out a problem-solving strategy” (58). This activity will get the students moving and give them the chance to relate math to something they know very well, their body.

Ryan
This chapter presents how to teach different learning styles for all eight of the multiple intelligences. Then the chapter gave different examples on how to teach these multiple intelligences. For example I am an interpersonal learner and examples they give me to use in my classroom are cooperative groups, board games, and simulation. This chapter especially provides more information on how to teach each multiple intelligence. These ideas will be incorporated into my classroom when I become a teacher.

Jennie
This chapter discusses different teaching strategies for all of the multiple intelligences. Armstrong gives a couple of examples but I'm going to pull out some of my favorite examples for each of the intelligences. For linguistic learners, a good thing to get them motivated to create good writing is to talk to them about getting their writing published. Whether it is published in something like the school newspaper or if they want to try and get their work published in a professional book, newspaper or magazine. For Mathematical learners Socratic questioning is a good thing to do. Socrates thought it was better that we don't talk //at// the students rather have discussions with them. In the discussions, they should have facts that support their ideas from the text. For spatial learners, it could be as simple a visualizing the setting or the story as they read it. For Bodily Kinesthetic learners the classroom theater is a good ides. We can have students act out other students' work or try to problem solve things from novels. For a musical learner, it could be as simple as putting on mood music when they are silently reading or writing in class. For an interpersonal learners, we can get them in groups to discuss aspects that we are talking about in class. For an intrapersonal learner, having a couple minutes to reflect on either what they are learning about or what has happened to them that day is really helpful. For a naturalist learner, something like taking a nature walk is a really good way to engage them in a lesson. These are just a couple of different ways to teach to the intelligences. This gives me a lot of ideas about what I can bring to my lessons.

Drew
There really is no way to summarize this chapter in a neat and concise fashion. The big idea of this chapter is the many ways you can reach out to the multiple intelligences in your teaching strategies. One outreach to the logical/mathematical learner that really stuck out to me was the Socratic method. Perhaps this shot out to me on the basis of having researched Socrates before, but I find this to be a learning method based solely around increasing logical reasoning while learning deeper in the process. The idea of questioning a student rather than talking at them seems like a much better way of getting a student involved in learning. To talk at a student leaves them in a very passive position in the classroom. I can find myself using this method in the future. I can find this a great idea while not being a strong logical/mathematical learner myself. I think this says something for the Socratic Method.

Sarah
Chapter six really built off of the fantastic ideas introduced in the previous chapter. By extrapolating examples listed in chapter five and giving a thorough description of the specific type of learner, I was able experience the multiple intelligences in their respective contexts which in turn lead me to a better understanding of the learners. I have come to the conclusion that differentiated instruction just might be the best thing to happen to the education system. The fact that we are now training our teachers to include all learners and assure all students of individual success is almost tear-jerking (although it makes us ask why we did not invest in something this powerful prior to now) and alludes to a promising future in our public schools. But as sweet as this deal may sound, I constantly find myself wondering how in the world I am going to create each lesson plan in eight different ways. I feel that this chapter began to bridge that gap for me because had some truly brilliant suggestions that I myself may borrow and incorporate into my own classroom.

Tim
Chapter six was a great chapter to build upon chapter five. Armstrong begins the chapter by writing about teachers having to use a broad range of teaching strategies because of all the different learning styles. Armstrong then jumps right into exploring through 40 differnet teaching styles, five styles for each learning style. Armstrong did a great job expanding all of his teaching strategies across the spectrum of learning styles. For example, he provided us with an example of how to use storytelling to help teach multiplication. Or how a teacher can use journals to appeal to spatial learners by opening up the opportunity to draw within the journals. This chapter was very informational and helpful to me, I learned a lot about how to teach with the different strategies, some of which I will defnitley be able to apply in the classroom.

Cara
Chapter six explains different strategies for grabbing the class's attention, transitioning, explaining class rules, forming groups, and managing behaviors. I think the chapter makes it pretty clear that a teacher should not use only one strategy and that one strategy will not work for the entire classroom. A lot of the strategies and situations described seemed like they would work for elementary or middle school only, but there are ways to tweak the idea a little bit for a high school classroom. The chapter also says that sometimes the strategy used should be one from an intelligence that is not as strongly developed in the student. For example, a student who is more intrapersonal should be introduced to some interpersonal activities. This is one of the chapters I will probably return to as I start teaching because it has a lot of great suggestions.

Rachel
The teaching strategies in this chapter are tailored to meet the 8 main learning styles. It includes some very creative ways and suggestions to meeting different learning styles in my classroom. It makes me feel inspired to use these in my classroom. I want my students to feel like I have worked hard to meet each individual learning style because I don’t think that my teachers put the same effort into my education. One thing from this chapter that really made me think about how I want to teach is the idea of changing the rules for different learners. For example, allowing spatial learners to draw in their journals. I have had teachers who seem to be very uptight about rules and never would have allowed this, and I don’t think that they were effective teachers.