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Abstract
Chapter three focused on trying to find out which of the multiple intelligences your students have. There is no standardized test that will spit out which of these intelligences your students are stronger in, so one needs to try and find out from more subtle means. One of the easier techniques is to watch how your students will act out in class. A student who is not having a particular intelligence satisfied will act out a bit. For example a kinetic learner who is forced to sit in class all day will most likely fidget or be one of those students in class who pump their legs. Discovering what are the stronger learning styles of your students will help immensely in helping them learn.

[|George]'s Synthesis
This chapter brought up the idea of using the way a student acts as an indicator of what intelligences they have that are not being met. Using student behavior in this manner must be a novel concept because a Google search looking for using a students misbehavior to find multiple intelligences will result in a lot of sites about why students act out and how to rein them in. There was [|one] that did bring up a lot of good points about what else to be aware about when a student acts out. Sometimes the delivery is off or a teacher has issues communicating. [|Public speaking] is an important skill for a teacher to have even if one is not a linguistic learner.

Jennifer
Chapter 3 MI

There are many ways to assess which intelligences students have and their preferred learning style. One interesting, but very true way is to watch how students misbehave. At first I was not sure if this was a joke but as I considered it I realized that I have does this too. I am a “word smart” person and when I am bored in class I write stories or pass notes to friends. Other ways are collecting documents, looking at school records, talking with other teachers and parents, or setting up special activities where you can observe them. I think one of my main concerns at the start of the book was that I would not be able to figure out the different dominant intelligences I had in my class, but with these assessment methods it will make things much easier.

Amy
CH. 3 Chapter 3 really focuses on the ways teachers can examine and pinpoint their students’ intelligences, especially their main intelligence. While many students are well rounded intellectually, it is helpful to know in what ways they thrive best. One of the best ways for a teacher to find that information is through simple observation. A teacher should take notice of which students stare aimlessly out the window, and which students’ chat non-stop, and which ones fidget constantly. The fidgety ones probably enjoy active learning, while the student staring out the window learns best from being involved in nature and outdoor activities. Another way to keep track of each student’s intelligences is to keep a journal or take pictures or recording of the child when they are misbehaving. After data has been collected a teacher might use several intelligence “tests” to figure out what their students’ are most like. There are always options for how to find out what interests a child the most, that way they do not have to struggle.

Dan
Chapter 3 MI In chapter three I learned different tricks to diagnose the learning style of a student. By simply observing your class and taking notes, you can learn a lot about a student. The best idea from the chapter that I plan to use in my classroom is the free time. By allowing students to choose what activities they want to partake in, you are given an understanding of where the student is comfortable. Many of the ideas are unethical to me like looking at documents, and students past records even if it gave us valuable information. I think with enough observation you can achieve the same ideas. If I was a second grade teacher and was able to observe a student for a couple minutes a week on their learning style, write a report on it, and hand it to their third grade teacher, the student would have a great chance of learning more in third grade than second. If the first grade teacher had done the same for me, by the time the student hit middle school, teachers would know exactly how to give the student the best chance to be successful.

Cassandra
Chapter 3 I love the idea that this chapter explores about discovering students’ strengths through their misbehaving. Most of the intelligences are shut down for the sake of a “quiet” atmosphere for “proper” teaching. Talking in the middle of class can be disruptive to other students, but the child talking a lot is a sign that he or she is a verbal learner. Instead of suppressing the student, have class discussions or small group work. A teacher with a disruptive classroom is most likely a teacher trying to fit fun and exciting students into boring lessons. I think that some of the other tactics are less solid. If a student is failing everything, then that doesn't mean they have no intelligences applicable to the subjects, sometimes student/teacher relationships have a larger effect on grades than the students actual ability to do the work.

Zack
Chapter 3: This chapter gave me the tools that I will need in the ability to be able to teach my students according to their intelligences. This chapter told me how to be able to recognize which student has which type of intelligent. It gave me many clues on how to pick up which ones are dominate in which students, including using record, documents, asking the students, and talking to their parents. Personally I will do exactly what we did in class coupled with watching the students while I teach them to see which students retain the knowledge that is taught in that fashion. I believe that this is incredibly important in the learning process to be able to teach the students with any intelligence, even if I have to bend over backwards for a single student. Teachers should be watching students every time they do something, the more the teacher knows about the student the better the student will be able to do in the classroom.

George
Chapter 3: In this chapter were presented with ways to check on Multiple Intelligences. The Fact that there is no standardized test that will spit out the way kids will learn is another one of those challenges with teaching. However there are several good ways to check. One of my favorites was to pay attention to how they act out in class. If they are not getting their type of learning satisfied they are probably going to try to do it anyway. Other good ways include asking parents, students, and examining any record of their work to see what they appear to have proficiency in.

Sean
Chapter 3:

This chapter gave me excellent ideas about how to determine what would be the most efficient method in teaching my students. It’s made me realize how misbehaving can actually give insight into how a student thinks and learns. It also gave multiple means to help determine how to recognize what type of learners my students are. One last thing it taught me was how to teach students with higher proficiencies in certain areas.

Andy
Chapter 3 This chapter is very helpful in helping us recognize different ways a student will show they dominant learning intelligence. Every student has the capacity of developing all eight to a high level, they all will gravitate to their most dominant intelligence. This is not necessarily a bad and is a giant flag to us teachers. If we are able to identify their preferred intelligent we can then adjust our lessons so they will get the most out of every one. Two of the suggestions that caught my eye were the ones about talking to the parents and asking the students themselves. The parent one was one that stood out, because it seems really obvious but I do not think I would think to do that. The notion of a "six-hour retarded child" was a interesting concept, and I can think of my former classmates that would fit into that category. With the point about asking the students about their preference is strategy that I would not be surprised is the one least used. We observe the students day in and day out and will have our own idea on their intelligence, but ultimately they are the ones who truly know.

Damian
MI; Chapter 3 The tricks elaborated upon in chapter three to acknowledge a student's learning style and intelligences through observation is, I feel, a needed shift in education. All too often as a student if learning styles were being assessed the teacher would furnish us with a mass engineered quiz, the URL in the footer still dripping wet ink, and make us circle the answer we "most agreed with." Well many of the answers I didn't agree with at all and so it was no wonder that when my quiz was scored I never gained from the teacher's attempt to help me. Teaching a teacher how to observe the signs of different intelligences would be much more helpful because placing all of your faith in a test is assuming that everything we need to know about our students can be filed, catagorized or easily referenced.

Liz
Observation is a teacher's best option paired with the reading of current results in order to determine how your student should be taught. It was interesting to learn about how a teacher should observe how a student misbehaves to learn about their learning styles. Teachers need to not only understand their own learning styles but also those of their students. As students don't often know the technical terms the teacher will be in charge of noting them. Teachers should take the time to get to know their students and one such way is talking to them and another way is to read files written on the student. Teachers should make the best use of the resources they have available by consulting colleagues and others in the child's life. The thing to remember is that in my classroom this will be my job and I will need to identify the capabilities of my students.

Brian
Chapter three describes how we can asses a student’s preferred learning style. A few things we can do to accurately define a particular students preferred intelligence are things such as; observe their in class behavior (whether negative or positive), observe their previous school work, talk with fellow teachers, talk with parents, and most importantly, ask the students how they prefer to learn. By using all of these methods successfully we can obtain a very accurate depiction of how our students learn. Once we have successfully deciphered our students preferred intelligence it is our job to create lessons that cover all of our students styles, and effectively develop not just their preferred intelligence but all of the styles of intelligence.

Ethan
This chapter gives the reader a whole bunch of really great ways to pick up on a students preferred learning style. From collecting documents to simple observation, there are many ways listed in this chapter for determining multiple intelligences. They also set up a few different handouts that can be used to really assess what a student’s best learning style is. All of the things I read in this chapter I will apply to my own teaching method. I feel like this whole chapter is very beneficial for myself as a teacher and has helped me to develop just a few more ways to identify multiple intelligences. Every thing I pick up on in this chapter I will be able to directly use in my classroom starting next week when I am placed somewhere for three weeks.



Darren
Both the third and fourth chapter of Multiple Intelligences stressed the need for collecting evidence of different sets of skills for students in a classroom. The third chapter introduced the idea by stating that keeping a journal was helpful, that a teacher might keep audio or video copies of student projects and photographs of things they accomplish. I think this is an especially great idea because it gives a teacher concrete evidence not only of the student’s strengths and weaknesses, but it also shows progress and steps forward. A teacher can look at the work and analyze how it was done, what intelligences were being used, and compare it to other works and see how they’ve progressed. I also liked that the chapter said that no teacher had time enough to keep journals for everyone, but to use it for kids who may be more puzzling in behavior or learning patterns. I like that this was mentioned because I had thought it was expected for every student, and I became a little overwhelmed. However, I think the idea of archiving student work and keeping journals would help me to identify new strategies of teaching. I think that it is something I will do to keep my students engaged and active.

Josh
Finding the strongest intelligence a student has is very important for a teacher. The best way to asses the students strongest intelligences are simply by observation. Watching how they act towards others, how they spend their free time in school, and even how they misbehave are ways to find the intelligence. Discussing with other teachers what the students strengths and weaknesses are in other classes is a beneficial way a teacher can find out as well. Introducing multiple intelligences to students would be a great way to find out from the student themselves the best way they know how to learn. After all, they know how they learn best.