MI Chapter 7

This chapter emphasises MI and the classroom environment or the classroom ecology, as the text terms it. It argues that the classroom needs to be structured in a way that is compatible with all the different MI's and learning styles. The chapter provides various starter questions for each MI to get educators thinking, and then proceeds to discuss different MI centers that act as catalysts for MI thinking. The text even offers a diagram that outlines how MI centers could be established in the classroom. Lastly, the chapters inquires about choices concerning the stations ans whether or not students should have options about going where they like.

All of us thought that again, tailoring the classroom to the various MI's via center and workstations is a good idea, though some of has had reservations about how this might be implemented in a high school setting.
Teachers in a high school, especially a large high school don't necessarily have the same room, or might share a room with another teacher. Because of that, it might be rather difficult to adapt the MI stations. Also, there is often a limited amount of room to be able to do things like setting up stations or centers. Time is a factor too. All of us are starting to think that what the text presents is an optimum scenario that we could implement if we had the time and the resources. If not, do the best we can, and if it really is our best there shouldn't be a problem.
The questions concerning the different MI's in the classroom was an example of something that can be done fairly easily though. The point about how linguistics permeates everything done is especially important. It is unlikely that a curriculum rich in other material would have to focus on linguistics as much since it is almost a prerequisite for every other type of learning in one for or another.
Another point was in musical intelligence, and we all agreed that varying out voices to produce something other than monotone is absolutely essential to keep students interactive. Everyone hates a droning voice, ourselves included. I know that I personally try and work on that during class, and I have gotten positive feedback from the students.
Lastly we all thought a lot about the activity centers and how we might use them in our classrooms in the future, despite the possibly difficulties we may find in implementing them. Personally, I like puppet theatres. Perhaps its a throwback to my younger days when myself and my cousins would put on puppet shows, but i love puppet theatres. I'm sure I could even integrate it into the classroom, possibly even a high school classroom, though it might be difficult.
Spacial and Naturalist MI's also came up amongst ourselves, notably, we all remembered and example of both of those MI's from our own schooling. Gerbils or guinea pigs or maybe even ant farms can be quite interesting even at higher levels, though steps would have to be taken to ensure that the animals wouldn't come to harm. The spacial centers were always some of the more enjoyable and oftentimes large numbers of students would want to use the station at once. We decided that of all our centers we might include in the classroom, a spatial center was an absolute must.

Chapter 8 MI

Chapter 8 discusses the different ways that MI can be used to manage classroom behavior. It offers examples of every different type, and encourages many different methods to be used. The Linguistic MI is the one most often used to manage classrooms and it is often the least effective. The chapter also goes into using MI's for transitions, establishing and communicating class rules, and forming groups for students. Lastly it gives a number of examples on how MI can help individual students with their issues concerning rules.

I think everyone can relate on how kids really tire of being told verbally to pay attention, and they just tune it out automatically unless the teacher gets really angry. Some of us remember that the clapping method of gaining a class's attention worked particularly well, however we all doubt that it would be particularly effective in middle or high school.
The whispering idea in which the signal to quiet down is whispered in a students ear and then passed on seems good, but we think it might take an awfully long time for all the kids to quiet down. The logical mathematical one could work, but then again, so could the intrapersonal one. It seems as though we are going to have to tailor these techniques to the different classes we have.
The ideas for getting the students into groups are rather intriguing, especially considering most people just count off by numbers or something. However, a lot of them also are for the younger ages. I can't imagine asking the high schoolers to make farm animal sounds to get into groups. (Despite as much as I might want to) A variation of the clothing or holding up digits on a ones hand seems like it might be the most effective.
Lastly, the different MI strategies to help a student cease his or her disruptive behavior are a really big help. I've always noticed that if someone, even someone who disrupts the class knows how to do something and the task isn't too unpleasant, they will probably end up doing it. Once I remember in art class I kept a kid out of trouble by talking to him the whole time, he was able to keep up on his work, and not get sent to the office. I know for a fact we would have if I hadn't engaged him in conversation. Well actually, he did a lot of the talking, I just listened. I think that is also a really effective technique, actually listening to the things your students might say, and somehow prove to them later that you remember.

Chapter 11

This chapter discussed using Multiple Intelligences in Special Education. The chapter focuses on seeing a disability in terms of strengths and not deficits. By using it as a backdrop you will see strengths in special needs children that you would not have seen otherwise. It expressed how one thing a student may be struggling with may only be in a certain intelligence, so it is important to try and teach special needs students in every intelligence to find where they learn strongest in. It is often a good idea to teach lessons in this strength and incorporate weaker learning styles into the lesson to strengthen every intelligence the student learns with. The chapter provides charts that gave examples of hard-working people who faced challenges in their lifetime, along with tools to use in every intelligence. If we as teachers work hard to incorporate every intelligence for our special education students, we will see a dramatic change in special education. Fewer referrals to special education classes will be seen, the role of the special education teacher will change, a greater emphasis on identifying strengths will be seen, the self-esteem of the student will be seen, and an increased understanding and appreciation of students will be seen.

Every special education program in every school differs, and while it may seem intimidating knowing some of the challenges we will face, we know incorporating multiple intelligences into our lessons will really help us in the long run. As we discussed in class, if we use every intelligence for every student, those with special needs wont feel left out. I think it is important for us to use every intelligence and really work to strengthen those weaknesses of our students. We really have a chance to make a difference in our students lives and give them a chance at learning. The chapter also hit home for us. Some of us faced challenges when we were younger, and others see it in our family members. Because of this it will be easy to relate to some of our students in the future, and we will be able to incorporate different learning techniques into our lessons from personal experience.

Chapter 13

This chapter discussed how to use the multiple intelligences in the areas of technology, cultural diversity, and career counseling. Technologyically, we can use the multiple intelligences in the different computer programs that we use, and how we present them to the class. We could also have the students use technological software and programs when they create their projects and while doing their homework, depending upon what it is. The best thing about using technology in the classroom is that by using it, you essentially make use of every intelligence and therefore help each of your students. Every classroom now has become more culturally diverse, and so it is very important that teachers know how to implement learning about different cultures into the lessons so that the students can learn more about themselves and each other. Diversity in the classroom can also help students to get over stereotypes that they may have picked up without realizing it. Also, different cultures use the intelligences in different ways, and by incorporating different cultures into the classroom, both the teacher and the students learn new ways to use materials and the intelligences. Career counseling is important in any age group so that students can research different post-secondary choices early and give them more time to think about what they are good at. This way, if they know that they do very well in one particular area, they can research how to use those talents in different job or degree programs once they are out of school.

This chapter did not directly reflect on the material of the book, but more about how to use the material in classroom applications. If teachers gave students any type of career counseling in elementary school, then our high schools would turn out more students who would be more confident in what they truly want to do after school, and we would have a lower drop out rate because students will have made a goal earlier in life and would want to finish school in order to accomplish it. Learning how to incorporate cultural diviersities in the classroom is something that will become very important, even in the areas of the world where cultural diversity is not important now. Maine, for instance, is the second least culturally diverse state in the U.S. However, within a few years, many of the schools will most likely become more diverse because of immigration, the military, and also marriage. If we do not prepare for new cultures now, then we will be even more ignorant once they are in front of our faces. We cannot simply ignore the students in our classrooms who have and practice a different culture than we do. That would essentially be keeping those students from their full potential and could possibly turn them away from school. If this happens, we may lose a student who would eventually cure cancer, some other type of illness, or even new techonological advances.

Chapter 5

This chapter talks about developing a curriculum while keeping in mind the mutliple intelligences. It mentions different ways of developing the curriculum and different ways to present the material to the students. One way to present the content to the students is to use different materials whenever you use a different intelligence. There are seven steps to developing lesson plans: 1. Focus on a Specific Objective or Topic, 2. Ask Key Multiple Intelligence Questions, 3. Consider the Possibilities, 4. Brainstorm, 5. Select Appropriate Activities, 6. Set Up a Sequential Plan, and 7. Implement the Plan.

The web that they presented to us in this chapter reminded us all of the web that we had to complete in class when we began to plan our lessons. In the web, we use Bloom's six facets, as well as all eight multiple intelligences. This chapter was very informative to all of us and we all agree that most likely, once we become teachers, this will be a book and a chapter that we will all go back to when we are planning our units and lessons. It was very helpful and we can always go back to the web that they show in figure 5.2.

Chapter 12

The chapter begins discussing memory. Much like educating, memory is directed by the various MIs and therefore should be handled in much the same way. Students learn certain ways, so its discussed that we shouldn't expect them to also remember in only one way. If a student is, for example, a logical mathematical thinker, chances are logical mathematical methods will benefit the student in remembering the material it helped them to learn. These MIs can also help with problem solving situation. For example a student with visual intelligence as a major one in their life may be good at using imagery to help understand a word problem. The idea of intelligences moved sitll further in cognition to looking for "Christopherian Encounters". Now although who Christopher Columbus was isn't important, the concept here is that looking beyond normal bounds.
What we saw in this reading... well beyond the fact that using Columbus as a role model in any way we saw was a very very bad idea... that this can be very useful in the classroom. In a culture where standardize testing is becoming increasing popular and mandated, helping students learn the required material is good but so is teaching them how to remember and apply it in testing situations.

Chapter 14

There is always so much discussion about MI theory and its focus on the 8 intelligences its a little shocking to think and discuss the idea of a ninth one. Not at all a really new idea ( relatively speaking of course), but its something worth consideration. Existential intelligence is really something of its own. It manages to meet a fair amoung of the criteria of an intelligence. It is a tricky thing in that although it can be used in discussing a lot of "gray area" topics in the educational field, it doesn't need to. It can be worked with, and really dig into a students thoughts without getting into materials that could lead to problems.'

We all felt that, although its not yet a "true" intelligence, existential intelligence is something worth considering for our futures. We all could see ways to apply it to our different subject areas, albiet it not necessarily on a regular basis. For math there is the discussion of abstraction and imaginary numbers, for literature there are many books that can be delved into including existential works.