MI+B1+Chapter+6

Abstract: After finding out how each student is different, Armstrong suggests that teachers [|implement strategies] that will reach all of the different learning styles. Chapter six gives examples of a lot of ways to include the multiple intelligences in each lesson in our classroom. Many of these suggestions can be implemented and then manipulated in such a way that they reach another or several of the intelligences.

Synthesis: Body answers, nature walks and visualizing the lesson are just a few of the things that stand out to us. We see the uses for teaching to more than one intelligence and how each intelligence can be visited in a lesson. We acknowledge that planning lessons to cater to all of the intelligences could be a lot of work but we recognize the value in the type of result we'll get out of our students if we do it this way. [|Stepping out of our comfort zone] will present us all with challenges and this chapter will be a good one to look back on for ideas in our future classrooms. Several of us commented on some of the "new" or "novel" ideas provided to us through this chapter. We have to start looking at teaching and learning in a new way. Kristen Tripp

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Amanda Martemucci
Chapter 6 discusses, in detail, five possible tools or strategies to use when teaching towards a specific intelligence. It is important to realize that every tool can be used for any subject. Some of the strategies I particularly like are journal writing, Socratic questioning, visualization, classroom theater, discographies, cooperative groups, personal connections, and nature walks. I chose one tool from each intelligence. Doing so has allowed me to realize that English can be taught with any intelligence as the focus. For instance, classroom theater would be a great idea when teaching plays and it helps focus learning on students who are bodily-kinesthetic. I can have the students act out their own interpretation of scenes to get them more acquainted with characters, plot, and overall meaning.
 * MI-Chapter 6: **

Bridget
Chapter 6: MI and Teaching Strategies Expanding on the previous chapter, Armstrong goes into detail about multiple ways to teach to each intelligence. Instead of using expected examples, he lists ideas that are novel and do-able. Rather than reach linguistic students only in English, tell them a story in science. Use color to help students organize their ideas, opinions, and facts. Don’t just play music in class: set vocabulary words to a rhythm, put the names of the fifty states into song-form. The possibilities for each intelligence are endless, and reading about ideas and examples just sparks more for me. Coming up with new ways to convey information or get students to think is exciting and invigorating to me. While it may be a challenge, learning teaching strategies to teach to all of the intelligences is a task I look forward to.

Moe
The key purpose of this chapter was to give us ways to reach all of our students, rather then fall back on our personal strengths. Some of the methods to reach all of our students were the “inner blackboard” (80) that allows students to visualize what they are learning within themselves, the use of color coding with different color chalks and markers, mood music, and one minute reflection time. Some of these things, like the one-minute reflection, were new to me and they make sense because if I used all of the methods, all of my students would attach to one aspect and get more out of my lessons and units. The last ‘method’ that the chapter talked about was having a classroom pet. I really like this idea, for elementary and middle school, but I don’t think that if I taught at high school this wouldn’t really have the same effect. I always felt comfortable in my biology teacher’s classroom because he had a giant fish tank with lots of tropical fish that he let us feed. It could work with something like fish, but not with a guinea or hamster.

Kristen
Chapter 6: MI Theory and Teaching Strategies

In this chapter Armstrong goes through several examples of how each type of intelligence can be catered to in the classroom, or in some respects, outside of the classroom. All of these examples help to pull teachers, new and old, out of the proverbial box created by traditional education. Not all teaching has to be about lecture, worksheets and reading. Many of the current teaching styles seen in schools today cater to only a few intelligences and its a good idea for teachers to look at other ways of presenting the material. Taking students out for a nature walk and asking them to visualize the setting for a story or for a battle in history can get both naturalistic students as well as spatial students inspired. Having kids act out a play or a situation can get the kinesthetic types moving as well as give the visual kids something to watch or remember. There are a lot of ways a teacher can tie in several different learning styles into one activity and lesson and that is a lot of what Armstrong has to say in this chapter.

Christina
Chapter six of //Multiple Intelligences in the Classroom// mainly describes a variety of teaching methods that target each of the eight intelligences. According to the author, it is wise to use a broad range of strategies because “any particular strategy is likely to be highly successful with one group of students and less successful with other groups” (72). As a teacher, I must ensure that I target each of the intelligences so that not only do I allow students to learn in their strongest intelligence, but help develop other intelligences in the students as well. One strategy that caught my eye was the use of body answers, in particular, to have the students hold up one to five fingers indicating their level of understanding about a particular question or concept. By using this technique, I am able to discern which students may need the concept or question explained differently. I found this chapter to be a great resource.

Kevin
Chapter 6 contains five teaching strategies for each of the eight intelligences. The first is linguistic intelligence, which the author feels is probably the easiest to think of lessons for because a lot of effort has already gone into this intelligence in schools. The strategies listed for linguistic intelligence are storytelling, brainstorming, tape recording, journal writing, and publishing. The next intelligence is logical mathematical, this intelligence is obviously quite easily applied to math and science classrooms, the trick is to be able to apply it to other disciplines as well. One method given by the author for doing such a thing is to use the Socratic method, this mode of critical thinking can easily find its place in an english or social studies classroom. The third intelligence is spatial, having to do with pictures. Many students learn by seeing pictures of things and having graphic representations. The next intelligences require more creativity on the part of the teacher and I think that as a teacher I will have to use this book as a reference for being able to address these intelligences. One mode of instruction the author gives for addressing bodily-kinesthetic intelligence is to have students give answers only using their bodies. This seems like it could be a lot of fun, but the teacher would have to put a lot of thought into the questions to make sure that the idea is attainable. As a musician I am going to have a personal bias for using musical modes of instruction, my challenge will be to make sure I also take time to engage those students who are non-musical. Interpersonal intelligence is another one which gets a fair amount of use in schools already, in fact it is pretty impossible to not be interpersonally engaged within school. Intrapersonal is an intelligence that I feel can easily be forgotten if the teacher is focused on getting through the curriculum, but I agree that it is important for students to be able to reflect on the work and hopefully grow from the process.

Chelsea
It is important to remember that no single teaching strategy will work for students all the time because of this it is important to realize that teachers should use a wide variety of teaching styles. The chapter discussed ways in which we can adapt lessons for each of the intelligences. The Linguistic strategy encourages the use of open-ended activities that are encouraging for linguistic learning in every student. Logical-Mathematic intelligence can be applied to every subject is through critical thinking skills. But it is also important to recognize that mathematics and logical thinking can be applied in every subject. When teaching to students with spatial intelligence it is important to recognize that visualization, drawing and colors are important to these students. For Bodily-Kinesthetic students, it is important that they are allowed to opportunity to use their bodies during class, whether to demonstrate something during a lesson or just be able to manipulate things so that can understand. Musical students well recognize things best through melodies and rhythms. Interpersonal students will strive with activities that involve groups while intrapersonal students well value self-reflection. Lastly, naturalist students will value the use of nature in lessons through animals or plants. It is important that as a teacher we value all of our students intelligences.

Jesika
This Chapter is a good resource. Is Lists all of the types of learning styles then under each of those are types of activities that are suited to each of the learning styles. Many of the activities listed under one heading could easily be applied to any of the other headings. The audio recording in the linguistic section could easily be applied to auditory learners. I could use the different types of activities in combination for my lessons. Many of the activities go together to make a whole lesson simply because some of the activities are purely planning types and some of them are whole activities that can be build off of the planning activities.