MI+B1+Chapter+2

Kristen Abstract** Chapter 2 highlights the importance of knowing your intelligence strengths and weaknesses. Because the educator is strong in a specific intelligence does not mean that every single one of the students in the class is too. Educators must be mindful to [|teach to all intelligences] and recognize the importance of strengthening their own weaknesses to better aid the students. Co-workers are also a good resource for educators as they see the same students and might be able to give clues as to how to reach certain students on other levels of intelligence. If teachers keep working on themselves as learners as well as educators it will greatly benefit the students. Through reading MI we have (re)discovered our [|intelligences] and have reacted quite positively to the assessments provided in the book. We all understand that knowing ourselves as learners is important in being able to educate others. We now know that it is important to focus on all intelligences not just our strengths and not just the strengths of certain students. We also acknowledge how important connections are between ourselves and our co-workers as they may help us develop lessons to reach more students. Kristen Tripp
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Kristen
Armstrong states that it is important for an educator to understand his or her own intelligence strengths and weaknesses. After an educator understands his or her own self they can begin to understand the intelligences of their students. This also indicates strengths that teachers might have based upon their learning strengths. There is a test provided to categorize yourself according to the multiple intelligences model. Armstrong indicates that because each teacher has his or her own strengths it would be a good idea to share ideas with other teachers who have different strengths as to reach a wider array of learners. As educators, we must understand our own profile before we can teach our students and help them to understand their intelligences as well.

Chelsea
Chapter 2 discussed how teachers could use MI theory in their classrooms. The book suggests that the first thing a teacher that plans on using MI theory should first discover what their intelligences are. The book suggests that teachers should develop their own multiple intelligences. Teachers should develop their intelligences that they are weaker in, in order to be able to adapt for students. The chapter also discusses how there are many factors in which, could develop or suppress an intelligence. It categorizes these into crystallizing experiences, which give intelligence a chance to develop, and paralyzing experiences which suppress intelligence from being fully developed. By developing and learning about their own MI’s teachers are able to more fully integrate MI theory into the classroom.

Bridget
Teachers need to determine what their strongest intelligences are in order to help their students develop their intelligences as well. Because some intelligences are stronger than other, teachers are more likely to teach in a way that represented their strong suits. But intelligences are not just biologically drive; they can be cultivated, strengthened, and unfortunately, impaired or blocked. Biology, such as genetics, personal experience, and culture all play roles in how one’s intelligences develop. Just because someone shows mastery of one intelligence does not mean they cannot go on to master more or even all of them. Because intelligences can be strengthened and even stunted by bad experiences or physical brain damage, it is important for teachers to not just teach to students’ obvious strengths, but also teach to their less developed ones to build them. And I as a teacher will need to work on my other intelligences so that I can better learn to teach students with multiple intelligence strengths different from my own.

While reading the second chapter about MI, I learned that the development of the intelligences is based not solely on one factor in a child’s life, but many different experiences and genetic factors play a part. The three biggest factors were personal experiences, location and cultural history, and “biological endowment” (27). For me, my personal experiences played the biggest part in my development of the intelligences that are most prominent in my life. As a child I spent many hours on end outside doing physical things like sports, hiking, swimming, and fort building. It is really interesting to me, when I’m a teacher that I’ll be able to see what kind of intelligences my students possess and why they are the way they are. I’m sure that the naturalist/kinesthetic kids (who are like me) will have experiences that are parallel to my own. I can use the experiences I have had to help the other students develop the naturalist/kinesthetic intelligences.

Amanda Martemucci
MI- Chapter 2: Chapter 2 discusses personal development of the multiple intelligences. As a teacher, I should be learning along with my students. If I learn what my strong and weak intelligences are, it can help me figure out how I will deal with students who have the same or different stronger intelligences. I may need to seek help from coworkers, or even have students help me when I am incapable of incorporating certain intelligences into my classroom. On a more personal level, I can begin trying to strengthen the intelligences that I am weak in. This is where my learning with my students will happen. I took the MI Inventory in the chapter and found out that my linguistic and music intelligences are the strongest. In class on Thursday, the activity we did showed that I was also interpersonal. I can keep strengthening these intelligences while also working on building up my weaker intelligences in order to be able to connect with students with various intelligence strengths.

Jesika
Chapter 2: MI Theory and Personal Development This chapter focused mainly on the idea that the many intelligences that everyone possesses can be developed (or not) depending on the situation. The other major point in this chapter is that it is a teacher’s obligation to assess his or her own intelligences and make adjustments in order to best cater to their student’s needs. This chapter made impact with me when it was talking about the effects that situation has on the development. It makes me wonder that if mathematics had been a stronger presence in my household I would have become better at it than I am now. The impact this will have on my classroom is that I am yet again reminded of my obligation to make sure all of my students are being reached.

Christina
The second chapter of Multiple Intelligences in the Classroom discussed different aspects of the development of the eight intelligences. This development can be influenced by a persons’ biological endowment, personal life history, and cultural and historical background. Through these experiences, all of the persons’ intelligences can be activated or deactivated. These factors show the importance of ensuring opportunities are available for each intelligence to flourish. This can occur within the classroom by working with colleagues to ensure each intelligence is tapped when teaching.

Kevin Quinn-Kelly
Chapter 2 The MI inventory really reinforced what I thought I knew about my own intelligences, I had a check for every item in the musical section. I can see how cultivating these intelligences is really important and as a teacher it is important to never cause any paralyzing experiences in students. This means trying to find the value in everything that students do. I learned that it is important to give students the kind of experiences they need to bring out their intelligences, because they may not be getting it from home. The book made a good point about how it's harder to discover student's strengths and weaknesses at the secondary level because you only have them for one subject. That is why it is important to have an ongoing dialogue with coworkers, so you can learn where students excel.