MI+B1+Chapter+1



Abstract**:[| Multiple Intelligence theory] was developed by Howard Gardner. The definition of MI theory given in the book is: “MI theory is a cognitive model that seeks to describe how individuals use their intelligences to solve problems and fashion products” (18). Gardner developed a list of eight different intelligences: Verbal/Linguistic, Logical/Mathematic, Spatial, Bodily/Kinesthetic, Musical, Intrapersonal, Interpersonal and Naturalist. Gardner believes that people possess all eight intelligences however, some are more developed then others. Also, Gardener believes that people can develop each of the intelligences to a level of competency (15). MI theory promotes the use of all intelligences.
 * Chelsea
 * Synthesis**: As a class we agree that some intelligences are more valued than others, although people use all the intelligences together just some are more pronounced. As teachers we realize that we need to develop the intelligences in all of our students. We also need to cater to the multiple intelligences of our students in our[| classrooms].

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Bridget
Originally, intelligence was measured almost solely by the Intelligence Quotient test, leaving one’s intelligence to be measured by only a number. Then Howard Gardener came along and developed his theory of multiple intelligences, the idea that there are eight and maybe more intelligences that can be measured in a number of ways. All people are capable of having and developing all the intelligences. Some intelligences unfortunately seem more valued more than others, with linguistic and logical being the two most taught to in schools. The intelligences do not function separately, but rather work as a collective unit, requiring more than one to complete most daily tasks. Gardener’s multiple intelligence theory will have great impact in my classroom because I will need to be aware of my student’s intelligences and help they to develop all of them, not just advance their obvious stronger intelligences.

Moe
One of the more striking facts that I learned while reading this chapter could be the way many of the intelligences change purpose within societies depending on the current culture and expectations of that society. I had never thought of how a society impacts the development of certain intelligences before reading this chapter. By realizing the effect that social implications have on the MI, I can help students in my classroom strengthen the intelligences that are highly needed, in conjunction with those they already use daily. As an individual, it impacts the intelligences that could be underdeveloped. If I strengthen the intelligences that are needed I will be able to better fit to accomplish what society needs done.

Chelsea
Chapter One discussed the “Foundations of MI Theory” (5). It described Gardner’s theory of Multiple Intelligences. It went on to explain that there are eight different intelligences, the book explains that most people are more proficient in one intelligence then they are in another, but people represent all the intelligences, some are just more underdeveloped than others. Gardner, according to the book, also believes that people can develop a reasonable level of proficiency in each of the intelligences. Multiple Intelligences impacts the classroom because it makes teachers look at how each of their students learns, and shows how teachers should adapt their lessons to make them more meaningful for students. Adapting lessons to students learning styles helps to keep students more interested in the lessons, but students also take away more from lessons that are adapted to their specific needs.

Kristen
In this chapter Thomas Armstrong introduces the ideas of Howard Gardiner and the different multiple intelligences. Each of the eight intelligences is outlined in the chapter. Armstrong explains Gardiner’s motivation to identify these learning differences as “intelligences” and identifies the ones that some people might struggle to call intelligences at all. There are situations where some intelligences are stunted and others were they are so high functioning they dwarf all others. The intelligences do work together; no one works solely in just one intelligence field but switch back and forth between them. People are not stuck with the same intelligence strengths and weaknesses their entire lives. Their intelligences can become stronger with work and weaker with disuse.

Jesika
Chapter 1: The Foundations of MI Theory This chapter in formed me of the eight intelligences in a more complete way than I had seen before. It also helped me to understand the basis for calling them intelligences rather than just aptitudes or skills. It also put emphasis on the fact that all people use and are (or can become) proficient in all of the intelligences. That had a lot of impact with me because I don’t count myself as mathematically proficient. I also felt that this chapter softened the feeling that I had to be just one or two of the intelligences. The impact that this will have on my classroom is that I will have to cater to all of the intelligences because there will be students that need different things from me depending on the intelligence(s) that they are most dominant in.

Christina
Chapter one of Multiple Intelligences in the Classroom begins with the history and descriptions of the eight different intelligences. These intelligences include linguistic, logical-mathematical, spatial, bodily-kinesthetic, musical, interpersonal, intrapersonal, and naturalist. Although the chapter examines them individually and formally, every person uses each intelligence in combination with others. As a teacher, this means that each student will have a different combination of intelligences, and therefore learn in different manners. I realize that in order to effectively adapt my lesson plan to incorporate all learning styles caused by the students’ multiple intelligences, it will take time and skill.

Amanda Martemucci
MI-Chapter 1: Chapter 1 mainly focuses on the history of the multiple intelligence theory and what the intelligences are. Howard Gardner proposed the multiple intelligence theory in 1993, claiming that there are eight intelligences: linguistic, logical-mathematical, spatial, bodily-kinesthetic, musical, interpersonal, intrapersonal, and naturalist. People can have a strong intelligence and weaker intelligences, but it is important to know that “each person possesses all eight intelligences” and “most people can develop each intelligence to an adequate level of competency” (p. 15). Being able to know the eight intelligences can help me in the classroom. By monitoring my students, I can figure out what intelligences are more strongly developed. I can use those in configuring strategies to help them learn. I can also have strategies that trigger their weaker intelligences in order to help them become widespread learners.

Kevin Quinn-Kelly
Chapter 1 The most interesting aspect of chapter 1 in "Multiple Intelligences" was the part about how everyone has all the intelligences it's merely a matter of bringing them all out. I have learned some about Gardner's theory in psychology classes but generally the focus is on how people are different because of their different intelligences. I had never heard it explained from an approach that it is simply a matter of extracting the intelligences. This is good information for teachers because it is important to think that every student is capable of learning and doing well.