MI+B1+Chapter+7



Abstract (Kevin) Chapter 7 is about how classroom environment relates to MI theory. A number of ways to [|organize the classroom] that are conducive to MI theory are mentioned in the book. An example is the four quadrant classroom where four areas of the room are set up to serve [|different purposes] and should be set up to give student's a chance to engage in the eight intelligences.

Synthesis We all felt that we did not want our class set up in the classic rows of desks way with the teacher at the front of the room lecturing to students. We all wanted to be able to have activities set up in our class to engage the intelligences. We feel this approach will help students to be more active and get a chance to move around instead of being expected to sit still all class.

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Moe
MI Theory can only fully work if the atmosphere of the classroom supports what you are trying to accomplish through strengthening the student’s intelligences. The book suggests setting up particular areas of the room dedicated to all of the intelligences and have creative ways for the students to experience that intelligence. This instantly reminded me of my kindergarten classroom (Mrs. Coin’s afternoon class!). We had specific areas where you went to listen to music or books on tape, a tub was always filled with some kind of liquid or solid that we could play in, a game area, a ‘nature’ section, and the drawing corner. I remember it being really fun and each day you had to go to a different station then the day before to ensure that everyone got to do everything. This chapter also talks about having different games on hand that engage each of the intelligences like Twister (body/kinesthetic), Scrabble (linguistic), Family Feud (interpersonal), and so on. I really liked this because you can engage your students in the intelligences without them even knowing, and its really fun.

Amanda Martemucci
MI-Chapter 7:  Chapter 7 discusses the classroom “ecology.” The classroom doesn’t have to always be with students sitting in rows of desks with the teacher lecturing at the board. Especially with students with different learning styles/intelligences, it’s important to let them explore activities in the classroom that center around the intelligences in response to what they are learning. Armstrong suggests having permanent and temporary activity areas in the classroom. This allows students the opportunity to move around and not be sitting in a dull classroom. This setup engages students and helps them learn more. As a teacher, I want my students to be able to move around in the classroom. Sitting around will get them antsy and bored. I want them to be engaged in what they are learning. Adapting the ecology of the classroom is one to way to do this.

Kristen
The best environment is not always the one with desk in neat little rows facing the chalk/white board listening to a lecture. This classroom setup is fine once in a while, however there are other ways you can arrange the classroom. First, the classroom teacher must ask questions pertaining to the different intelligences and the subject matter. If a lot of the answers to these questions are "no" then something has to be done with the classroom environment that would be more conducive to learning. Armstrong breaks up the classroom into four sections. There are permanent classroom centers that are there all year long - one providing choices pertaining to a certain subject matter and another one providing open ended opportunities. There are also temporary centers that are open-ended as well as temporary centers that have to do with a certain topic being taken up in class. All of these centers are there to enhance learning for the student, creating different and meaningful experiences for them aside from the traditional setup that doesn't always help students to make the connections.

Bridget
Chapter 7: MI and the Classroom Environment Not only is it necessary to teach to the multiple intelligences, it is necessary to organize, arrange and decorate a classroom keeping them in mind. A classroom should be set up with many things to stimulate each intelligence. This could mean having pictures on the walls, pets in the room, music in the background, or many other intelligence-stimulating surroundings. But it is not only about how the classroom appears, but also how time is managed, how the teacher speaks, and how students are exposed to experiences. Activity centers can be placed around the room and may be permanent or temporary. Have sketchpads and paints at a spatial area, headphones and CDs at a musical area, clay at a kinesthetic station, anything to help stimulate students’ intelligences. In my mind, the set up of my classroom will be very important. The classrooms I functioned the best in were always ones that had an area for me to feel comfortable in, whether that be a beanbag over by the bookshelf or an area for me to spread out my work and get organized. I hope to create a classroom in which all students feel stimulated and comfortable.

Chelsea
It is important to have a classroom that is structured to fit the multiple intelligences of students in your classroom. The book described the “ecology” of a classroom, it is important the ecology of the classroom is suited for various learners needs as it will make students more successful. One way in which teachers can make the ecology of a classroom a friendly one is by creating MI activity centers. These centers can be permanent or temporary, but it is important to make them accessible to students. As these centers provide the opportunity to give students in engage in active learning. I think that it is important to provide students with a space in which they can actively engage their intelligences.

Christina
Chapter seven began with another look at the eight intelligences and how they can be applied to a classroom set up. The chapter also discussed MI activity centers. These centers, which could be permanent or temporary, are sections of a classroom that are dedicated to doing work in a specific intelligences. However, I believe that having these eight permanent centers in a single classroom would take up a lot of space, and therefore should be distributed throughout various classrooms, with the stations changing intelligences daily or weekly. In my own class, when it comes to the classroom set up, I plan on having a chart with multiple desk arrangements as well as a variety of math posters on the wall.

Jesika
The beginning of this chapter consisted entirely of questions. Questions about how classroom organization affects students with different dominant intelligences. The second half of the chapter was about different activity centers and their uses for the different intelligences. There should be sections of the classroom that are specific to the intelligences. It was apparent throughout the entire chapter that the author of the book thinks that neat rows of desks are a bad idea. I feel that the activity center idea is a bit extreme for a realistic classroom, especially in large schools where seating all of the students can be an issue. I think perhaps integrating activities that appeal to all of the intelligences would be more practical. Or perhaps specific intelligence driven days in the classroom.

Kevin
Chapter 7 is about how classroom environment relates to multiple intelligences. The classic teacher at the front of the room lecturing to the students isn’t the most conducive to MI theory. The book provides an example of a four quadrant classroom, where each quadrant has a different purpose. Quadrant 1 and 2 are more open-ended and can be used as constructive reward time for when students are done with their work. What I really like about this idea is that if you have activities in quadrant 1 and 2 that correspond with each intelligence then you can understand your students intelligences based on what activities they gravitate to most often. I enjoyed the list of things to consider with each intelligence in regards to the classroom and school environment. It provides many good reminders for easy ways to make different types of students feel more comfortable or welcomed. The quadrant activity centers idea is a good one I think but it may be hard to achieve in certain classrooms. I think depending on the structure and how big the classroom is it sometimes might not be feasible.