MI+B1+Chapter+5

Chelsea

 * Abstract:** This chapter was about using MI theory in development of curriculum. MI provides a way for teachers to reflect upon their work and to understand why it works. A teacher that uses[| MI theory] in their classroom creates a richer learning environment than a teacher who does not use MI theory. When applying MI theory to lessons it is important to focus on a specific topic or objective. It is also important to ask MI questions, consider possibilities and brainstorm. A MI teacher should select activities that are important and create a plan that follows a sequence and then implement the plan. It is important to remember that MI theory can be applied in a number of ways.
 * Synthesis:** As a class we all agreed that we have to develop objectives in our lessons and focus on a specific one during our lessons. It is important to plan how to teach to the different intelligneces. If a teacher can adapt lessons to the intelligences it creates a stronger repertoire. We also agreed that it is important to find tool that are easily incorporated into the curriculum. Using MI theory allows students to connect their learning to the real world and other life experiences. It is important to all of us that we work to incorporate MI theory into our [|classrooms] and curriculum.

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Moe
I liked how this chapter basically told us that we need to adopt the MI Theory because it will not only expand our “repertoire” but also give us the opportunity to have more ways to reach students then ever before. Along with this, Armstrong reminds us that we cannot just stand in front of the classroom and talk to our students. We need to take the initiative to make them active participants in their education. I agreed with the author when he said, “Teachers have simply been doing too much of it.” The text did a really good job of ensuring the reader that if you put some time into developing a MI curricula it can happen anywhere. While you are developing the said curricula, you need to be continually asking questions that relate back to the MI Theory. I think that it would be easier to consider MI as your making your lesson rather then wait until after I’ve created an entire plan.

Amanda Martemucci
Chapter 5 discusses MI theory and how to incorporate it into a curriculum. It is important to remember that MI teachers have a firm educational objective but they constantly shift in their method of presenting the material. It is also good to remember that there are many tools that can be used within each intelligence and a teacher should try and incorporate which ever tools they can to support their methods of teaching. When actually creating a curriculum, Thomas Armstrong suggests seven steps: “Focus on a specific objective or topic. Ask key MI questions. Consider the possibilities (in regard to the questions). Brainstorm possible ideas. Select appropriate activities. Set up a sequential plan. Implement the plan” (p. 66-67). He suggests creating a web with the objective in the middle with branches leading off to each intelligence to keep the plan organized. Each step should include insight on each intelligence. Looking at the examples given in the text, the seven step process appears to be a helpful tool that I will consider, especially when I first start teaching. It will help me get into the habit of focusing on several types of learners and shifting my teaching to address every intelligence.
 * MI-Chapter 5: **

Bridget
Chapter 5: MI and Curriculum Development Teaching to different intelligences isn’t a new concept: Plato, Rousseau and countless others throughout history have made note of different ways of learning. Now, this concept has transformed into a way of teaching that is essential in the modern classroom. MI teachers need to be able to shift from one intelligence to the next in their teaching to ensure that they reach all students. Most classrooms are focused on the teacher delivering the content through lectures, notes, worksheets, and textbooks. In an MI classroom, the teacher spends time brainstorming and planning different ways to teach to all the intelligences. When planning a curriculum, I will need to be constantly thinking, “how can I translate this to a different intelligence?” The goal is to be able to create lessons, units, and curriculum that cater to all types of learning, and this can be done through asking questions, considering the possibilities, brainstorming, creating suiting activities, making a plan, and setting it into action.

Kristen
MI Chapter 5: MI & Curriculum Development Teachers spend way too much time talking to and at their students and not enough time concentrating on the other forms of intelligence. The use of MI theory can remedy the situation and help the teacher to "awaken student minds" (p. 56). Rather than concentrating so heavily on the linguistic/logical approach of most teachers it is a good idea to use several different approaches to the same lesson to reach more of the intelligences. Armstrong provides several lists and charts showing suggestions on how to inspire a student with each different learning style. There is also a planning model suggested on pages 65-67 where the teacher should think of the topic, ask MI questions, consider the possibilities, brainstorm, select appropriate activities, set up a sequential plan then implement it. Overall, the teacher should make sure that the student can see the uses for this information and how it is applied to life in the here and now. After you've taught lessons using the MI model evaluate what you have done, noting what worked and what didn't work. This will help you reach your future students better.

Christina
Chapter five of //Multiple Intelligences in the Classroom// talks of the MI teacher, and how to create MI lesson plans. By knowing how to incorporate all eight intelligences into the lesson each day, I will be able to awaken the student’s mind and create novelty for the student. In a math classroom, it is possible to create visual aids, create discussions, use journals, as well as other various mediums to ensure that all eight intelligences are touched upon. An MI lesson plan is created by focusing on a specific objective or topic, asking key MI questions to incorporate all intelligences, considering the possibilities, and brainstorming. Then it is possible to select appropriate activities, set up a sequential plan, and then finally implement the plan. By connecting the material in an interdisciplinary manner, the students are then able to see the usefulness and meaning of the material, connecting it to situations that occur in the now.

Kevin
The Chapter begins with the idea that a good teacher needs include a multiplicity of instructional techniques, not just “teacher talk.” The author speaks of an idea for MI curriculum development in which the teacher thinks about ways to translate the material from one intelligence to the other. A seven step procedure is listed for MI lesson plans. The first step is to focus on a specific topic, step two is to consider a number of questions regarding each intelligence. Step three is to consider what of these questions will work best. Step four is to brainstorm and list all the ideas you can think of for utilizing each intelligence in the lesson. The fifth step is to choose the ideas from your brainstorm that you think will work best, and step 7 is to implement the plan. The chapter ends by promoting the idea of connecting learning to the real world and using a thematic structure.

Chelsea
MI theory is important in schools as it requires teachers to build up their “repertoire of technique, tools, and strategies” (54), as way to awaken learning in students. A teacher that uses MI provides multiple experiences for their students. They encourage their students to move and interact with each other but also encourage self-reflection. It may seem daunting but teachers should build lessons that incorporate all eight intelligences but these should be adapted to fit their particular teaching style. Students should have exposure to all the intelligences at sometime. When creating a lesson with MI it’s important to focus on the objective and ask questions. It is also important to brainstorm and plan. Many teachers now realize it’s important to teach students using interdisciplinary skills, however, whatever is chosen it is important to realize that MI Theory can be applied in a multitude of ways.

Jesika
This chapter emphasizes the fact that integrating MI into curriculum is something that good teachers have been doing for a long time. Teachers that lecture all the time are not necessarily using a bad method, but abusing a good one. Some lecture isn’t a bad thing but too much of it is. Integrating MI doesn’t mean being unfocused. This chapter says that you should pick a theme to stick with for a while and then plan different types of lessons around that main theme. I will have to work hard at this approach because it is both focused and broad at the same time. I will want to incorporate all of the MIs in one lesson rather than picking a couple and applying them to one idea. It seems a little exclusive to me.