MI+B1+Chapter+3

Kevin Abstract Chapter 3 gives ideas for ways to acquire information on [|students' intelligences]. Armstrong encourages teachers to keep a journal and record student observations and to help keep organized to use a checklist for each student, with sections for each type of intelligence. Other methods for collecting data Armstrong recommends are looking at student's school records, talking with parents, talking with other teachers, asking the students themselves, or setting up special activities.

Synthesis We all felt that in order to adequately reach our students we need to collect data on how they learn. We felt that many different means could be used in order to obtain information about our [|students intelligences]. We all felt that a key component to understand a student is observation. We felt that by going through this process we will be able to serve our students better, by [|creating lessons] that will effectively engage students.

Amanda Martemucci
MI-Chapter 3: Chapter 3 encourages teachers to discover their students’ strong learning styles/intelligences. Discovering even a few of the students learning styles can help a teacher incorporate different teaching strategies in their classroom targeting the intelligences favored in students. The checklist in this chapter would be a helpful tool. Also, taking notes on students who are struggling would allow me to target a student’s learning style in my teaching to allow them to understand. Talking to other teachers and students’ parents are other strategies that I will consider in determining my students’ learning styles. I will be teaching my students English, and their stronger learning style may not be apparent in my class, but it could be other teachers’ and even at home. Targeting my students’ learning styles will be a key component to my teaching strategies in enabling my students to excel.

Kristen
You need to find a way to learn about how your students learn. Armstrong suggests that you observe your students during their free class time. Note where they gravitate. You can record your observations by writing it down in a notebook or take pictures of the activities your students do. Involve the parents in the process: what have the parents noticed about their child's preferences for learning? Look back at old records from other teachers: what did they notice about the child's learning styles? Some students are out there for all to read but some students shut themselves off during school time due to previous bad experiences or disinterest. This sort of investigation and observation can tell you a lot about those "hard to reach" kids.

Moe
During this chapter, I thought a lot of the ways to collect information on the multiple intelligences were not very efficient. I did like the method of looking back at the student’s grades throughout the years in many different subjects. I thought that asking the parents wasn’t a really good idea, because most kids act completely different in school then how they would at home. I think the best method, for both student and teacher, would be to give them a quick little quiz like the one we did in class. It is a fun way for them to discover what they are as well.

Bridget
In order to teach to students’ intelligences, it is first necessary to know what their intelligences are. There are many resources one can use to start learning about each student’s preferred intelligences. Looking at how they act when they are not participating in class is a great way to start noticing how they learn. If they are not being taught to, they are going to start doing something that does hold their interest. Collecting evidence, such as papers, photographs, and recordings, is another great way to start forming a picture of a student’s intelligences. School records are another way to gather data, but observing how well students did on tests and what their grades were, one can see if they tend to do better in gym or in English, which can point towards bodily-kinesthetic or verbal. Talking to parents is also key, because they’ve seen their child grow up and learn in ways different from those in school. But to really understand a student’s intelligences, one needs to ask the student. In order to learn how to teach my students, I will need to collect many different types of data and consult many resources to understand their individual make-up of intelligences.

Christina
This chapter of //Multiple Intelligences in the Classroom// talks of the intelligences within the students. From an early age, students can be more developed in one intelligence than another. To identify which intelligence a child is, Armstrong (2009) suggests at observing how the child misbehaves. An example is that a student who is highly linguistic might talk out of turn while a student who is highly bodily-kinesthetic might fidget or walk around the classroom a lot. Another highlight of the chapter is that it states several ways to get assessment information about students’ multiple intelligences. These include: observation, checklists, collecting documents, school records, setting up special activities, talking with parents and teachers, and asking the students. In my classroom, I will continually assess the students, especially those who are having difficulty, so that I can target their learning styles so that I may effectively teach them.

Chelsea
Chapter 3 discusses ways in which teachers can introduce MI theory into their classrooms. Teachers should observe their students to determine their intelligences. Teachers should realize that students have all intelligences; just some are more developed than other. The book recommends that teachers, look at a variety of sources to determine students intelligences such as: school records, parents, other teachers or simply ask the students. Parents are very helpful in determining the multiple intelligences of their child, because they are the ones that sees them and knows their interests. By determining students multiple intelligences, it allows teachers to adapt their teaching to best suit the needs of students.

Jesika
In this chapter I was encouraged to be skeptical of question-based intelligence tests. I was also given other methods of finding out what are the dominant intelligences of my class. The biggest way to find out was to observe them and the way they learn best in my class. This impacted me because I have been taking question-based intelligence tests all week. This will come into play in my class when I am observing my students and trying to figure out what I can do with my lesson plans to best help them learn.

Kevin
This chapter had a lot of great ideas for uncovering the intelligences of students. Intelligence expressed through the way a child misbehaves I thought was an interesting one. It was certainly not something I had thought about but once you think about it, it makes a lot of sense. The checklist is a great idea. I definitely want to gather information on student's intelligences right at the beginning of the year as part of the 'get to know you' questionnaire. It would be nice to be able to talk to each student individually, because for many of them it probably isn't something they have thought about, but in terms of time I don't know how practical it is to talk to each student individually.