MI+B1+Chapter+4

Abstract (Jesika):
This chapter focuses on teaching Multiple Intelligence theory to one’s students. This can and should be done at any grade level and can easily be simplified for younger students. Though it is a good idea for students to know their strengths it is also important that they know that everyone has, and can [|develop], all of the intelligences. "All of you are intelligent - and not just in one way. Each of you is intelligent in at least eight different ways." (p. 45) was the way that the author phrased that particular idea. The chapter gave many example of how to incorporate MI into the classroom. Most of them involving and appealing to the students’ own dominant intelligences.

Synthesis (Jesika):
Most of the class was in agreement that [|incorporating Multiple Intelligence Theory] is a great idea. It will help us to understand the student’s needs and will help the students to see their own strengths and the strengths of others. Students can become more involved with their learning if both the teacher and the students can understand how they best learn. toc

Amanda Martemucci
MI-Chapter 4: Chapter 4 discusses how to teach students about MI theory. It is important to emphasize that students have all intelligences. It may discourage students to think that one of their friends has an intelligence that they are not strong in. I do not want any of my students feeling this way. I want them to be able to realize and explore all the ways of learning that they have. Presenting the MI Pizza would be an excellent way to begin my student’s learning of the MI theory. Creating lesson plans based on all eight intelligences would be another step to get my students involved in learning their preferred intelligence/style of learning. My students will begin to learn which intelligence suits them in their learning, and I want to also encourage them to explore the other intelligences and challenge themselves in trying to strengthen them.

Kristen
Chapter four of Armstrong's book is all about how to introduce Multiple Intelligence theory to a group of students. Armstrong suggests making sure that each student knows that he or she is smart. He says that "all of you are intelligent - and not just in one way. Each of you is intelligent in at least eight different ways." (p. 45) This way students understand that even though they may be less interested in a certain style of learning its their type of intelligence and they are no better or worse of for learning that way. The rest of the chapter describes where you can go and what you can do to introduce the MI model. Most of the suggestions are ways that your students can see multiple intelligences at work in the real world. The suggestions include: Career day, field trips, biographies, lesson plans, quick experiential activities, wall and or physical displays, readings, MI tables and a human intelligence hunt. Overall, Armstrong's goal emphasizes to help students "internalize the theory" so they can make sense of out of their own abilities and learning style.

Moe
While reading chapter four, I loved the quote, “All of you are intelligent- not just in once way. Each of you is intelligent in at least eight different ways.” I loved this because it basically sums up how a teacher needs to approach students with this strange, new concept. I liked the idea of taking a day to have the kids travel to 8 different tables that explain each intelligence and how they can improve their more underdeveloped intelligences.

Bridget
Multiple Intelligence Theory can easily be explained to any age group; the concepts are easy to grasp because everyone has all of the intelligences. After explaining each intelligence in age-appropriate terms, one can ask questions of the students about the intelligence that all should be able to answer yes to (Who here can read? That makes your word smart.) This will help students realize that everyone really is smart in eight different ways. Another important way to concretely explain the intelligences is to get out of the classroom and experience each intelligence on a field trip. Other ideas are reading the biographies of famous people who are known for a certain intelligence, do quick activities in the classroom, and have students learn about each other’s intelligences. The main goal is to help the students to understand the intelligences and their roles inside and outside of the classroom and recognize that we are all smart, just in different ways. This means that when I teach, I need to familiarize my students with the multiple intelligences and help them to understand which ones they. By doing this, my students and myself will be better able to learn and expand our knowledge.

Christina
Chapter four of //Multiple Intelligences in the Classroom// begins by stating that if a child knows about MI theory, then they will be able to assess themselves and have an input on the learning environment that best suits them. When introducing the MI to students, depending on their grade level, it may be best to simplify the terminology, such as changing linguistic intelligence to word smart. Once the students know the context and overview of MI, it will be best to reinforce the idea using styles that target each of the eight intelligences. Some ideas for reinforcement as given by Armstrong (2009) are career day, field trips, biographies, lesson plans, quick experiential activities, wall displays, displays, readings, MI tables, a human intelligence hunt, board games, and MI stories, songs, or plays. By allowing my students to know of the theory in which I will base my teaching style off of, it will give them the opportunity to let me know if it works or not.

Chelsea
Teaching children about MI Theory can be done early. By breaking down the sections and using what is called an MI pizza teachers can teach their students about MI. Teachers should explain MI theory in such a way that students can relate too, one suggestion from the book is using simple words rather than using, linguistic, use word smart. Teachers should use examples of peoples that have multiple intelligences from the students own world, such as cartoon characters, or characters from books. The book suggests a variety of activities that can be included in teaching MI in the classroom such as, field trips, board games, career day, or even a human intelligence hunt. By teaching students MI theory, and by using it in your classroom, students learn about how they learn, which allows students to become more engaged in their learning.

Jesika
This chapter had a lot to do with explaining the multiple intelligences to your students. Much time was spent talking about how to teach young children about MI. This chapter impacted me because I feel as though this should have had more impact on my education as a younger student. This will impact my classroom because I will be able to use the MI theories with my students rather than on my students.

Kevin
I definitely see the benefit in students understanding how they think and work best. I feel like this kind of self-knowledge would help to curb a lot of frustration students may feel if the don't understand something. Instead they may realize that they need to approach the subject in a different way. I think using famous people that students know would give them a nice concrete idea of what each intelligence is. The lesson plan paragraph is a great idea. Tell your students that you are going to do a lesson that will use each of the eight intelligences, and then ask them at the end what part of the lesson corresponded to which intelligence. This both lets them learn through various means, and helps them to understand the intelligences and gives greater self-knowledge.