MI+B2+Chapter+6

A bstract by Sarah Robinson
This chapter six from Multiple Intelligences gives some great ideas and examples to how to accommodate all eight multiple intelligences. It teaches that there are many different teaching strategies to use when teaching students of different multiple intelligences. The firs step of course is helping students realize what multiple intelligences they are more drawn to. This chapter gives examples of teaching strategies for each [|multiple intelligence] ; one example would be having students publish their writing work for linguistic intelligence. This example also touches on another point of this chapter, which teachers need to teach students that their [|multiple intelligences] can carry on into the real world. Teachers can show their students how their multiple intelligences can help them find jobs that will help them succeed. This chapter gives great examples for one of the hardest intelligences to accommodate for, the naturalist intelligence. One great example is nature walks, which can help naturalist learners clear their minds and bring in what is being taught. This chapter is something that every teacher can look back on and find great example to use every school year, and use different strategies every school year to mix things up for the students and teacher.

Synthesis by Sarah Robinson
From reading this chapter it is clear that the whole class was excited to learn about many new teaching techniques there are for all eight multiple intelligences. Many classmates agree that this chapter has many resources that they will use in their classrooms. It was understood that not all teaching strategies are going to work for everything student, and that is why this chapter is so helpful because it gives so many different teaching strategies for different multiple intelligences. It was agreed that many of us wanted to use songs and raps in our classrooms for [|musical learners]. By using these teaching techniques for all eight multiple intelligences teachers will be able to make learning fun for all students, and this is very important to keep students interest in school. Although it was also agreed that many of us would like to use some of the traditional teaching strategies, such as, test and group presentations. For the sometimes-difficult learning intelligence of logical-mathematical this chapter gives the great idea of having students use classifications and categorizations, which many of us agree that this multiple intelligence will be hard to teach to. This chapter is something that I know we will all use for the rest of our teaching careers.

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Mike Lawson
Multiple Intelligences in the Classroom: Chapter 6

By using a broad range of techniques to engage all learners I will not only develop my skills as a teacher, but also allow all my students to learn how they learn best. Chapter six was all about different methods you could use to teach all eight intelligences. Some of the methods presented were methods I was already familiar with, however, some of them were very inventive and interesting. Some of the ideas presented that I could see myself using in my class. Classroom Theater is something that I enjoyed in high school. I love being able to bring material to life, especially in a social science class where there will usually be actual characters that the students could become. Another method that I was exposed to in high school was the Rhythms, Songs, Raps, and Chants. In my AP Comp class we had to create a song that was based on Romeo and Juliet. I made a rap to the beat of “The Fresh Prince of Bel-Air.” I had a really great time with it and it made me more interested in Shakespeare. One minute reflections will definitely be applied in my class. After reading a section in a book or having a classroom discussion I would have my students write down in a journal anything that stood out to them or thought was interesting.

Jason Malbon
This is the chapter I’ve been waiting for. Solid, concrete ideas to bring into the classroom are given in detail. Intelligences are featured each with several lesson ideas for the classroom. A few of the ones I particularly liked are; discographies, storytelling, journal writing, tape recording and visualization. Teachers must keep in mind that the activity must be meaningful and lead to some authentic instruction and assessment. I do not want to be in an activity-happy classroom where lessons do not tie together in a meaningful way. Students might have fun but they will not learn. In reading this chapter, I can identify some intelligences that I am not as familiar with. The naturalist is a particular type of learner that may pose a creative challenge in a history class. Unless I can bring a sense of //natural// history into a lesson, this learner may be left out. Perhaps I could bring-in elements of the outside world as a prop and instructional aid. In studying the spice trade, I could bring in samples of spices for students to see, smell and touch. Maybe a naturalist learner would appreciate bringing the outside world into the class.

Sarah Robinson
As this book has talked about many times, every student learns differently and it is up to the teacher to make sure every student at some point is able to learn through their favored intelligences. This chapter has taught me that there are many teaching strategies for each multiple intelligence, and that every teacher must touch on each multiple intelligence while using many different teaching strategies. For students that are linguistic learners, I would like to use one of the examples the book gives in my classroom, and that is publishing. This chapter makes the very good point that every student should have an understanding of why they are doing something, and it must never be a waste of time. Therefore having student publish their written work will help them have a sense of meaning to their work. For logical-mathematical learners, this chapter gives the great example of classifications and categorizations, which I know I will use in my future classroom. This involves having students understand what sort of things can be classified and categorized and how to go about it. As a history teacher I could have my students classify all the major battles of the United States into the more impactful and the least impactful for the United States. The chapter then goes on to talk about spatial learners, and gives the great example of idea sketching, which allows students to show their understanding of the subject. The next section of the chapter is about bodily-kinesthetic learners, which has taught me that these learners should have an opportunity to use their bodies during class, which in turn will help them learn. When I was in high school I always tried to use a song or chant to remember things for test, and it was refreshing to see that was on of the examples given to teach musical learners. This chapter does go on to give great examples of interpersonal, intrapersonal, and naturalist learners, and I plan on using all the great examples in my future classroom.

Sarah McGinley
Multiple Intelligences Chapter 6: MI Theory and Teaching Strategies 2/4/10

This chapter focuses on the different strategies of teaching for the different intelligences. There are so many different kinds of strategies and I will name just a few for each one of the eight intelligences. Some of the Linguistic teaching strategies are storytelling, brainstorming, tape recording, journal writing, and publishing. Some of the Logical-Mathematical teaching strategies are calculations and quantifications, classifications and categorizations, Socratic questioning, heuristics, and science thinking. Spatial teaching strategies were visualization, color cues, picture metaphors, idea sketching, and graphic symbols. The Bodily-Kinesthetic listed body answers, Classroom Theater, kinesthetic concepts, hands-on thinking, and body maps. For Musical it listed rhythms, songs, raps, and chants, discographies, supermemory music, musical concepts, and mood music. Some of the strategies for Interpersonal were peer sharing, people sculptures, cooperative groups, board games, and simulations. Intrapersonal has listed one-minute reflection periods, personal connections, choice time, feeling-toned moments, and goal-setting sessions. For the last one, Naturalist, it has nature walks, windows onto learning, plants as props, pet-in-the-classroom, and eco-study. I would like to incorporate at the very least one from each of the eight intelligences into my school curriculum so that I can get all of my students involved in their learning. These are all really great examples for each intelligence and they do not resemble the boring lecture like the way teachers used to teach. Although, some teachers still do teach like that. Lessons need to be more mixed up and more exciting to engage the students in their learning.

Diana Quinlan
Chapter six of //Multiple Intelligences in the Classroom// is all about different ways to teach to all eight intelligences. It is important to remember that no one way of teaching will work all the time. While reading this chapter I discovered that there are many ways to teach to linguistic learners. I could tell stories even though it seems a bit elementary, do brainstorming activities, or my personal favorite, encourage my students to write with the intent for their work to be published. The publishing can be private with in the school or it can go even further out into the local community. I feel that this will inspire my students to write fun, interesting essays, and it will also encourage interaction between the authors and the readers. I also learned that logical thinkers can be taught through calculations (not just math related calculations), categorization, Socratic questioning, which involves talking with the students rather than at them, and by finding analogies and possible solutions to difficult questions. I really liked the idea of teaching spatial learners though visualization. This is when students close there eyes create a picture in their minds of themes and situations which we discussed in class. It is like having a blackboard in your head. If an image is burned into a students mind then they are less likely to forget it later. I have never heard of using body answers in a class before but I like the sounds of it. Raising your hand to answer a question is so boring so I might as well have students scratch their heads or touch their toes to answer questions instead. My only concern is that this will make students feel silly or uncomfortable. I plan to use the idea of discography in my class. This involves listening to tapes, CD’s, and/or MP3 files in class to reinforce the topic I am teaching. I know that if my teachers had done this for me I would have been much more egger to learn. I could go on and talk about ways to teach to interpersonal, intrapersonal, and naturalistic learners but I think that is unnecessary as long as I know that it is extremely important to teach to each different intelligence.

Jared Merrifield
Chapter 6: MI Theory and Teaching Strategies

This chapter was a good follow-up to the preceding chapter, for it further elaborates on the teaching methods that incorporate each of the eight intelligences. Being a future English teacher, I paid specific attention to the linguistic strategies, but of course not all students in my class will be verbally gifted. I should (and will) take the other strategies into deeper consideration if I want all my students to learn effectively. As Armstrong says himself, “linguistic intelligence is perhaps the easiest intelligence to develop strategies for, because so much attention has been given to its cultivation in the schools” (Armstrong 73). However, there was one linguistic strategy that caught my eye, and that was publishing. I believe that “publishing” student’s work will help build their confidence in their writing and also refer back to earlier essays (that have //not// been thrown away) for inspiration or to recall constructive criticism. I did find it interesting how Armstrong made the connection from the mathematical (perhaps my weakest intelligence) to the linguistic in ways that I had never imagined. In fact, I had experienced lessons similar to the ones mentioned when I was a younger student. I didn’t realize that mediums like Venn diagrams and timelines were most applicable with logical thinkers. The strategy on color cues got me laughing in remembrance. I remember, as a younger student, that when the teacher printed off a fresh handout on green or pink paper, everyone would immediately get excited, simply because the paper was not white! It’s amazing how one little tweak to the lesson like that can get the students excited, even more engaged. I also remembered my teachers drawing crude pictures on the board that corresponded with the lesson. We laughed at first, but I think the visual presence helped us in the long run. I think I will use a lot more of these strategies in the classroom, specifically classroom theater (to act out scenes from a novel or story), mood music (a strategy utilized by almost all the English teachers I have had since seventh grade), cooperative groups (because there’s nothing quite like sharing each other’s opinions!), and reflection periods (perhaps incorporating a little journal writing). I think the naturalist strategies will be the hardest to utilize; the best I can come up with now is having a class outside on a nice day, maybe reading some nature-related poems in the process.

Susanna Cooper
Chapter 6- I loved the metaphor of the sapling plant growing through out the year along with the students. Showing the kids that they have grown just as the sapling has. This is definitely a way to relate to the naturalistic learners. I also loved how the chapter mentioned picture metaphors and how they help student’s piece two separate thoughts together in a form of a picture. Students who don’t pick up on concepts very well may find it easier to take the concepts and make a picture out of them. Socratic circles help students grasp new things too. I was glad this chapter mentioned them. My high school teacher used Socratic circles and I got a chance to experience them. I can see how it is effective, and gives lots of feedback and revision immediately. It also creates a comfortable class setting where everyone feels open about what they want to say. By using the Socratic circle to revise and refine student’s papers and stories, they will become good enough to publish. I agree with the chapter about having a bigger audience for the kids to write to besides me. I would love to start and head a group that would publish a weekly school newspaper at the school I teach at. I think students could really be interested in sharing work they are proud of with the rest of the school.

Eric Cole
This is definitely a chapter that I enjoyed. I usually spend a few hours a week looking online for ideas of things that I can do in my classroom to help my students learn. So, it was nice to see an entire chapter of ideas for me to utilize in my classroom. There were a couple of ideas that I liked in particular. The first was the idea of journal writing. Now, I understand that most students don’t really like writing in journals because journals get stale after a while, and students will most likely find themselves writing the same thing over and over again. That is why, as a teacher, you need to provide prompts and such for students to build their journals around. This is one of the challenges that I look forward too. Another idea I liked was the idea of classroom theater. The best project that I had in High School was when my english teacher told us to pick a scene in one of Shakespeare’s many plays, and act it out. Not only that though, but the entire class was given theatre jobs. So, some people became hair and make-up people, other people were in charge of building sets, others were actors, and one person was the director. To me, this project worked for one simple reason: It allowed everyone to find something that they were good at, and do well in it. I can’t wait to do something like this in my own classroom. The last idea that I liked was the idea of taking what I want to teach, and putting it into a song, a rap, or a chant. This works on so many levels. Kids get bored in school. That is a simple fact that can not be denied. So, if I can find a way to slice through that boredom, and engage my student’s minds when they are at their most dull then I feel that I have done my job well. I think the idea of the lesson song will accomplish this goal beautifully.

Amanda Fitzpatrick
This was a chapter that not only taught me a ton of information but did so in a way that could be interesting to me as a teacher but also reach the various learners of my classroom. There were many ways in which I could get any learner engaged, as new things will be more interesting to all students, despite learning styles. I could obviously see myself using the lingusitic intelligences the most in my classroom, however doing things like having everyone look out the window for a period of time and then write about it could be a way to incorporate the naturalist learning styles into my instruction. I failed to see how many of the logical styles could really be incorporated however most of the other intelligences had activities that could easily tie into a basic English class. These gave me a better idea of what each intelligence really needs in the classroom, as well as giving me more ideas as to what I could make up on my own that could still benefit the various types of learners. Mostly, I think it will be important to focus on everything but linguistic, as that intelligence will naturally flow into my course, rather pinpoint ways to engage the other learners in my classroom.

Jared Boghosian
With eight potential ways of teaching any subject, there is practically infinite potential to develop innovative and creative ways of teaching. This chapter outlines five different tactics/activities a teacher can use to teach using any one of the eight intelligences. This is easily one of the best chapters in this book and the chapter I will get the most out of for future lesson plans. If I could have I would have simply highlighted the entire chapter. There is at least two to three feasible tactics under each intelligence. Everyone bookmark this chapter now!

Scott Bowden
This chapter worked off the last chapter in expanded form. Many of the strategies listed on these pages can be a useful tool for implementing the multiple intelligences into my classroom. These ideas, though, seemed to mainly target elementary schools in construction, as the examples weren't really secondary in nature(e.g. times tables and spelling words). I still have a couple questions about the strategies, and the first one is what is a "people sculpture"? I had difficulty figuring it out from the text. From what I gathered, it's a way of using bodies to represent ideas. I don't see how I can use my students' bodies in teaching math. The other is how would I incorporate a pet into my math classes. It's a good idea for elementary school classrooms, but I think it would be more of a hindrance than a help for my students. I would like to try to incorporate those proclivities into my classroom, but I still have no clue how I would do it.

Alicia Kenison
 Wouldn’t it be nice to accommodate all your students? Armstrong alliterated a way of doing so in chapter 6. He listed out lesson plans and examples on how to follow them. I feel being an English concentration I would lean to the linguistic ideas, but he showed us that all intelligences could connect to our concentration. We don’t have to focus on just words. All of our students learn differently, so we have to look at making the class fun for them in their individual brilliance. One day, we may focus on the bodily intelligence and the next a spatial lesson. Both are completely different and will get different reactions from students. These lessons will show the strengths and weaknesses our students are conflicted with.