Chapter 12: MI Theory and Cognitive Skills

Teaching students through there intelligence, you can help students. Chapter twelve delves into the ways that teachers can help students learn, such as giving students rhymes for their spelling words and grammar issues. I can remember to this day that “I” comes before “E” except after “C”, or when it sounds like an “A”, as in neighbor or weigh. Giving motions to words or ideas may help those students who are kinesthetic learners. There were so many good ideas that I would like to try in my learning. I can remember my chemistry teacher singing element Christmas carols to us during class. It made me want to learn the elements and see what they did, not to mention I became a secondary education, chemistry major!

Chapter 11: MI Theory and Special Education

Chapter eleven was really beneficial to me, because it explained about kids who are in special education and help make them learn easier and faster by teaching them through their intelligence. Even students with IEP can learn through their own intelligence. I thin that this chapter helped open my eyes to the fact that everyone can be taught, not just the students in the honor classes. With the right teacher, anyone can learn because everyone is a master in their own intelligence. If I can make sure to use as much variance with my special education students, they will never be left behind because they can learn own way.

Chapter 8: MI Theory and Classroom Management

Chapter eight discussed using multiple intelligences with classroom management. For the most part, the ideas that were described seemed pretty elementary, but there were some neat ones. Like using animals or actions with the class rules and schedules. This could be important because the lab can be a dangerous place and so if I am able to help my students remember the rules of the lab, I could save the students a lot of injuries. Keeping my students engaged during the rules and schedules will help them to remember what it is they will need to remember for certain classes and keep them engaged, even during the most boring talks, such as safety.

Multiple Intelligences Chapter 14: MI Theory and Existential Intelligence

A ninth, potential intelligence, was introduced in chapter fourteen. The existentialist intelligence incorporates the big ideas of life, such as “why are we here?” and “who are we?”. These topics are challenging because they may lead into religion or morals. These are touching subjects, especially religion which was banned with the separation of church and state. Science can be difficult to incorporate this intelligence within my lessons. The material in chemistry could lead to existential questions, but it could also lead to religious talks very quickly. I’m worried about bringing up touchy subjects and causing problems with my students and the subject that I teach.

Multiple Intelligences Chapter 13: Other Applications of MI Theory

Chapter thirteen focused on three areas that MI theory should also be used in the classroom. These three examples were computer technology, cultural diversity, and career counseling. Computer technology is important because there is such a strong emphasis on computer geeks. There are a lot of different ways to use computers and the internet that emphasize all eight intelligences. Certain software enable students to use any intelligence that they want depending on what they are working on. I want to use technology as much as I can in as many different ways as I can. The chart in the book showed a lot of different ways that technology can be used, including plenty of nature and bodily/kinesthetic.

Multiple Intelligences Chapter 7: MI Theory and the Classroom Environment

Chapter seven introduced the activity center model for using MI in the classroom. This model is broken down into four quadrants that are split based on whether they are open ended or topic-specific and permanent and temporary. There were some really good ideas about ways that I can use MI in the classroom by setting up different stations and allowing students to either choose which station they wish to work in or place the students in the stations as I decide fits. The only problem that I have with this model is that I’m not sure that it will work out well for a high school chemistry class. Some of the stations did not sound like they would be applicable to the age group that I hope to teach. I guess I can always tweek the models so that they can fit the lessons I teach and the assessments I give out.

Multiple Intelligences Chapter 6: MI Theory and Teaching Strategies

Chapter six introduced new ways to help incorporate new ways of using the eight intelligences in the classroom. There were numerous examples of integrating the lessons in different ways. Seeing all of the different examples that I could choose from really helped me step back from the material and appreciate the different methods of learning and teaching. I felt relieved because I found that I could use most of them in my classes without any problem. Talking about using the techniques and actually using them in your lessons are two completely different things. After seeing ways to solve the same problem in different ways really gave me the confidence to use each intelligence to help my students.

Multiple Intelligences Chapter 5: MI Theory and Curriculum Development

Chapter five focused on implementing MI theory into curriculum design. I learned a lot about the different ways that I can incorporate multiple intelligences in my lessons. It can be very difficult to include all of the eight intelligences because of the various ways that each intelligence is displayed and used. Looking back at my education, I can list off most of the things on lists of examples that I’ve done in my classes. I never realized all of the ways that my teachers have included the different activities in their plans without our knowing it. I definitely plan on using as many of those examples in my lessons as possible. I want to enable my students to have the best chance of learning by having as many different methods as I can.

Multiple Intelligences Chapter 10: MI Theory and Assessment

Chapter ten discussed the way that we cannot only use MI theory on our lessons, but also on assessments. Some of the methods that were suggested were student interviews, anecdotal records, and informal assessments. Student interviews was the one that really jumped out at me because I had never used it or even heard about it being used in a classroom. Varying assessments will be a good way to keep my students interested in my class and help them learn truly master the material, not simply know it for the test. By varying the ways that my students will be assess, I hope to change the process of learning the material for test and then forgetting about it later. By doing assessments that require the knowledge of the material, I hope they will have deep understanding, not surface knowledge.

Multiple Intelligences Chapter 4: Teaching Students MI Theory

Chapter four was about teaching students the multiple intelligence model of learning.  The different ways to teach students the model are five minute introduction to MI theory and activities for teaching, including, career day, field trips, biographies, lesson plans, quick experiential activities, wall displays, displays, readings, MI tables, human intelligence hunt, board games, Mi stories, songs and plays.  In order to help my students and myself I could show them the different ways that they learn and then discover how they learn straight from the horse’s mouth.  I think that this would save the kids that I will be teaching, and I, a lot of grief because I will know immediately who can do what.  I think that the students will benefit from this method the most because they will know how they learn and they can begin to see where their talents lay.  I will also be able to better suit the different learners in the group because I will know who learns the best in certain intelligences.

Multiple Intelligences Chapter 3: Describing Intelligences in Students

Chapter three talked a lot about the different ways of discovering what the different learning styles of kids are in a classroom.  Included in the chapter was a checklist for teachers to use as a guide to discovering how some, if not all, of your students learn.  By finding out how a troublesome kid learns and applying a difference in your lesson plan to incorporate that student sounds like a very important step to solving a lot of problems in the classroom.  Being able to take tabs on all of the students and their tendencies sounds like it will be very difficult.  But if I can take just a few notes a week on a student, it can add up to be a very long list by the end of the year.  By discovering the different learning styles in the classroom, my students will be adjusted to in each lesson.  I will find ways to incorporate as many of the learning styles that prove to be visible in the students of each class.

Multiple Intelligences Chapter 2: MI Theory and Personal Developement

Chapter two talked about the importance of balancing your own intelligences.  It is important for teachers to incorporate as many different types of teaching as possible.  I know that I do my best to stay away from the intelligences that I lack in but I know I should change this.  There were some good tips in this chapter that will help out with my deficiencies in some of my intelligences. Some different ways to help yourself in the classroom is to ask your colleagues, ask students to come up with examples of art or music, and simply push yourself to change your deficiencies.  Bringing in as many different examples of each type of learning in all my units will encourage students to learn no matter what type of learner they are.

Multiple Intelligences chapter 1: The Foundations of MI Theory

Chapter one focused on how people learn and the eight intelligences.  There are eight intelligences including Linguistic, logical-Mathematical, Spatial, Bodily-Kinesthetic, Musical, interpersonal, Intrapersonal and Naturalist.  These eight intelligences make up who I am, and how I learn.  I learned that everyone is different and there a lot of different ways for someone to be intelligent in their own way.  This will be important because I will need to incorporate as many different styles of teaching in my classroom as I can.  I also learned that everyone’s personality and they’re style of learning is much more difficult to pinpoint than I thought it would have been.